Introduction
Chapter 1. Theoretical study of pedagogical problems of preparing children for school in a preschool institution
Chapter 2
2.1 School Readiness Study
Conclusion
List of sources used
Applications
INTRODUCTION
Modern studies show that 60-70% of children come to the first grade unprepared for learning, since their social, psychological and emotional-volitional spheres of personality are not sufficiently developed.
The successful solution of the tasks of developing the child's personality, increasing the effectiveness of education, and a favorable environment are largely determined by how correctly the level of preparedness of children for schooling is taken into account.
Currently, the system of preschool education is experiencing the contradictions of the transition period.
L.M. Bezrukikh believes that the child's readiness for intellectual learning at school is the level of the child's morphological, functional and mental development, at which the requirements of systematic education will not be excessive and will not lead to a violation of the child's health.
L.A. Wenger interprets the concept of readiness for school as a certain level: social skills, including the ability to communicate with peers and adults, assess the situation and regulate one's behavior, the development of those functions without which learning is impossible or difficult (this is the organization of activities, the development of speech, motor skills, coordination, as well as personal development characterizing self-awareness, self-esteem, motivation).
Questions of psychological readiness for learning at school are considered by teachers: L.I. Bozhovich, L.A. Wenger, A.V. Zaporozhets, V.S. Mukhina, L.M. Fridman, M.M. Bezrukikh E.E. Kravtsova and many others.
To date, it is generally recognized that readiness for schooling is a multicomponent education that requires complex psychological and pedagogical research.
The authors provide not only an analysis of the necessary knowledge, skills and abilities of a child during the transition from kindergarten to school, but also offer a set of diagnostic methods to identify the preschooler's readiness for school.
The relevance of this problem determined the topic of the study - "Pedagogical problems of preparing children for school in a preschool institution."
The object of the study is the process of preparing children for schooling.
The subject of this study is the pedagogical conditions for organizing the preparation of preschool children for school.
The purpose of the study is to study the pedagogical aspects of preparing children for school.
Study and analysis of literature on the research topic;
Highlighting the pedagogical aspects of preparing children for school;
Study of the level of preparedness of children for school;
The hypothesis of this study is that the process of preparing for schooling will be more effective if:
Criteria and levels of readiness of children of preschool age to study at school are determined;
The methodology and program of developing games aimed at the effectiveness of the process of preparing preschoolers for school have been developed.
Methods of this study:
Analysis of domestic and foreign literature on the problem of this study;
Diagnostic study on the topic "Pedagogical problems of preparing children for school" among preschoolers of the Children's Club "Cartoon".
The practical significance lies in the study of the process of preparing children in the conditions of a preparatory group in kindergarten, the development of educational games that will later help children avoid negative consequences in the process of adaptation.
The sample consists of 15 preschool children of the Children's Club "Cartoon".
CHAPTER 1 THEORETICAL STUDY OF PEDAGOGICAL PROBLEMS OF PREPARING CHILDREN FOR SCHOOL IN A PRESCHOOL INSTITUTION
.1 Psychological and physiological readiness of the child for schooling
Preparing children for school is a multifaceted task that covers all areas of a child's life. One of the most important aspects of it is the psychological readiness for school. Within this aspect, there are three main approaches to this problem.
The first approach can include all research aimed at developing in preschool children certain skills and abilities necessary for learning at school. It has been established that children of 5-6 years old have great intellectual, physical and mental capabilities, which makes it possible to transfer part of the first grade program to the kindergarten preparatory group. Children at this age can be successfully taught the beginnings of mathematics and literacy, which will significantly improve their preparation for schooling.
The second approach is that a child entering school must have a certain level of cognitive interests, a readiness to change their social position, and a desire to learn. The combination of these properties is the psychological readiness for schooling.
The essence of the third approach is to investigate the origin of individual components of learning activity and identify ways of their formation in specially organized training sessions. Studies have shown that children who underwent experimental training (drawing, modeling, appliqué, design, etc.) developed various elements of educational activity, i.e. psychological readiness for schooling.
We do not say about a person entering school that he is a ready student, we are talking about his readiness or unpreparedness for a new life at school.
What is the lack of preparation for school education?
A child unprepared for school cannot concentrate on the lesson, is often distracted, cannot join the general mode of the class;
Weak development of coherent speech and mental abilities, inability to ask questions, compare objects, highlight the main thing;
Little initiative, gravitation towards stereotyped actions and decisions, difficulties in communicating with adults and peers about learning tasks.
The causes of unpreparedness for schooling can be divided into two groups: organic (deviations in the physical and neuropsychic development of the child) and educational, associated with ineffective tactics of the pedagogical approach to children at an early preschool age.
1.2 Preparing a preschooler for school in the family
The psychological preparation of children for school in the family is absolutely necessary. The following conditions for the full-fledged mental development of the child and his preparation for educational work are distinguished:
this is the constant cooperation of the child with other family members;
the development of the child's ability to overcome difficulties;
It is important to teach children to finish what they started.
Many parents understand how important it is for a child to want to learn, so they tell the child about the school, about the teachers and about the knowledge acquired at school. All this causes a desire to learn, creates a positive attitude towards school. Next, you need to prepare the preschooler for the inevitable difficulties in learning. The awareness of the surmountability of these difficulties helps the child to correctly relate to his possible failures.
Parents should understand that their own activities are of primary importance in preparing a child for school. Therefore, their role in preparing a preschooler for schooling should not be reduced to verbal instructions; adults should lead, encourage, organize classes, games, child's feasible work.
Another necessary condition for preparing for school and the comprehensive development of the child (physical, mental, moral) is the experience of success. Adults need to create for the child such conditions of activity in which he will definitely meet with success. But success must be real, and praise deserved.
Of particular importance in the psychological development of the student is the enrichment of the emotional-volitional sphere, the education of feelings, the ability to focus on others in their behavior. The growth of self-awareness is most clearly manifested in self-esteem, in how the child begins to evaluate his achievements and failures, focusing on how others evaluate his behavior. This is one of the indicators of psychological readiness for schooling. Based on the correct self-assessment, an adequate reaction to censure and approval is developed.
The formation of cognitive interests, the enrichment of activities and the emotional-volitional sphere are prerequisites for the successful mastery of certain knowledge, skills, and abilities by preschoolers. In turn, the development of perception, thinking, memory depends on how the child masters the methods of obtaining knowledge and orienting activities, on the direction of his interests, on the arbitrariness of behavior, i.e., volitional efforts.
When preparing for school, parents teach the child to compare, contrast, draw conclusions and generalizations. To do this, a preschooler must learn to listen carefully to a book, an adult's story, to correctly and consistently express his thoughts, to correctly build sentences.
Parents should remember that the child's need to be read to, even if he has already learned to read on his own, must be satisfied. After reading, it is important to find out what and how the child understood. This teaches the child to analyze the essence of what he read, to educate the child morally, and in addition, teaches coherent, consistent speech, fixes new words in the dictionary. After all, the more perfect the child's speech, the more successful his schooling will be. Also, in shaping the culture of children's speech, the example of parents is of great importance. Thus, as a result of the efforts of parents, with their help, the child learns to speak correctly, which means that he is ready to master reading and writing at school.
A child entering school must also develop an aesthetic taste at the proper level, and here the primary role belongs to the family. Aesthetic taste develops in the process of attracting the attention of a preschooler to the phenomena of everyday life, to objects, the environment of everyday life.
The development of thinking and speech largely depends on the level of development of the game. The game develops the process of substitution, which the child will meet at school when studying mathematics, language. A child, while playing, learns to plan his actions and this skill will help him in the future to move on to planning educational activities.
You also need to learn how to draw, sculpt, cut, stick, design. By doing this, the child experiences the joy of creativity, reflects his impressions, his emotional state. Drawing, designing, modeling open before us to teach the child to see, analyze the surrounding objects, correctly perceive their color, shape, size, ratio of parts, their spatial ratio. At the same time, this makes it possible to teach the child to act consistently, plan his actions, compare the results with what is set, conceived. And all these skills will also be extremely important in school.
When raising and teaching a child, one should remember that classes should not be turned into something boring, unloved, imposed by adults and not needed by the child himself. Communication with parents, including joint activities, should give the child pleasure and joy.
1.3 Pedagogical assistance of a kindergarten in preparing a child for schooling
) Preparing children for school in kindergarten
The role of parents in preparing children for school is enormous: adult family members perform the functions of parents, educators, and teachers. However, not all parents in conditions of isolation from the preschool institution can provide a complete, comprehensive preparation of their child for schooling, mastering the school curriculum.
As a rule, children who did not attend kindergarten show a lower level of readiness for school than children who went to kindergarten, because. parents of home children do not always have the opportunity to consult with a specialist and build the educational process at their own discretion, unlike parents whose children attend preschool institutions, prepare for school in kindergarten classes.
Among the functions that the kindergarten performs in the system of public education, in addition to the comprehensive development of the child, a large place is occupied by the preparation of children for school. The success of his further education largely depends on how well and timely a preschooler is prepared.
Preparing children for school in kindergarten includes two main tasks: comprehensive education (physical, mental, moral, aesthetic) and special training to learning school subjects. The work of the educator in the classroom on the formation of readiness for school includes:
Developing in children the idea of classes as an important activity for acquiring knowledge. Based on this idea, the child develops active behavior in the classroom (careful completion of tasks, attention to the words of the teacher);
Development of perseverance, responsibility, independence, diligence. Their formation is manifested in the child's desire to acquire knowledge, skills, to make sufficient efforts for this;
Raising a preschooler's experience of working in a team and a positive attitude towards peers; mastering ways of actively influencing peers as participants in common activities (the ability to provide assistance, fairly evaluate the results of peers' work, tactfully note shortcomings);
Formation in children of skills of organized behavior, learning activities in a team environment. The presence of these skills has a significant impact on the overall process of the moral formation of the child's personality, makes the preschooler more independent in the choice of activities, games, and activities of interest.
The upbringing and education of children in kindergarten is educational in nature and takes into account two areas for children to acquire knowledge and skills: the child's extensive communication with adults and peers, and an organized educational process.
In the process of communicating with adults and peers, the child receives a variety of information, among which there are two groups of knowledge and skills. The first provides knowledge and skills that children can master in everyday communication. The second category includes knowledge and skills to be mastered by children in the classroom. In the classroom, the teacher takes into account how children learn the program material, perform tasks; checks the speed and rationality of their actions, the presence of various skills, and, finally, determines their ability to observe the correct behavior.
Cognitive tasks are connected with the tasks of forming moral and volitional qualities, and their solution is carried out in close relationship: cognitive interest encourages the child to be active, promotes the development of curiosity, and the ability to show perseverance, diligence, affects the quality of activity, as a result of which preschoolers quite firmly learn educational material.
It is also important to educate the child's curiosity, voluntary attention, the need for an independent search for answers to emerging questions. After all, a preschooler who has insufficiently formed interest in knowledge will behave passively in the classroom, it will be difficult for him to direct his efforts and will to complete tasks, acquire knowledge, and achieve positive results in learning.
Of great importance in preparing children for school is the education in them of "the qualities of a public ability to live and work in a team. Therefore, one of the conditions for the formation of children's positive relationships is the support by the educator of the natural need of children for communication. Communication should be voluntary and friendly. Children's communication is a necessary element of preparation for school, and a kindergarten can provide the greatest opportunity for its implementation.
Solving the problem of preparing for school in kindergarten classes involves systematic work with children in four areas:
preparation for literacy;
mathematical preparation;
preparation for writing;
psychological practice.
Formation in children of ideas about classes as an important activity for acquiring knowledge. Based on these ideas, the child develops active behavior in the classroom (careful completion of tasks, attention to the words of the teacher);
Formation of moral and volitional qualities (perseverance, responsibility, independence, diligence). Their formation is manifested in the child's persistent desire to acquire knowledge, skills, to make sufficient efforts for this;
Formation in the child of the experience of working in a team and a positive attitude towards peers, awareness of the importance of their own active participation in solving a common problem; mastering ways of actively influencing peers as participants in common activities (the ability to provide assistance, fairly evaluate the results of peer work, tactfully note shortcomings). To do this, children must know about the moral norms of behavior in a team;
Formation in children of skills of organized behavior, learning activities in a team environment. The presence of these skills has a significant impact on the overall process of the moral formation of the child's personality, makes him more independent in the choice of activities, games, activities of interest.
The main goal of the classes is to develop knowledge and skills in children, however, it is equally important to educate the child in curiosity, operational aspects of thinking, voluntary attention, the need to independently search for answers to emerging questions. It is difficult to assume that a child who has insufficiently formed interest in knowledge will actively work in the classroom, mobilize effort and will to complete tasks, acquire knowledge, and achieve positive results in learning. Thus, it is obvious that the tasks of the mental development of the child should be solved in close connection with the tasks of educating the moral and volitional qualities of the individual: perseverance, diligence, diligence, responsibility, striving to achieve high-quality results, as well as a benevolent and respectful attitude towards peers.
Children who have developed positive relationship skills easily enter a new team, find the right tone in relations with others, know how to reckon with public opinion, treat their comrades kindly, and strive to come to the rescue. Joining a new team is sometimes one of the decisive factors in the successful teaching of a child in the first grade. Therefore, education in them is of great importance in preparing children for school. qualities of the public ability to live and work in a team.
One of the conditions for the formation of children's positive relationships is the support by the educator of the natural need of children for communication. Communication should be voluntary and friendly. From the earliest years, it is necessary to put the child in such conditions that he lives, works, plays, shares joys and sorrows with other children. It is necessary that the joint life be as complete, joyful, brighter as possible. It is generally accepted that children are the most difficult to adapt to school. homemade who had not previously attended kindergarten, had little contact with their peers. Practice, however, shows that this is not always true.
The preschooler shows a lively interest only in what interests him to some extent, gives him pleasure, affects his imagination and feelings. The desire of the child to learn new things, to acquire various skills, is the main condition for the formation of moral and volitional qualities. Thus, the preschooler is faced with the task of applying volitional efforts. The teacher specifies the ways of its implementation when planning the content of classes, makes it the subject of a joint discussion with the children. An individual approach to the formation of moral and volitional qualities is carried out in the course of the entire educational process, and its methodology in various types of activity has much in common. However, some specifics of the ways of an individual approach to children in everyday life, play, work, and educational activities are determined.
The leading activity of the student is educational activity. The systematic assimilation of knowledge by children in the classroom in kindergarten forms the basis for mastering certain elements of educational activity. In the preparatory group, children are taught the center line when depicting symmetrical forms. Preparations are underway to ensure that in the 1st grade, children can easily master the use of auxiliary lines when constructing a drawing: vertical, horizontal, oblique tangent, symmetry axes, draw the invisible part of objects. Classes in drawing, modeling, applications contribute to the preparation for the lessons of fine arts, mathematics, labor.
When writing and drawing, the skill of the correct position of the body, hands, the ability to hold a pen, a pencil is developed. The tasks of aesthetic education in kindergarten are diverse. They include the formation of a child's ideas about the world of art, the education of aesthetic feelings and attitudes, as well as a variety of artistic skills.
In the classes of fine arts, the task of comprehensive development of the personality is carried out, the skills and abilities necessary in educational activities are formed and consolidated:
preschoolers master the ability to listen, memorize and consistently perform tasks;
subordinate their actions to the rules that determine the way they are performed; fit in time;
evaluate your work; find and correct errors, bring the work to the end;
keep the workplace, tools, materials in order.
The psychological prerequisites for the inclusion of a child in the team of the class and school are formed by older preschoolers, as a result of their participation in joint activities with peers in the kindergarten group. In addition to psychological readiness, a preschooler needs a certain amount of information about the world around him - about objects and their properties, about phenomena of animate and inanimate nature, about people, their work, about the principles of moral norms of behavior.
A special place when working with children in kindergarten is occupied by imparting knowledge to them and the formation of skills that are traditionally related to school itself - literacy and mathematics. Mastering children in literacy and mathematics occurs in the process of special classes, the main purpose of which is to form in children the prerequisites for learning to write and count.
Literacy is a complex mental activity that requires a certain maturity of many mental functions of the child. Therefore, preschool children must be prepared for writing long before they begin to carry out all the functions of writing.
By the time of entering school, the child should be able to independently organize not only his actions, but also choose a game or work together with his comrades, plan its course, be able to resolve the conflict, distribute roles, and bring the work started to the end.
The formation of organizational skills largely depends on the instructions given to the children by the educator. They must be clear, correct, understandable, constant. Guidelines are used in mastered actions. They encourage the child to independently resolve issues in a variety of situations that arise in the process of activity.
The effectiveness of schooling is largely determined by the level of training. Readiness is determined by the system of requirements that the school imposes on the child.
Thus, having studied the requirements for children going to school and the conditions for preparing children for school, we came to the conclusion that the best option for shaping a child's school maturity is the close interaction of the family and the kindergarten, their cooperation on all aspects of the issue of preparing children for school. learning.
The revealed features of readiness allow us to assume that the family has a great influence in the formation of readiness, and this role is determined by how parents treat the issue of preparing their child for school, how seriously and responsibly they approach solving this problem.
The family supplements the knowledge of children obtained in kindergarten; in the process of everyday communication, the horizons of children expand, the moral, physical, psychological qualities of the future student are formed.
) The relationship between the teacher and preschoolers
Among the wide range of problems associated with the preparation of children for school, the problem of the relationship between the educator and preschoolers occupies a special place.
First of all, the educator in his work must take into account the individual characteristics of the psyche of each child. Let's take for example a slow child who does not immediately join the lessons, the game. The educator can choose for them the following tactics of behavior: more often give instructions that require manifestation of activity, including them in collective work; communicate as cheerfully as possible. Thus, education is a two-way process, a dialogue between an adult and a child. Its purpose is to unite common efforts, to arouse in preschoolers a counter desire to learn, to achieve new successes.
The personal approach of the teacher to the preschooler in the formation of moral and volitional qualities is carried out in the process of the entire educational process and its methodology in various types of activity has much in common. However, some specifics of the ways of an individual approach to children in everyday life, play, work, and educational activities are determined.
For example, in design classes, children should realize that in order for a toy to be beautiful, neat, you need to try to fold the paper very accurately, evenly grease the folds with glue. In other words, the educator must find convincing arguments that encourage children to exert thought, be active, and overcome difficulties.
It is bad when a teacher conducts classes without emotions, according to the same scheme. The activity of children is mainly reproductive, reproducing in nature. The teacher showed, explained - the child repeated. As a result of this approach, the cognitive interests and activity of children are gradually declining. After classes, preschoolers do not try to use the acquired knowledge and skills in practical activities.
The development of active thinking of preschoolers in the classroom is achieved by selecting the appropriate content, methods and techniques, forms of organizing educational activities. The task of the educator is to arouse interest in the lesson in children, create in them a state of enthusiasm, mental stress, direct efforts towards the conscious development of knowledge, skills, and abilities. And this is necessary so that the interest in the lesson is related to whether the preschooler understands why he needs this or that knowledge, whether he sees an opportunity to apply it.
) The relationship of the educator with the family of the preschooler
The teacher, working with children in the classroom, must take into account the uniqueness of each family and give parents tactful advice, pedagogically enlightening them; to involve them in participation in kindergarten activities; to achieve mutual understanding, a single requirement for pedagogical influences aimed at preparing the child for school. Also important is the connection with the school, orientation to its program and the requirements that it imposes on students.
In the last year of a child's stay in kindergarten, when he is intensively preparing for school, work with the family is of particular importance, it covers a wide range of issues related to all aspects of the development and upbringing of children. In various forms of communication with the parents of his pupils, the teacher-educator reveals what kind of assistance should be provided to families, recommendations and advice from which specialists they need.
Thus, the best option for the formation of school maturity in a child is the close interaction of the family and the kindergarten, their cooperation on all aspects of the issue of preparing children for schooling.
The teacher in his work should rely on the help of the family, and the parents should coordinate their actions with the work of the kindergarten, in order to achieve a common result - the correct and complete preparation of the child for school, which is possible only in unity and cooperation.
) Didactic activities and games
The importance of role-playing and didactic games in preparation for school can hardly be overestimated. Role-playing games have a general developmental impact on the personality of the future student, and didactic games with rules are associated with the upcoming learning activities and student behavior. In games, the preschooler plays out situations and actions that are largely close to future learning activities. Those. in the game there is a direct preparation of the child for the transition to a new stage of education - admission to school.
Already younger preschoolers need to be taught to make a choice according to the model: the child is faced with the problem of choosing an analogue according to the model from a number of homogeneous objects. Such a game carries an element of classification.
Thus, the parents and the educator lead the child to independent generalizations: relying on direct sensory experience, they develop elements of logical thinking on the available material. Grouping according to the model becomes a prerequisite for the emergence of conceptual thinking in children, which underlies all school education.
The systematic assimilation of knowledge by children in the classroom in kindergarten forms the basis for mastering certain elements of educational activity.
1.4 Psychodiagnostics of preschool children as a means of pedagogical assistance to parents
Preschool development of children is extremely diverse, but the school makes the same demands on everyone. Non-compliance with these requirements, deviations from them in any direction turn out to be undesirable, and can significantly complicate the life of a student.
An individual approach to teaching turns out to be practically unrealizable, and not only because there are more than 30 students in the class. The standardization of the requirements lies in the fact that there is a single training program for the entire class, which assumes the assimilation of a precisely defined amount of knowledge and the performance of the same tasks by all students. Requirements for the level of assimilation and performance, assessment criteria, organization of educational activities, mode and form of conducting classes are also the same for everyone.
Of great importance, from the point of view of age pedagogy, is the fact that very different preschoolers, entering the first grade, find themselves in the same conditions, they are subject to the same requirements, regardless of their individual psychological capabilities, the initial level of development of intellectual abilities and the formation of primary school skills.
Thus, the question arises of conducting a comprehensive psychological examination of children upon admission to the first grade. This kind of psychodiagnostics allows us to understand the individual capabilities of the child, make a forecast regarding future problems, develop recommendations for teachers and parents, following which it is possible to avoid complications in learning and development.
There are individual psychological characteristics of children that are far from always obvious, often found out only with special diagnostics, but give rise to problems in learning from the first day they come to school, if preventive corrective work is not carried out. These include: a reduced level of intelligence of the child; sharp disharmony of the child's intellect with insufficient development of its verbal substructures (extreme "visuals" and "kinesthetics"); the presence of deviations in the emotional and personal development of the child (elements of neuroticism, autism, psychopathy, etc.); deficiencies in hand-eye coordination, etc.
There are several main aspects in the perspective of which psychological diagnostics of children entering the first grades should be carried out:
Correspondence of the neuropsychic and physical state of health with the general training regimen.
Correspondence of the intellect of a first-grader to the type of curriculum.
3Compliance of the preschool preparation of the child with the requirements for school skills implicitly contained in a number of curricula.
4. Correspondence of the emotional-volitional, personal characteristics of the child to the communication style and teaching method of a particular teacher.
Compliance of the child's communicative experience with the requirements of group interaction in the classroom.
One of the most important moments of diagnostics is the analysis of the family situation, since the attitude of parents to the child depends on what recommendations and to what extent they will use to prevent and correct problems in learning.
Psychodiagnostics is not an end in itself, but only a means by which the necessary information base is provided for planning further psychological assistance to students.
The absence of a comprehensive psychological and pedagogical examination of children upon admission to school leads to the fact that disharmony or slight deviations in development that are not detected in time give rise to irreparable defects in upbringing and education.
psychological physiological child school
CHAPTER 2 PRACTICAL STUDY OF PEDAGOGICAL PROBLEMS OF PREPARING CHILDREN FOR SCHOOL IN A PRESCHOOL INSTITUTION
.1 School readiness survey
In accordance with the program of the experiment, we, together with the psychologist of the Children's Club "Cartoon", carried out a diagnosis of the level of readiness of children for schooling according to the method of L.A. Yasyukova in April 2013.
In accordance with the topic of the course work, we present the results of the readiness of these children, where the letters indicate the levels:
B - high
C - medium,
H - low.
(Detailed data are presented in Table 1)
Table 1
The results of diagnosing the psychological readiness of preschoolers for schooling
ФИ ребенкаМотивационная готовностьИнтеллектуальная готовностьПознавательная готовностьЛичностная готовностьОбщий уровень готовностиИванова ВВВВВВСеребряков ДСВВВВСеребряков ВВСВВВЕмельянова ВВВВСВПетрова СВСВВВГулевских АССВВВСКузнецов АВВСВВСоколов АНССССЗыкова ДССВВСВРагулин ДННСССНБуркова ДВВВВВСедова КНННННСергиенко ССВСССДанилова ДСССССКоробов АСССВС
Analysis of the data obtained allows us to divide children into 5 groups: preschoolers with a high level of psychological readiness (6.6%), preschoolers with a level above the average (13.2%), preschoolers with an average level of preparedness (40%), with a level below the average ( 6.6%), and with a low level of psychological readiness (33.3%).
The data obtained indicate an insufficient level of formation of readiness of preschool children, tk. there is not much time left before entering school, and the degree of formation of significant and necessary features is low.
In accordance with the theme of the work, goals and objectives, we proposed recommendations for organizing the activities of a teacher aimed at shaping the readiness of preschool children for schooling.
If a positive attitude towards school is not formed, it is necessary to give the child as much attention as possible. Communication with him should be built not in school, but in preschool form. It should be direct, emotional. Such a child cannot be strictly required to comply with the rules of school life, one cannot scold and punish him for their violations. This can lead to the manifestation of a persistent negative attitude towards the school, teacher, teaching. It is necessary to wait until the child himself, observing other children, comes to a correct understanding of his position and the requirements for behavior arising from it. To increase the level of development of thinking and speech, the participation of the child in collective games after school hours is very important. It is necessary to more often entrust him with the performance of roles that require the adoption of any decisions, active verbal communication with other children.
No need to try to "train" the child to perform in the understanding of tasks such as those given in the methods. This will give only the appearance of success, and when faced with any new task for him, he will be as worthless as before. With a "low" level of development of thinking and speech, it is necessary from the very beginning of training additional individual tasks aimed at a more complete assimilation of the curriculum. It will be more difficult to close the resulting gaps in the future. It is useful to increase the volume of propaedeutic knowledge (especially in mathematics). At the same time, there is no need to rush to develop skills: work on understanding the material, and not on the speed, accuracy and accuracy of answering questions or performing any actions.
An insufficient level of development of figurative representations is one of the frequent causes of learning difficulties not only for 6-7 year old children, but also much later (up to the senior classes). At the same time, the period of their most intensive formation falls on preschool and the beginning of primary school age. Therefore, if a child entering school has shortcomings in this area, then they should be compensated as soon as possible.
Graphic and constructive activity is extremely important for the development of figurative representations. It is necessary to stimulate drawing, sculpting, appliqué, construction from building material and various structures during extracurricular time. It is useful to give similar homework: draw a picture, assemble a simple model for a constructor, etc. In the selection of tasks, you can rely on the "Kindergarten Education Program". It is very important to instill in the child self-confidence, to prevent the occurrence of low self-esteem. To do this, it is necessary to praise him more often, in no case scold him for his mistakes, but only show how to correct them in order to improve the result.
to equip children with the knowledge, skills and abilities necessary to independently solve new issues, new educational and practical tasks, to instill in children independence, initiative, a sense of responsibility and perseverance in overcoming difficulties;
purposefully develop cognitive processes, including the ability to observe and compare, notice the common in the different, distinguish the main from the secondary, find patterns and use them to complete tasks, build the simplest hypotheses, test them, illustrate with examples, classify objects (groups of objects), concepts according to a given principle;
develop the ability to make simple generalizations, the ability to use the knowledge gained in new conditions;
to teach to reveal the causal relationships between the phenomena of the surrounding reality;
develop mental operations: the ability to solve problems to find patterns, compare and classify (continue a sequence of numbers or geometric shapes, find a broken pattern, identify a common feature of a group of objects, etc.);
develop speech: be able to describe the properties of an object, explain the similarities and differences of objects, justify your answer, be able to clearly express your thoughts;
develop creative abilities: be able to independently come up with a sequence containing some regularity; a group of figures with a common feature;
develop visual-figurative, verbal-logical and emotional memory;
develop attention, observation, logical thinking;
develop the ability to generalize and abstract, develop spatial representations (about the shape, size, relative position of objects);
intensive development of types of speech activity: the ability to listen, speak, use the language freely in various situations of communication;
development of artistic-figurative and logical thinking, education of speech culture of communication as an integral part of communication of human culture;
if possible, enrich speech, develop their attention and interest in linguistic phenomena;
development of phonemic hearing;
vocabulary enrichment, development of their speech.
CONCLUSION
A child entering school must be mature in physiological and social terms, must reach a certain level of mental and emotional-volitional development. Educational activity requires a certain stock of knowledge about the world around us, the formation of elementary concepts. The child must master mental operations, be able to generalize and differentiate the objects of the phenomena of the world around him, plan his activities and exercise self-control.
A positive attitude to learning, the ability to self-regulate behavior and the manifestation of strong-willed efforts to complete the tasks are important. Equally important are communication skills.
Therefore, the readiness to study at school is considered as a complex characteristic of the child, which reveals the levels of development of psychological qualities, which are the most important prerequisites for normal inclusion in a new social environment and for the formation of educational activities.
The characteristic psychological features of children entering school are:
the ability to focus on a given system of actions;
the ability to listen carefully to the speaker and accurately perform tasks offered orally;
the ability to independently perform the required task according to a visually perceived pattern.
In this work, we only considered the role of a preschool educational institution in shaping a child's readiness for school, it should also be noted that the success of a child's adaptation in the first grade also depends on other factors: the influence of the family, heredity, medical characteristics, relationships with caregivers, teachers and peers.
The psychological preparation of a child for schooling is an important step in the upbringing and education of a preschooler in kindergarten and in the family. Its content is determined by the system of requirements that the school makes to the child. These requirements are the need for a responsible attitude to school and learning, arbitrary control of one's behavior, performance of mental work that ensures the conscious assimilation of knowledge, and the establishment of relationships with adults and peers determined by joint activities.
The qualities required by a schoolchild cannot develop outside the process of schooling. Proceeding from this, the psychological readiness for school lies in the fact that the preschooler masters the prerequisites for their next assimilation. The task of identifying the content of psychological readiness for school is the task of establishing the prerequisites for the actual "school psychological qualities that can and should be formed in a child by the time he enters school.
The formation of the qualities necessary for a future student is helped by a system of pedagogical influences based on the correct orientation of children's activities and the pedagogical process as a whole.
Only the combined efforts of educators, teachers, and parents can ensure the comprehensive development of the child and its proper preparation for school. The family is the first and most important environment for the development of the child, however, the personality of the child is also formed and developed in the preschool institution. In practice, the unity of the influences of the family and the kindergarten affects the development of the child best of all.
LIST OF USED SOURCES
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Articles
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Oksana Klimova
Psychological and pedagogical readiness of children to study at school
Usually when talking about school readiness, mean such a level of physical, mental and social development of the child, which is necessary for the successful assimilation school programs without compromising health.
Physiological child's readiness for school is determined by the level of development of the main functional systems of the child's body and the state of his health. Physiological assessment school readiness conducted by physicians according to certain criteria. Often ill, physically weakened students, even with a high level of development of mental abilities, as a rule, experience difficulties in learning.
social or personal school readiness is the readiness the child to new forms of communication, a new attitude towards the world around him and himself, conditioned by the situation schooling. Generally mental development is a regular alternation of stable and critical periods.
critical (transitional) periods according to their external manifestations and significance for mental development in general differs significantly from stable ages. At this time, there are drastic, fundamental changes in child's psyche. Development in a crisis period is stormy, impetuous, "revolutionary character".
Negativism (unwillingness to do something just because it was suggested by an adult (should be distinguished from disobedience, the motive of disobedience is the unwillingness to fulfill what is suggested by the adult, the motive of negativism is a negative attitude towards the requirements of adults, regardless of their content).
Stubbornness - the child insists on something - either not because he wants it, but because he demanded it.
Obstinacy - (most pronounced during the crisis of 3 years, obstinacy is not directed against an adult, but against the norms of behavior established for a child, against a habitual way of life.
Self-will - manifested in the child's desire for independence, in the desire to do everything himself.
These are the main crises, there are 3 more additional crisis:
Protest - rebellion - when the whole behavior of the child takes the form of a protest. He seems to be at war with those around him. One gets the impression that the child deliberately provokes conflicts in the family.
conclusions:
1. Developmental crises are inevitable and at a certain time everyone experiences them. children, only in some it flows almost imperceptibly, while in others it is violent and very painful.
2. Regardless of the nature of the course of the crisis, the appearance of its symptoms indicates that the child has become older and ready for more"adult" and serious relationships with others.
3. The main development in the crisis is not its negative x-r, but changes in children's self-awareness - the formation of an internal social position.
4. The manifestation of the crisis at the age of 6-7 speaks of social child's readiness for school.
Psychological readiness of the child to study at school - readiness in the assimilation of a certain part of the culture included in the content of education, in the form of educational activities.
Basic qualities in the structure psychological readiness for school at the beginning of training:
Teaching motives
What work needs to be done?
Excursions in school, talk about school reading stories and learning poems about school, drawing schools. Subdue your "want" word "necessary", the desire to work and finish what you started, to learn to compare your work with a model and see your mistakes, adequate self-esteem - all this is a motivational basis school teachings and is also formed in family education (work with parents). It is necessary for the child to develop the ability to listen and follow the task of the teacher. It is necessary to pay attention to then:
Is the child listening carefully?
Does the task listen to the end
Is trying to follow the instructions of an adult as closely as possible
Can you ask a question for clarification?
visual analysis (creative thinking)
In the mental activity of the elders preschoolers there are three main types thinking: visual - effective, visual - figurative and logical (conceptual).In senior preschool At the age of 20, the leading role in the cognition of the surrounding reality is played by figurative thinking (i.e., the solution of practical and cognitive problems is carried out by the child with the help of ideas, without practical actions). Next comes the transition from visual thinking to conceptual and here psychologists allocate figurative-schematic thinking. What games and exercises can be used? Magic square, Columbus egg, Tangram, puzzles with sticks, drawing by dots, drawing by cells, drawing an unfinished drawing, connecting dots with straight lines, shading elements of a picture.
Prerequisites for logical thinking (level of generalizations).
Use games "The Fourth Extra", "Classification of geometric shapes" etc. A low level of development of the ability to generalize can cause difficulties in mastering educational material in school.
Ability to accept a learning task
Indicators school readiness: acceptance and understanding by the child of the tasks assigned to him, orientation on the quality of the task. Introductory skills (some elementary speech, mathematical and educational knowledge and skills)
Graphic skills
Graphic skills - it should be remembered that the need "to write in writing" at preschoolers expressed to a lesser extent than the interest in reading. Without encouragement and help from an adult, 6-7 year old children practically do not learn the skill of writing. (they like to memorize letters more, master the skill of reading). The formation of interest in graphic exercises should begin in game activities, putting in the beginning in front of the child game tasks: "draw a pattern by cells", "connect the dots, etc". For the development of fine motor skills of the hands, various techniques and exercises are used. Starting from the age of 4-5, it is necessary to introduce simple hatching tasks (the strokes are even, straight, with the same pressure, do not go beyond the contour, preferably with colored pencils.
At 6 years old teach various hatching methods (from top to bottom - vertical; from left to right - horizontal; from top to bottom - oblique; in glomeruli - in circular motions; in semicircles - fish scales; large loops).
Arbitrariness of activity regulation (under the conditions of step-by-step instructions from an adult)
Insufficient development of this educational quality complicates the process of assimilation of knowledge and the formation of educational activities. These students are disorganized, inattentive, restless, poorly understand the teacher's explanation, make a large number of mistakes in independent work and do not see them, constantly forget school supplies at home, etc. Games and exercises that can be used to develop this quality: performing tasks according to the verbal instructions of an adult (it is necessary to listen to the task and complete it, Graphic dictations "Draw by dots", "Draw by cells", "Pick up your mittens"(selection according to several criteria according to the instructions of the teacher).
Learnability(susceptibility to learning aid)
1. Stimulating - activation of the child's own forces (think, look carefully)
2. Emotionally - regulating - positive and negative assessment of the activity “Well done, very good, You didn’t think, it’s wrong.
4. Organizing - control of the child's actions (what is different? How to call it in one word)
5. educational- an explanation of how to complete the task.
Related publications:
Consultation "Children's readiness for school" Often you have to deal with questions from parents about what the words “is the child ready for school?” Today we will talk about some.
Psychological readiness of children for school One of the significant factors of individuality that determines the nature of the child and the direction of personal development is his gender.
Consultation for parents "Children's readiness for school" Consultation for parents TOPIC: “Readiness for school” From the series “Conversations about raising the personality of a child” Compiled by: educator of GBDOU CRR.
Personal readiness for schooling and its components PERSONAL readiness of an older preschooler for school is the child's awareness of his rights and obligations, interaction with the outside world;
Fomina Ekaterina Sergeevna
Job title: educator
Educational institution: GBOU School No. 626 named after. N.I.Sats building 8
Locality: Moscow
Material name: Article
Topic:"A child's readiness for school as a psychological and pedagogical problem"
Publication date: 24.09.2018
Chapter: preschool education
Child's readiness for school
as a psychological and pedagogical problem
Introduction ................................................ ................................................. ................ 3
Chapter 1
Chapter 2. Portrait of a graduate of a preschool educational institution as
target landmark of psychological and pedagogical work to prepare the child for
school ................................................. ................................................. ................... 12
Modern
methods
diagnostics
identifying
readiness
child to school ........................................................ ................................................. .... 17
Conclusion................................................. ................................................. ..........22
Bibliography……………………………………………
Application………………………………………………………………………
Introduction
Relevance due to increased attention of scientists and practitioners to
improvement
educational
preschool age, creating optimal conditions for a comprehensive
personal development, preparing them for schooling.
Training
is
previous
development
preschool
age
primary
systematic
learning.
Peculiarity
psychological
readiness
due to the allocation of two levels in it: necessary, consisting
in the acquisition by the child of elementary knowledge, skills and abilities that
contribute to learning at school, and polyvariant, consisting in
specific readiness for school.
emphasize,
position
schoolboy
special moral orientation of the personality of the child. For him, this is teaching.
not only the hard work of acquiring knowledge, and not only the preparation of the soil
for the future, but also his participation in the daily lives of the people around. That's why
how a little schoolboy will cope with his school duties,
affective coloration. Thus, the issues of school education are
not only questions of education, intellectual development of the child, but also
the formation of his personality, issues of education.
contemporary
conditions
school
education
enough
the process of preparing children for schooling comes down to "training" them
process
similar
school
(I.N. Agafonov,
N.I. Korotkova,
A.V. Perushkin,
Chirkov and others).
preschool
educational
institutions,
I.A. Levina,
Magomedkhanova,
N.A. Pakhomova,
T.V. Panchenko,
T.I. Chirkova
directed
intellectual,
physical,
patriotic, moral, mathematical, etc. development and education
Features
programs
training
implemented in preschool educational institutions is that
they do not fully cover changes in the personal sphere, including
including school readiness.
Contradiction between
methodical
programs
education and upbringing of older preschoolers in preschool and the need
study
structures
readiness
school
learning
preschoolers
determined the direction of our study - consideration of the readiness
to schooling as a psychological and pedagogical problem.
Tasks:
scientific and theoretical
systematize
psychological and pedagogical
definition
“child readiness for school”.
Conduct an analysis of the portrait of a graduate of a preschool educational
institutions as a target for shaping a child's readiness
Analyze
technology
formation
readiness
submitted
methodological publications.
Chapter 1. Psychological and pedagogical foundations of the child's readiness
for school
One of the first to raise the issue of school readiness
in domestic science K.D.Ushinsky. In the Teaching Guide to
The “native word” is allocated a special section called “About the time
warned:
start
methodical teaching until it becomes possible for the child. In particular, Z.M. Istomina studied the development of an arbitrary
shown
preschool
is able to set mnemonic goals for memorization and
reminiscences.
formation
arbitrariness
domestic
processes
memorization
development
arbitrariness
motor
processes.
Zaporozhets
development
motor
shown
preschoolers,
practical use of their motor skills (i.e. in order to achieve some
subject
results),
start
use
perform any movement. At the same time, the mastery of movements
becomes
activities
consciously
reproduces
characteristic movements. The development of voluntary behavior has been traced
Z.V. Manuilenko.
Analyzing
behavior
test subjects
ages
sustainability
arbitrary
behavior
unavailability of control over their motor behavior in 3-4 years after
elementary, appearing only from time to time as if by shocks
control
appearance
element
automated,
proprioceptive control over the position of their body at 5-6 years.
Along with the problem of the development of the arbitrariness of mental processes,
A.N. Leontiev also raises the problem of motives in the activity of the child, as
underlying the allocation of new goals and is a condition
formation of new actions.
Problem
readiness
school
learning was widely studied by L.I. Bozovic and her staff.
deep
motivational
readiness
school, L.I. Bozovic singles out motivation as a leading mechanism
readiness for school and gives him the following meaningful characteristics:
impulse
is
aspiration
desire
participate
socially
meaningful
socially
assessed
activities. At the same time, the new quality of motivation is not exhausted by its
becomes
structure
motivators.
characterizes hierarchy and mediation, i.e. the main role in the motive
assigned to a conscious intention.
In a work summarizing the data accumulated by Russian psychology on
mental development of a child from birth to seven years, D.B. Elkonin
opens up a new dimension in the content of a child's readiness for schooling.
aspect: the formation of "first ethical instances" and the emergence of their
basis of moral values. The most striking formation of "personal consciousness"
appears
occurrence
self-esteem.
experimental
research
Ankudinov;
Gorbachev,
Golubeva,
Ibragimov) it was shown that the content of self-assessment is the
the development of practical skills and moral qualities of the child, expressed in
subordination
behavior,
established
team.
Due to
occurrence
"personal
consciousness"
changes
relationships
"child
adult",
changes
"social
situations
development"
developing
the possibilities lurking in preschool relationships have been exhausted
themselves, becoming the possibilities of the child himself.
Several
occupy
considering
readiness
school
learning
continuity
educational work between kindergarten and school (B.G. Ananiev and A.I.
Sorokin).
the following:
readiness
school
learning
starts
take shape
preschool
age.
The completion of this process occurs in the process of teaching children in grade I,
leadership
meaning
"The preparatory period of initial education" (B.G. Ananiev and A.I.
Sorokin) as a transitional one, preparing children for new life
conditions.
directions
study
readiness
school
learning
psychological
features
junior
schoolboy
(L.A. Wenger, L.A. Wenger and V.S. Mukhina). In these studies, the central
place is occupied by the idea of the prerequisites, on the basis of which subsequently, already in
school
o b e n i i,
ow and i n and e m
p r and su s y and x
u s l o v i d
life,
take shape
psychological
peculiarities
schoolboy. As L.A. points out Wenger, "psychological readiness for school
is not that the child has already formed
quality
(required
takes possession
prerequisites for their subsequent assimilation. Content discovery task
psychological readiness for learning at school - this is the task of
changes in the prerequisites of the actual "school" psychological qualities,
formed
admission to school".
Prerequisites
occurrence
"school"
withdrawn
success
is
Preconditions
occurrence
is
enroll
development
curiosity
mental
activity.
successful
learning
sufficient
arbitrariness
controllability
behavior,
providing
implementation
quality
background
mastering
arbitrariness
behavior
speaks
hierarchy
giving direction to the child's behavior and allowing to subordinate
situational incentives to more meaningful sustainable goals and intentions.
The beginnings of collectivism, the ability to coordinate their actions with other children
be conscious
own
relation
joint
activities
are
preconditions
inclusion
class and school staff.
quality
readiness
school
learning
mastering the prerequisites for educational activity, L.A. Wenger next
substantiates
activity
is
leader in elementary school. Mastering it means appropriating
the child of the structural components of educational activity (motives for learning,
acceptance of a learning task, mastery of self-control and self-esteem). For
effective formation of educational activities requires a special
organization
learning,
because the
mastery
activities
takes place in the context of the development of this activity itself. However, during the period
preschool childhood should not be fully or partially organized
assimilation of the components of educational activity. Preschoolers need
to form the prerequisites on the basis of which the educational
activity .
Another line of research is related to the study of forms of communication
child with an adult, identifying and analyzing the mechanism of the influence of communication on
readiness
school
learning
Kravtsova,
Smirnova, G.I. Capchel). In the theoretical substantiation of these studies
the importance of close cooperation of the child with others is emphasized. AT
contacts
adults
peers
created
nearest
development”: with the help and support of adults, the child masters a new
abilities.
Practical experience says that there are no children, absolutely
incapable
mismatch
individual
characteristics of the child and the curriculum in which he passes
education. Parents often do not even know that the child has problems, because the choice
schools and, accordingly, teaching methods, depends on random
factors such as the proximity of the school or low enough
tuition fees.
At the beginning of studies, each child realizes his new abilities.
only in communication. Gradually, he fully masters new skills.
Then the former forms of cooperation become obsolete. New forms needed
relevant
increased
opportunities
Pre-school education is very important for further successful development,
learning
person.
Achievement
optimal
development
preschool
age,
will allow
successful at school is one of the priority tasks for the development of preschool
education in the Russian Federation.
At present, the system of preschool education is presented as
state
municipal,
non-state
institutions,
implementing
programs
preschool
education.
A system of children's centers, game clubs, social
rooms. To ensure that every child has an equal start that will allow
him to successfully study at school, regardless of the type and type of attendance
preschool
institutions,
necessary
certain
standardize
preschool
education,
educational institution (or in the family) the child did not receive it.
highlight
directions
theoretical
school readiness research. One of them explores
mastery
preconditions
activities
indicators
school readiness; the other direction comes from the analysis
forms of communication of the child with adults and peers in terms of their
impact on school readiness. Unites these areas
emphasis on identifying opportunities to form readiness for school
learning, searching for the organization of active educational work with children,
contributing to the overall development of their personality.
Chapter 2
institutions as a target for psychological and pedagogical
work to prepare the child for school
Psychological
preparation
components.
First, intellectual readiness, which includes not
processes
perception,
thinking,
imagination,
based training.
component
personal
readiness.
implies
motivation,
to rule
behavior and cognitive processes. Most children want to go to
exception
negative
older brothers or sisters, or those who were scared by their parents at school). But
why they want to go to school - they cannot explain. Many, for example,
they say that you don’t need to sleep there or that at school they give you delicious breakfast.
Although there are children who explain this by the desire to learn.
The third component of psychological readiness is social. it
communicate,
join
peers
adults.
understanding
educator
the child perceived personally - “kind” or “angry”, then the teacher for
it is already a person who evaluates. The teacher may love the child, but
should be assessed objectively. All three types of school readiness should
be present, otherwise the child may have difficulty in adapting.
It happens that smart children become unsuccessful in school, as they have
there were no personal and social components.
In the structure of starting readiness, five blocks of training and
important qualities:
Personal motivational
educationally important
qualities that determine the attitude to school and teaching, to adults, to
children, to oneself, the desire to accept a learning task, to fulfill
tasks of the teacher, i.e. to study.
Acceptance of the educational task - understanding the tasks set by the teacher
and the desire to fulfill them; level of aspirations (striving for success or
desire to avoid failure).
Ideas about the content of the activity and methods of its implementation.
This block reflects the level of elementary knowledge and skills that
the child owns by the beginning of training (introductory skills, an idea of
Informational
readiness
constitute
q e s t in a
providing perception, processing and preservation of diverse
information in the learning process (level of generalizations, verbal,
mechanical and auditory memory; visual analysis of geometric
figures, sensitivity of the small muscles of the hands).
Control
activities
(arbitrary
regulation
susceptibility
teaching
Educationally Important
quality
this unit provides planning, control and evaluation by students
own activities, as well as the child's learning.
process
assimilation
software
material
structure
individual psychological qualities of students there are significant
changes
formed
mechanisms
activities, as well as qualities that could not be in the structure of the starting
school readiness. These changes can be called attunement to the educational
activity and assimilation of knowledge in the conditions of school education. So
Thus, secondary readiness for schooling is formed.
individually
only on the abilities and character of each child, but also on external
conditions (features of upbringing in the family, "experience" in preschool
institutions,
Parents
navigate
about
several months of regular classes to develop logic, thinking and
education
turns out
useful and will definitely come in handy for a future first grader. loving
parents themselves can perfectly prepare the child for the upcoming
testing.
Specificity
preschool
age
achievements
preschool children is determined not by the sum of specific knowledge,
totality
personal
ensuring the psychological readiness of the child for school. Development
the child is carried out primarily in the game, and not in educational activities.
introduction
(Federal
State
requirements)
preschool
education,
carried over
formation
culture,
development
personal
conducive
social
success
some
changes
organizations
activities of children in kindergarten, namely:
educational
under construction
complex-thematic
principle, taking into account the principle of integration. This means that the interaction
teacher with children in a certain period of time (week, month) is built
around one common theme. For example, in September, children talk about early
autumn, its signs, changes in nature, about the work of people in autumn, about the rules
safe behavior in autumn, etc.
Children's activity presents
is the integration of various types of children's activities: play, observation,
experimentation, productive activity, etc.;
2) the lesson is replaced by an “interesting thing” together with the teacher;
3) The tasks of education and training are solved in:
joint activities of the teacher with children;
during regime moments;
independent activities of children;
joint activities with the family through a variety of forms of work.
At the same time, teachers are given a guideline for the ultimate goal of their activities -
preschool graduate model.
psychological and pedagogical
research
compose
contemporary
graduate
preschool
institutions,
reference point
psychological and pedagogical
preparing
graduate
represents
a set of personality traits (physical, cognitive, empathic) -
or a "social" portrait of a 7-year-old child.
Portrait of a graduate of a preschool educational institution (senior preschooler):
Physical
quality.
formed
main
physical
quality,
motor
activity,
on one's own
able to perform basic cultural and hygienic skills.
Development
curiosity
cognitive
activity.
Capable
on one's own
act
various
activities.
emotional
responsiveness.
reacts
other people, works, music.
Communicative
development.
means
(verbal
non-verbal),
able
communicative
interaction with peers and adults.
Motivational development. Able to manage their own behavior
to plan
actions
primary
valuable
representations, observes elementary generally accepted norms and rules
behavior.
intellectual
cognitive
development. Child
apply independently acquired knowledge and methods of activity for
(problems)
delivered
adults
by ourselves; depending on the situation, can transform solutions
tasks (problems).
Able to solve intellectual and personal problems
(problems) appropriate for the age.
Self-awareness. The child has an idea of himself, his own
affiliation and affiliation of other people to a particular gender; about
related
relations
relationships,
distribution
family responsibilities, family traditions; about society, its cultural
values; about the state and belonging to it; about the world.
Ownership
universal
prerequisites
u h e b n o y
activities. The child has the ability to work according to the rule and according to the model,
listen to an adult and follow his instructions.
Formation of ZUNs. The child has the skills and
necessary
implementation
various
activities
(game,
communicative,
labor,
informative-
research, productive, musical and artistic, reading).
highlight
main
peculiarities
development
preschooler, and his portrait reflected precisely those significant areas of development,
which should be oriented psychological and pedagogical work on
preparing the child for school.
Chapter 3
child's readiness for school
Diagnosis of psychological readiness for schooling for the first time
started to be used in foreign countries. In foreign studies, she
denoted
diagnostics
school
maturity.
Some
researchers believe that at the initial stage of schooling more
develop
find
peers,
organize your workplace, solve important psychological problems
relationship between him and the teacher, rather than instilling practical
knowledge and skills in reading, writing and arithmetic.
It is customary to distinguish three aspects of school maturity: intellectual,
emotional and social.
basis
dedicated
parameters
created
definitions of school maturity.
US scientists who study this problem most often show
intellectual
opportunities
perceiving
intelligence in the broadest sense. This is reflected in practice in
used
special
show
real
development of the child in various areas of thinking, various types of memory,
perception and some secondary mental functions.
most
common
foreign
definitions
school
maturity
applicable
"Orientation
school
maturity"
Kerna-Jiraseka
Witzlack, Learning Ability in School.
J. Jirasek conducted a large-scale study to establish
certain
success
fulfillment
school
maturity and success in further education. Their results showed
that children who managed to quickly cope with the test, in the future, as
wonderful
understand and cope with the test, later, when studying at school more often
all show mediocre results. For this reason, J. Iirasek
strongly
emphasize,
received
research
the results of these test tests should be considered precisely as
concrete
base
conclusions
school
maturity
therefore, it cannot be interpreted as precisely school immaturity (to
For example, sometimes there are cases when quite capable children
schematically
man,
Kerna-Jiraseka
apply
individually.
Methodology
"Draw
person",
allows
verify
cognitive
the suggestion that pictorial activity reflects mental
development.
features
methods
is
simplicity,
availability
intelligibility
test subjects.
Instruction
enough
definitely: "Draw the best possible man." An important task of this
methodology is to establish a trusting relationship with the child.
It should be noted that the norms for this test are the norms of the beginning
half of the 20th century obtained from an American sample. However
extensive
practice
use
shows
effectiveness in assessing the mental development of a child (see Appendix
most
famous
domestic
methodologies
definitions
psychological
preparedness
school
learning
relate
methods that reveal the formation of psychological prerequisites for
school education, based, for the most part, on the provisions of D.B.
Elkonin
diagnostics
mental
development
transitional
Existing
domestic
methods
definitions
formation
prerequisites
mastering
activities
actually
meet
methodological
principle.
Among them is the “Pattern” technique by L.I. Tsekhanskaya (see Appendix 2), methodology
"Graphic
dictation"
Elkonin
Application3),
methodology
"Drawing
Application
methodology
"Unusual tree" N.E. Veraksa, “Encryption” D. Wexler, “Additional
figures "O.M. Dyachenko (see Appendix 6) and others.
Very effective for finding out the preparation of children for school
training is the methodology of M.N. Kostikova. In it this author
offers
navigate
result
test
tests,
specifically
analyzing
the difficulties children experience and the types of assistance they need
successful
fulfillment
difficulties
all are implied - any stops during the execution of test tasks,
as well as any incorrect implementation of them (for example, unproductive
way of working), including exceeding the average time indicator.
The presence of difficulties indicates that this child cannot
perform a test task in accordance with general standards.
In other cases, when the child cannot, without assistance,
overcome
arising
difficulties,
experimenter
tries
create
conditions for overcoming these difficulties. Under conditions of overcoming
hardship refers to all the different types of assistance provided
the child in the process of his work on assignments. In each particular case
assistance to the child is carried out precisely in such quantity and that quality,
required
overcoming
child
tested
difficulties.
Kostikova
highlights
stimulating,
emotionally-regulating, guiding, organizing and teaching.
various
quality
intervention
experimenter into the work of the child being tested. The test result is not
simply shows the objective level of mental development of the child, but
and gives the key to an individual approach in his further training.
Usage
methods
definitions
readiness
school
learning
psychologist
high
professionalism
work with every child.
Methodology
"Unusual
N.E. Veraksa
developed
child
mental
Main
means of solving problems in this case are a representative image,
transmits
representation
various
objects
phenomena,
a visual model that allows you to highlight the most important for the decision
reality
install
relations.
This technique allows us to analyze by what mechanism
the child prefers to carry out mental activity.
D. Veksler's non-verbal subtest "Encryption" allows you to evaluate
next
properties
in n i m a n i i:
ability
preschool
concentrate
implementation
(stability
attention)
ability to move from one task to another. On weakness of concentration
the attention of the child is told by omissions of figures and a large number of errors
(See Annex 5).
Main
testing
acquaintance
teachers
possibility
adjustments
programs
training depending on the level of their general development. In this way,
results, interviews, conversations with the child, have only advisory
legislation.
Despite
huge
amount
fundamentally
existing methods for determining the readiness of children for learning in
psychologists
continue
most
committed
diagnostic programs that best meet the following important
requirements:
1) the examination of the child should not be too long
time, as it must fit within the time limits of the recording
children to school (April-May);
methods
intelligence
motivational
readiness of children for school;
program
surveys
necessary
sufficient components to conclude that the child is ready for school.
At the senior preschool age, the volume of
knowledge of the child, in connection with this, the nature of his mental
activity, which begins to be based on understanding, on active
analysis and synthesis. With the further development of thinking, analysis becomes
more and more detailed, and the synthesis more and more generalized and precise. Children already
able
surrounding
items
phenomena,
causes of certain events. Along with visual - figurative in a child
the beginnings of verbal-logical thinking appear. Attention senior
the preschooler is becoming less distracted, more stable. Memory
acquires
character
indirect
memorization
information.
going on
intensive
development
characterized by a richer vocabulary and complex structure,
including
practically
semantic
designs.
age
mental
activity becomes the desire to acquire new knowledge and skills,
children of senior preschool are often very willing to learn to read, write,
mathematics, if such learning takes place in a playroom accessible to them
form .
During preschool age, children are actively developing
gross motor skills and fine motor skills of the hand. The child's movements become
more and more accurate and clear, almost every child in this
age is already able to independently and accurately work with scissors,
needle and other small objects, and the child's hand is almost ready
for further learning to write. By the end of preschool age, the child
sufficiently capable of arbitrary behavior, i.e.
consciously
regulated
behavior.
gradually
act in accordance with special rules, developed not by himself, but by
given to him from outside.
acquired
preschooler
reflected
intellectual,
social,
emotional
maturity
objectively talk about psychological readiness for school.
Conclusion
Theoretical
literature,
dedicated
study
developing
domestic,
foreign
researchers to prepare the child for school and numerous types
testing
schoolchildren,
the present
it is necessary to widely disseminate these techniques for their use not
only for admission to school, but also for testing in older groups
preschool
institutions.
development
allow
identify errors in the development of the child and correct them in time, which
will allow the child to adapt more quickly in the future when moving to
school education.
Easy learning for children 5-6 years old and the ability to work in a team
help
implementation
simple
test
the opportunity to take the necessary measures in advance to develop the child
corresponding to his age level of skills and abilities, which allows
The experience of domestic teachers and modern research allow
to conclude that it is necessary to radically revise the system of training
children to a long-term burden - education. Because it all starts in childhood
and without the correct orientation of the first steps in this field, the child
be disappointed
apply
further
interest
receiving
education.
Soviet
education
preparatory
mainly on the development of the subject abilities of the child - the ability to read,
psychological
training
school
education remained in the pen.
psychological and pedagogical
research
compose
contemporary
graduate
preschool
institutions like
reference point
psychological and pedagogical
preparing the child for school. This portrait includes the main
requirements for the development of the personality of the child, which must be addressed
attention even in preschool in order to prepare the child for
Of course, it is impossible to combine all kindergartens with schools, but
useful
literate
professional
training
transitional period, kindergarten-school will not be an extra load in the arsenal
contemporary
teachers
school
psychologists.
real
perspective
looks
development
preschool
testing that would be applied at various stages of preparing a child for
school
learning
general educational
kindergartens, and with a preliminary appointment of a future first-grader in
school, if he was brought up only by his parents and did not attend kindergarten.
joint
efforts
parents,
teachers
psychologists
Maybe
satisfying
slender
training
testing future students of the school and the tests themselves. Worth remembering and
to adopt a convenient form of standardization of the Soviet school,
programs
learning
educational institutions, there was no disagreement about the application
any method or method of its application. As a result, always
the child should win - after all, it is he who will have to study for a long 11
years, and its maximum adaptability to life in a new environment
willingness to learn, and how it will look and what result it will bring
in the future, depends only on a competent psychological and pedagogical approach
to the school readiness process.
Bibliography:
Bardin K.V. Preparing a child for school: psychological aspects. M.:
Knowledge, 2010. 18 p. is a sample, make all books according to
this sample
Bozhovich L.I. Personality and its formation in childhood. M.:
Enlightenment, 1999. 400s.
Volkova E.T. Is the child ready for school // Preschool education. 2001.
Main
patterns
mental
child development. - Preschool education, 2011. 35 - 37s.
Venger A.L., Martsinkovskaya T.D., Venger A.L. Is your child ready for
school. Moscow: Knowledge, 1994. 192p.
Veraksa A.N. Individual psychological diagnosis of a child 5
7 years. M.: Mosaic - Sintez, 2012. 128s.
Vygotsky D.S. The problem of age periodization of child development //
Questions of Psychology, 2009, No. 2 S.11-116.
Psychological
readiness
Academic Project, 2000. - 3rd ed. 63-76s.
Koneva O.B. Psychological readiness of children for school. Chelyabinsk:
SUSU, 2000. 32p.
Leontiev A.N. Actual problems of the development of the child's psyche. M.:
Izvestia, 2011. P.7.
Lisina M.I. Communication with adults in children of the first seven years of life //
Semenyuk L.M. Reader on developmental psychology: textbook
for students / Under. Ed. DI. Felstein: 2nd edition. Moscow: Institute
pedagogical psychology, 1996. 304p.
Martsinkovskaya T.D. Children's practical psychology. Moscow: Gardariki,
Ovcharova R.V. Practical psychology in elementary school. - M.: TC
"Sphere", 1996. 67 - 70s.
Nizhegorodtsev
Shadrikov
Psychologist
pedagogical
readiness of the child for school: A manual for practical psychologists,
teachers and parents. M.: VLADOS, 2001. 256s.
Ushinsky K.D. Collected works. T.6. - M.-L.: APN RSFSR, 1949. -
Application:
Attachment 1:
Method "Draw a man" F. Goodenough - D. Harris.
INSTRUCTION:
The child is asked to "as best as possible" draw a person ("man",
"uncle"). While drawing, comments are not allowed. If a child
performs a drawing of a person not in full growth, he is offered to do
completion
drawing
held
additional
a conversation with the child, in which misunderstood details and features are clarified
Images.
Testing
preschoolers
exclusively
individual
TREATMENT:
signs
contains
the fulfillment of each item is awarded 1 point, for non-compliance with the criterion
0 points. As a result, the total score is calculated.
Evaluation criteria (features and their characteristics):
counts
enough
image
regardless of the shape (circle, irregular circle, oval). Features
faces not limited by the contour of the head do not count.
counts
image
distinct from the head and torso. Direct articulation of head and body
counts.
3. Neck: two measurements. The outlines of the neck, without interruption, pass into the outlines
head, torso, or both. The neckline should
smoothly into the line of the head or torso. The image of the neck in the form
one line or "column" between the head and the body is not counted.
4. Eyes. If at least one eye is drawn, then any image method
recognized
satisfactory.
counts
the only
indefinite
dash,
occurring
drawings
little children.
5. Eye details: eyebrows, eyelashes. Showing eyebrows or eyelashes or both
another at the same time.
6. Eye details: pupil. Any clear indication of the pupil or iris
shell other than the eye. If two eyes are shown, both must be present.
proportions.
horizontal
oversize vertically. This requirement must be met in
the image of both eyes, but if only one eye is drawn, then it is enough and
this. Sometimes in profile drawings a high level of the eye is shown taking into account
perspectives. In such drawings, any triangular shape is counted.
8. Details of the eye: look. Full face: the eyes clearly "look". Shouldn't be either
convergence, no divergence of the pupils either horizontally or vertically.
Profile: the eyes must be shown either as in the preceding paragraph,
or, if the normal almond shape is preserved, the pupil should be
placed in front of the eye, not in the center. The assessment must be strict.
9.Hoc. Any way to depict the nose. In "mixed profiles" a point
counts even if two noses are drawn.
10. Hoc, two dimensions. Full face: any attempt to draw a nose counts
two-dimensional if the length of the nose is greater than the width of its base.
Profile: any, the most primitive attempt to show the nose in
profile, provided that the base of the nose and its tip are shown. Simple
"button" does not count.
11. Mouth. Any image.
12. Lips, two measurements. Full face: the upper and lower lip are clearly shown.
13. Hoc and lips, two dimensions. An extra point is given if
points 10 and 12.
14. Chin and forehead. Full face: both eyes and mouth should be drawn,
enough space is left above the eyes and below the mouth for the forehead and chin.
The rating is not very strict. Where the neck meets the face matters
position of the mouth in relation to the tapering lower part of the head.
15. Chin. (Not to be confused with point 16. To get a point on this
point, a distinct attempt to show a "pointed" chin is needed.
Most often, this item is counted in the profile picture.) Clearly
separated from the lower lip. Full face: the shape of the chin should be highlighted
in some way: for example, a curved line passing below the mouth or
lips, or the entire shape of the face. A beard that covers this part of the face is not
allows you to score a point for this item.
16. The jaw line is shown. Full face: the jaw line runs across the neck and
chin, and it should not be square. Neck must
be wide enough and the chin pointed enough to
the jaw line formed an acute angle with the neck line. Rating is strict.
Profile: The jaw line runs towards the ear.
Nose bridge.
correct
right
located. The base of the nose should be shown and the bridge of the nose should
be straight. The location of the upper part of the bridge of the nose is important - it should
reach the eyes or end between them. The bridge must be
already grounds.
18. Hair I. Any, even the most rough image of hair is counted.
19. Hair II. Hair is shown not just in daubs or scribbles. However
any
paint over
counts. A point is given if the child made an attempt at least somehow
paint over the hair or show its wavy outline.
20. Hair III. Any explicit attempt to show a haircut or style using
bangs, sideburns or hairline at the base. When a person is drawn
wearing a headdress, a point is counted if the hair on the forehead, behind the ear or behind
indicate the presence of a certain hairstyle.
Careful
image
shown
direction
strands. Item 21 does not count if the child's drawing does not satisfy
requirements of paragraph 20. This is a sign of a higher rank.
22. Ears. Any image of the ears.
proportions
location.
Vertical
exceed
horizontal
located
approximately in the middle third of the vertical size of the head.
Full face: the upper part of the ear should be away from the line of the skull, both ears should
expand towards the base.
shown
some
for example,
auditory
pictured
sink
expand towards the back of the head.
Note:
some
especially
mentally
backward,
tendency to draw the ear as if upside down - expanding to the side
faces. In such drawings, a point is never counted.
24. Fingers. Any sign of fingers other than the hand or hand. In drawings
older children who tend to sketch, this
a point is counted if there is any sign of a finger.
25. Correct number of fingers shown. If two brushes are drawn,
it is necessary that both have five fingers. In "sketch" drawings
older children score points even if they cannot be clearly seen.
all five fingers.
Correct
"Grapes"
"sticks"
are counted.
distinctly
exceed
more complex drawings, where the brush is shown in perspective or fingers
only outlined, the point counts. A point is also given in cases where
when, due to the fact that the hands are clenched into fists, only the joints or parts are shown
fingers. The latter is found only in drawings of the highest complexity, where
perspective matters a lot.
opposition
big
drawn
you can see a clear difference between the thumb and the rest. The score should be
strict. A point is also scored if the thumb is clearly
shorter than all others, or when the angle between it and the index finger is not
less than twice the angle between any two fingers, or
if the point of attachment of the thumb to the hand is significantly
wrist
depicted
the conditions listed above must be met on both hands. If a
drawn
observance
specified
counts. Fingers must be shown; hand in the form
mittens do not count unless it is obvious (or set in
subsequent conversation) that the child portrayed a man in winter clothes.
28. Brushes. Any image of the hand, not counting the fingers. If available
fingers, then between the base of the fingers and the edge of the sleeve or cuff should
be space. Where there are no cuffs, the hand must somehow expand,
depicting the palm or back of the hand, as opposed to the wrist. If a
both hands are drawn, this sign should be on both.
drawn
wrist
wrist,
drawn
separately
not enough
a line drawn across the limb and showing the edge of the sleeve or
trousers (this counts in paragraph 55).
Images
not enough, but a point is scored if between the base of the fingers and that
the part of the body to which they are attached has a place left. Number of hands
must also be correct, except for profile drawings, when
one hand can be counted.
change
directions
outlines
a torso that gives the impression of being concave rather than convex.
This sign is evaluated quite strictly. regular oval shape
does not count, the score is always negative, unless it is obvious that
this is an indication of a sharp expansion of the trunk below the neck, which is formed
spatula
clavicle.
torso
square
rectangular
shape does not count, but if the corners are rounded, a point is given.
Profile: the assessment should be somewhat softer than in the full face drawings, so
right
portray
only the head, but also the body. A point is scored if the lines forming
the outlines of the upper body, diverge from each other at the base
neck, showing the expansion of the chest.
32. Shoulders II. Full face: evaluated more strictly than the previous feature.
continuously
cross over
"square", not hanging. If the arm is moved away from the body,
the armpit should be shown.
attached
correct
should be drawn with two lines.
33. Hands on the side or busy with something. Full face: young children often draw hands
firmly set aside from the body. A point is scored if at least one
the arm, drawn from the side, forms with the common vertical axis of the torso
the angle is not more than 10 degrees, unless the hands are occupied with something, for example,
holding an object. A point is scored if the hands are drawn
tucked into pockets at the hips (“hands in trousers”) or pawned behind
Profile: a point is scored if the hands are occupied with any or all of the work
hand is raised.
bend. (Enough for one hand). The bend and folds of the sleeve are counted.
Images
correct. In profile drawings, there can be either one or two legs.
proceed
healthy
formal
sign.
drawn
the crotch is marked, the point is counted. On the other hand, three or more
legs in the picture or just one leg without any excuse for missing
counts.
attached
evaluated negatively.
shown
crotch.
portrayed
the inner lines of the legs meeting at the point of connection with the body.
(Small children usually place their feet as far apart as possible.
This way of displaying does not receive a point under this paragraph).
drawn
transferred
buttock outline.
37. Thigh II. The thigh must be depicted more precisely than is necessary for
receiving a point in the previous paragraph.
38. Knee joint. Just as in the elbow, there should be a sharp (and not
smooth) bend approximately in the middle of the leg, or, which sometimes occurs
in drawings of very high complexity, narrowing of the leg at this point. Pants
inadequate.
showing the knee are evaluated positively.
39. Foot I. Any image. The image of the foot is counted by any
way: two feet full face, one or two feet in profile drawing.
Young children can represent feet by attaching socks to the bottom
leg parts. It counts.
40. Foot II. Proportions. Feet and legs should be shown in two
measurements.
"chopped off"
must exceed its height from the sole to the instep. Foot length not
must exceed 1/3 of the total length of the entire leg and must not be less than
1/10 of the total leg length. A point is counted in full face drawings, where the foot
shown longer than wide.
41. Foot III. Heel. Any way of depicting the heel. On the drawings in full face
counts
formally,
depicted
shown in the figure (provided that there is some dividing line
between leg and foot). In profile drawings there should be a rise.
42. Foot IV. Perspective. Trying to keep the angle, at least
for one foot.
43. Foot V. Details. Any detail, such as laces, ties, straps
or the sole of a shoe, depicted by a double line.
44. Connection of arms and legs to the body I. Both arms and both legs are attached
to the body at any point, or the arms are attached to the neck, or to the place
connection of the head with the body (when there is no neck). If the body is missing
score is always zero. If the legs are attached not to the body, but to something
still, regardless of the joining hands, the score is zero.
45. Attachment of arms and legs II. The arms and legs are attached to the body
respective places. A point does not count if the addition of a hand
occupies half or more of the chest (from the neck to the waist). If not
neck, arms should join the upper body.
present
accession
fall right on the shoulders. If on the basis of 31 children received zero, then
the attachment point must fall exactly on the place where they should
be drawn shoulders. Rating is strict, especially with a negative rating
point 31.
Torso.
image
torso
measurements. Where there is no clear distinction between head and torso
shown
it is counted if the facial features occupy no more than half of the figure; in
otherwise
transverse
showing
drawn
between the head and legs, is counted as the torso, even if its size and
the shape is more like a neck than a torso. (This rule is based on
that many children, in whose drawings there is such a feature, in response
corresponding
called
torso).
buttons going down between the legs is scored as zero on the trait
torso, but as a point on the basis of clothing, unless the transverse line is
shows the boundaries of the body.
47. Proportionality of the body: two measurements. The body length should
exceed its width. The distance between the points of greatest
length and maximum width. If both distances are the same or so
are so close that the difference between them is difficult to determine - the score is zero. AT
In most cases, the difference is large enough to be determined by
eye, no measurement.
48. Proportions: head I. Head area should be no more than half
and not less than 1/10 of the body area. The score is pretty soft.
49. Proportions: head II. The head is approximately 1/4 of the area
torso. The score is strict: it does not count if more than 1/3 and less than 1/5.
Where the crotch is not shown, such as in some profile
drawings, a belt or waist is taken approximately at the level of 2/3 of the bottom of the total
body length.
Proportions.
the overall oval shape is shown.
elongated,
oblong
longer than the base of the skull.
Proportions:
torso.
reach
middle
necessarily
perineum,
especially
unusually short. In the full-face drawings, both arms should have this length.
The relative length is judged, not the position of the hands.
52. Proportions: hands II. Conical shape of the hands. Forearm already upper
parts of the hand. Any attempt to narrow the forearm is counted as long as it
not done right at the waist. If both hands are fully drawn, the narrowing
should be on both.
53. Proportions: legs. The length of the legs should not be less than the vertical
body size and not more than twice the size of the body. The width of each
legs less than body width.
54. Proportions: limbs in two dimensions. Both arms and legs are shown in
two dimensions. If the arms and legs are two-dimensional - a point is counted, even
if the hands and feet are depicted linearly.
55. Clothes I. Any signs of the image of clothes. Usually the most
early ways are a row of buttons going down to the center
torso, or a hat, or both. Anything even counts
one. One dot or small circle in the center of the body is practically
means
counts
vertical and horizontal lines drawn across the torso (a
sometimes across the limbs), is the most common
Images
are counted
dashes,
regarded
indication
opaque
items
clothing, such as a hat, trousers, etc., that conceals the part of the body they
cover. When evaluating the drawing under this paragraph, it should be borne in mind that
if the hat just barely touches the top of the head, but does not cover any
counts.
buttons
any
instructions
signs
(for example,
are counted.
depicted
next
signs:
collar
throat
buttons,
image
closure, pockets, cuffs, or any way of delimiting the foot and leg
Image
continuation
counts,
the only one
indicating the difference between the foot and ankle.
57. Clothing III. There are no transparent elements of clothing in the picture. And sleeves and
trousers must be shown separately from the wrists and feet.
drawn
subject
Clothing items can be: hat, shoes, coat, jacket,
shirt, collar, tie, belt, pants, jacket, T-shirt, work robe,
socks. (The shoes should have some details - laces,
pictured
the heel is not enough. Pants should have some details, such as
like closure, pockets, cuffs. A coat, jacket or shirt must
shown:
collar,
not enough. The collar should not be confused with the neck, which is depicted as a simple
enough
invisible,
to be specified
scrutiny or conversation.)
59. Clothing V. A complete suit without any absurdities (incompatible
items, details). It can also be a “uniform” (not only a military uniform,
but also for example a cowboy suit) or a casual suit. In the second
impeccable.
"encouraging"
additional
Consequently,
shown
more than in paragraph 58.
60. Profile I. Head, torso and legs in profile should be shown without
errors. The torso is not considered to be drawn in profile if the central
the line of buttons is not shifted from the middle of the figure to the side of the body, or if not
other indications, such as the appropriate position of hands, pockets,
tie. In general, a drawing may contain one (but not more) of the following
three errors: 1) transparency of the body - the contour of the body is visible through the hand; 2)
legs are not drawn in profile; in full profile at least the top
part of one leg should be covered by the other leg, which is closer; 3) hands
attached to the contour of the back and stretched forward.
shown
absolutely
correctly, without errors and cases of transparency.
62. Full face. Turns on a partial profile when the painter tries to show
perspective.
rest
connected correctly except for parts obscured by perspective or
clothes. Essential details: legs, arms, eyes, nose, ears, neck, torso,
palms (hands), feet. The feet should be shown in perspective, but
not in profile, unless they are turned out in different directions. Parts
should be shown in two dimensions.
63. Motor coordination in drawing lines. look at the long
lines of arms, legs and torso. The lines should be firm, confident and without
random bends. If, on the whole, the lines give the impression of being solid,
confident and indicate that the child controls the movements
pencil, the point counts. The drawing can be quite inept, and that's it.
the same point must be scored. Several long lines can be
circled or erased. The lines in the drawing do not have to be very
smooth and smooth. Young children sometimes try to "color"
Carefully
older
enjoy
sketches,
sketchy
distinct
uncertain lines arising from immature coordination.
64. Motor coordination in drawing connections. look at the dots
line connections. The lines should meet exactly, without a clear tendency to
crossing or overlapping and without a gap between them (figure with
several lines are evaluated more strictly than a drawing with frequent changes
line directions). Sketchy, jerky drawing usually counts,
although line connections may be undefined here,
since this ability is inherent almost exclusively in the drawings of a mature
type. Some rubbing is allowed.
motor
coordination.
"encouraging"
additional point for skillful use of a pencil as in drawing
details, and in drawing the main lines. Pay attention to small
character
major
drawn firmly, with correct connections. Pencil drawing
fine details (facial features, small details of clothing, etc.) indicates
regulation
movements
pencil.
strict. Redrawing or wiping will void the point for that point.
drawn
signs
involuntary deviations. A point is counted only in those drawings where
achieved
wrong
preliminary
ellipse). In profile drawings, the simple oval to which the nose is attached
does not count. The evaluation should be sufficiently rigorous, i.e. face contour
should be drawn as a single line, not piecemeal.
67. The quality of the lines in the drawing of forms: the contour of the torso. Same as in
the previous paragraph, but for the torso. It should be noted that
primitive shapes (wand, circle or ellipse) do not count. lines
torso
indicate
intentionally
ovoid shape.
68. Line quality in drawing shapes: arms and legs. Hands and feet should be
drawn without breaking the shape, as in the previous paragraph, without a trend
to narrowing at the junction with the body. And the arms and legs must be
shown in two dimensions.
69. Line quality in drawing forms: facial features. Facial features should be
fully
symmetrical.
shown
two-dimensional.
Full face: facial features should be placed correctly and symmetrically,
must clearly convey the appearance of a human face.
Profile: the contour of the eye should be correct and located in the front
parts of the head. The nose should form an obtuse angle with the forehead. The assessment is strict
"cartoon" nose does not count.
"Draft"
educated
regulated
strokes. Repeated tracing of segments of long lines does not count.
The "sketch" technique is found in the work of some older children and almost
does not occur in children under 11-12 years of age.
71. Special drawing of details. With special lines or hatching
one or more of the following must be displayed:
folds of clothing, wrinkles or tails, dressing of fabric, hair, shoes,
colors or background items.
72. Hand movement. The figure should express freedom of movement in the shoulders and
elbows. Enough with the image of one hand. "Hands in trousers" or hands in
pockets
are counted,
Any
actions are not required.
73. Movement of the legs. Freedom in movements and in the knees and hips of the figure.
18-19 points
This drawing was made by a 5 year old child. After calculating according to the specified
criteria, you can establish that this subject is gaining 12 points.
Points are counted for points 1; four; 9; eleven; 22; 24; 35; 39; 44; 46; 47; 48; per
the rest are not counted.
Received
result
much
corresponds
lower limit of normal. Thus, it can be concluded that the state
intellectual
causes
suspicion
insufficient development.
Application 2:
Method "Pattern" L.I. Tsekhanskaya.
The material of the technique is geometric figures located
in three rows. The top row is made up of triangles, the bottom row is made up of squares,
squares
are
triangles,
circles - in the interval between them. Triangles and squares 17 in
row, circles - 16. All three rows of geometric shapes in the future
called a "stripe".
The child is given the task of drawing a pattern, following the rule:
connect triangles and squares through a circle (method of action). At
in this he must follow the dictation given by the experimenter and where
indicates
unite
(a triangle is a square, a square is a triangle, two squares, etc.).
offered
instruction.
This is followed by the stage of learning the mode of action, after which the children move on to
completing the main task.
Instructions for conducting:
Children are told: "We will learn to draw a pattern. Do you have stitches on
rows of triangles, squares and circles are drawn. We will connect
triangles and squares to make a pattern. Gotta listen carefully
and do what I say. We will have these three rules: 1) two
triangles, two squares or a square with a triangle can be connected
only through the circle; 2) the line of our pattern should only go forward; 3)
compound
start off
stopped
continuous
succeed
intervals. Look at the leaflet, how you can connect triangles and
squares (children's attention is drawn to the sample, its analysis is given). Now
learn to connect yourself. Look at the "strip" of shapes at the bottom of the page.
Connect
square,
triangle,
triangle,
triangle with square.
An adult monitors how each child completes the task, and in
if necessary, corrects mistakes and explains to the child what he
wrong. In the process of learning, children produce four compounds.
Dictate slowly so that all children have time to draw
another connection. You can't repeat the same thing twice because
some
push
drawing
connections. No assistance to subjects during the task
the experimenter does not provide. After all the children have finished their work,
leaves are collected.
results
correct
considered
connections,
relevant
dictation.
free kicks
accrue
connections not provided for by the dictation, and for "breaks" or omissions
"junction zones" between valid connections.
Appendix 3:
Methodology "Graphic dictation" D.B. Elkonin.
The technique is carried out as follows. Each child is given
notebook sheet in a cage, in the upper right corner of which is written
Surname and name of the subject, as well as the date of the survey. From the left
sides of each sheet, at a distance of 4 cells from the left edge, three
points one below the other (the vertical distance between them is 7 cells).
The first instruction: "Now we will learn to draw different
patterns. We must try to make them beautiful and neat.
To do this, you must listen carefully to me - I will say what time
side and how many cells to draw a line. Draw only those lines
which I will dictate. When you draw the line, wait until I say
direct
next.
start
the previous one ended without lifting the pencil from the paper. Everyone remembers where
right hand? This is the hand in which you hold the pencil. Pull her in
shows
real
reference point,
present in the class). So when I say draw a line to the right,
you will lead it like this - to the door (on a board, pre-lined into cells,
a line is drawn from left to right with a length of one cell). It's a line drawn
one cell to the right. And now I, without taking my hands off, draw a line for two
cells up, and now - three cells to the right. "(The words are accompanied by
drawing lines on the board.)
Instructions for the final pattern: "That's it. Draw this pattern further
let's get busy
last
Put
pencil
next point. I start dictating. 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. Three
cells up. Now continue to draw this pattern yourself.
results
fulfillment
necessary
actions
dictation
right
independent
continuation
index
testifies
listen carefully and clearly follow the instructions of an adult, without being distracted
outsiders
irritants,
independence
child in school work. In both cases, one can navigate
on criteria such as:
training)
correspond to the dictates; in one of them there are separate errors;
partially
correspond
dictated
corresponds to the dictated;
3) the level is below average. One pattern partially corresponds to the dictated one,
the other does not correspond at all;
corresponds
dictated.
The Graphic Dictation technique is very popular among psychologists, but with
its use, special attention should be paid to left-handed children,
since in the instructions preceding the experiment, the child is reminded that
the right hand is the one in which he holds the pencil. Besides, how
practice shows that some future first-graders confuse not only
right and left sides, but also the top and bottom of a sheet of paper, and not everyone knows how to
possible
install
poor quality
fulfillment
is
cause
carelessness
difficulty
perception
is oriented in terms of "left - right", "top - bottom" and does not know how to count.
Appendix 4:
Method "Drawing by points", or "Sample and rule", A.L. Wenger.
Methodology
apply
six year olds
seven-year-olds
eight year olds. The survey is conducted with a group of children. Preferably
so that the number of people in the group does not exceed 15.
Methodology
placed
separate
special
booklets,
issued
to the subject.
on each sheet of the booklet, a sample is drawn on the left, and “dots” are applied on the right,
representing
crosses,
circles
triangles.
given
conduct
the same
"points"),
connecting
pencil,
reproduce
sample figure,
pictured
"points". Every problem has a unique solution: reproduce exactly
sample, without violating the rules, is possible in only one way. At
exists
possible
reproducing
built
violation
including
violations
rules, but not similar to the sample.
The examination is carried out by two people (experimenter and assistant)
in the following way.
seated
child
put down the task book. On the first blank sheet, write down information about
subject (last name, first name, age, date of examination and, if necessary, other
data). The experimenter, standing so that he can be clearly seen by everyone
children, opens the same booklet and shows a sheet with task number 1. Then
he says: "Open your little books on the first page. Look, you have
everything is drawn the same way as me. "If any of the children opened the wrong
page, it needs to be corrected. pointing to the vertices of the triangle
sample, the experimenter continues: "See, there were 'dots' here that
connected with lines so that this drawing turned out (there should be an indication of
triangle;
"vertex",
"sides"
"triangle"
experimenter
are pronounced).
drawn
(followed by an indication of the "points" depicted to the right of the sample). You yourself
connect
turned out
picture. There are extra dots here. You leave them, you will not connect.
Now look at your books: are the "points" the same or not? Having received
the answer is "no", the experimenter says: "That's right, they are different. There are
crosses,
triangles.
remember
The same "dots" cannot be connected. You can not draw a line from the cross to
another cross, or from a circle to another circle, or from a triangle to
another triangle. The line can only be drawn between different
"points". If you draw a line wrong, tell me - I'll erase it
page. There you will see other "dots" and another pattern - you must
will draw it."
At the end of the instruction, the children are given simple pencils.
Experimenter
assistant
fulfillment
at the request of the children, incorrectly drawn lines, make sure that there is no
any task is missed, encourage the children if necessary.
Appendix 5:
"Encryption" D. Wexler.
Instruction to the subject: "Look here - show the top row
drawn
star,
asterisk
dash (show). But the circle, two such dashes are visible in it (and so on
each figure). Now look here - show the first row - you see,
here the figures are the same, but nothing is drawn in them. Come with you
draw in the same way as here (point to the key). OK, try". K 33rd
"Hurry up."
filling
turn on
stopwatch,
stopping
test subject
"Continue
myself". At the end of the 1st row, the subject quickly say: “Continue
here" pointing to the beginning of the second row. If the subject puts down badges
in only one figure or skips figures, it is necessary to say: “Do
all".
Time - 120 seconds.
The score is equal to the number of correctly filled shapes in 120 seconds.
With the correct filling of all the figures in less than 120 seconds,
extra points.
"Encryption"
safety
visual
perceptions
praxis, hand-eye coordination, speed of skill formation.
sensitive
psychomotor
insufficiency,
characterizes
visual memory, learning, physical activity.
Appendix 6:
"Finishing the Figures" O.M. Dyachenko.
The technique is aimed at determining the level of development of the imagination,
the ability to create original images.
Instruction: “Now you will finish the magic figures.
They are magical because each figure can be drawn in such a way that
you get any picture, any one you want. The child is given
a simple pencil and a card with a figure. After the child has drawn
ask:
happened?"
fixed. Then sequentially (one by one) the rest are presented.
figure cards. If the child does not understand the task, then the adult can
the first figure to show several options for drawing.
fulfillment
under the account
coefficient
o r i gy n a l n o s t
amount
non-recurring
images.
the same
considered
Images,
which the figure for drawing turns into the same element.
For example,
transformation
square,
triangle
TV
is considered a repetition, and both of these images are not counted to the child.
Then compare the images created by each of the children of the examined
groups based on the same figure for drawing. If two
turn
TV,
credited to none of these children.
quantitative
processing
results
possible
qualitative characteristics of task performance levels.
The following levels can be distinguished:
At a low level, children do not actually accept the task: they or
draw something of their own next to a given figure, or give pointless
Images
pattern"). Sometimes
draw a subject schematic drawing using a given
figurines. In this case, the drawings are usually primitive, template
At an average level, children complete most of the figures, however
All drawings are schematic, without details. There are always drawings repeating
by the child or other children in the group.
you with about whom
u r o v n e
with hemat and h n e,
sometimes
detailed,
original
repeated by the child himself or by other children of the group). Suggested
drawing
is
central
Pedagogical diagnostics
children's readiness for school
to overcome identified difficulties
L. E. ZHUROVA, E. E. KOCHUROVA, M. I. KUZNETSOVA
1. Essence and tasks of pedagogical diagnostics
In recent years, the priorities of primary education have changed significantly - the goals of developing the personality of the student, the formation of the ability to learn in the younger student and the achievement of a high level of knowledge, skills and abilities have come to the fore. The realization of these goals is impossible without the exact knowledge of the intellectual and personal characteristics of each student by the teacher. This is especially important in the first year of study, when children with very different levels of readiness for schooling come together in the same class.
Readiness for school is determined by three interrelated components: physical readiness, i.e. health and physical development of the child; intellectual and personal readiness.
The physical readiness of the child for school is determined by physicians and entered into the medical record. Personal readiness characterizes the orientation of the child in the environment, its stock of knowledge, attitude to school, the independence of the child, his activity and initiative, the development of the need for communication, the ability to establish contact with peers and adults. The intellectual readiness of children for school includes the state of sensory development (phonemic hearing and visual perception), the state of development of figurative representations and a number of mental processes (perception, attention, observation, memory, imagination), mental and speech development. Intellectual and personal readiness for schooling can be determined by a psychologist, if he is at school. But the absence of a qualified psychologist in no way removes the teacher's urgent need to have information about these most important aspects of the child's readiness for schooling. At the same time, the teacher, as a rule, does not have sufficient psychological preparation and cannot conduct psychological diagnostics, draw conclusions about the state of the child’s mental, personal and intellectual readiness for schooling. But the teacher can and should carry out pedagogical diagnostics, which is not limited to testing children's ability to read, write and count when they are admitted to school, i.e. to test those subject knowledge, skills and abilities that are the content of training in grade 1. The most significant for pedagogical diagnostics is the determination of the formed prerequisites for mastering literacy and mathematics, i.e. those components that form the basis of the assimilation of these subjects. Moreover, it is the teacher who should carry out such diagnostics in order to use the data obtained in the course of its implementation to implement an individually differentiated approach to children when teaching in the first grade.
What are the prerequisites for successful mastery of language and mathematical literacy? This is a sufficient degree of development of a number of non-verbal functions (the state of spatial perception, including awareness of the scheme of one's own body, the state of visual perception, the state of motor skills and hand-eye coordination); age-appropriate level of development of oral speech (state of hearing-speech memory, state of vocabulary and grammatical structure of speech, state of coherent speech); the level of general development corresponding to the age norm (learning ability of the child, the arbitrariness of mental processes, sufficiently developed visual-figurative thinking, the basics of logical thinking). In addition, there is also a certain minimum of specific elements of readiness for schooling, relating only to teaching language or mathematics. These include: the presence of intuitive pre-numerical representations, mastery of the representations underlying the count and the count itself, at least within 6, representations of the operations of addition and subtraction, the ability to compare two sets by the number of elements; the development of phonemic hearing and perception, the formation of the prerequisites for the successful mastery of sound analysis and synthesis.
A large number of common components that determine a child's readiness to learn reading, writing, and mathematics makes it possible to implement an integrated approach to conducting pedagogical diagnostics and thereby spend the minimum time to obtain the information necessary for the teacher.
The tasks of pedagogical diagnostics should maximally take into account the characteristics and capabilities of 6-year-old children, ensure that children adequately understand their content, and do not depend on the level of reading, writing and other subject knowledge that are included in the first grade program.
The teacher conducting pedagogical diagnostics is faced not only with the task of identifying any violation in the child, but, most importantly, to analyze the nature of this violation in comparison with the norm and build on this basis a forecast for overcoming this difficulty. Therefore, after conducting a frontal pedagogical diagnosis, it is necessary to conduct an individual additional conversation with those children who have made significant mistakes. During this individual diagnosis, the child performs tasks with the help of a teacher. But this is a special kind of help, when the teacher finds out what exactly the child cannot do on his own, but does with his help. This form of tasks makes it possible to find out not only the level at which the child is at the moment, but also, as the outstanding psychologist L. S. Vygotsky said, "the zone of his proximal development", i.e. what a child can do with the help of an adult. This allows us to make a conclusion about such an important component of school readiness as learning ability, i.e. the ability to assimilate knowledge in cooperation with the teacher, susceptibility to the help of an adult, the speed of mastering new ways of acting.
A prerequisite for the successful conduct of pedagogical diagnostics is the transition of the teacher from the position of the teacher to the position of the person conducting the diagnostics. If in the process of everyday pedagogical work the main goal is to teach, to get the right answer, then in the process of conducting diagnostics, the main thing is to obtain reliable data on the state of readiness of the child for school. Therefore, even when helping a child, the main goal of the teacher should not be teaching a certain action, but identifying and fixing the steps of helping the child in the process of doing the work, since this will determine the pedagogical means that should be used to raise this child to a higher level. high level.
2. Features of conducting pedagogical diagnosticsPedagogical diagnostics includes two interrelated stages. The first stage is a group survey, during which the children work on the worksheets proposed to them. The second stage is an individual examination, during which the teacher observes the activities of one child and records his oral answers.
The value of a group (frontal) survey lies not only in significant time savings, but also in the fact that it allows you to observe children who find themselves in an unusual environment for them - in a new children's team, in the absence of parents. At the same time, one should not be limited only to group work, since a number of parameters, especially those related to speech development and determining the level of learning ability of children, cannot be identified in the process of frontal examination. It is also important to take into account the fact that the data of a group survey in the case of a low result cannot be absolutely reliable: the child may be confused in a new environment, be upset by something, etc. It is necessary to clarify such results by offering the child a number of additional questions in an individual conversation.
An individual examination is carried out the next day after the group examination, so that the teacher has the opportunity to analyze the results of the group examination and get acquainted with the child's medical record. The results of group and individual diagnostics are entered into the examination form (see below).
When conducting group pedagogical diagnostics, it is necessary to adhere to the following rules:
1. If the teacher works alone, without an assistant, then the number of children in the group should not exceed 10-12 people.
2. One child sits on each desk, for which worksheets and a set of pencils must be prepared in advance:
red, blue, green, yellow and simple.
3. Children are invited to the class without parents. The fact that the work will be carried out, therefore, it is necessary to warn the parents in advance.
4. When seating children, but in places, it is necessary to pay special attention to those who cannot see or hear well.
5. The work begins with a brief explanation: “children, prepare sheets, pencils. I will read the tasks to you in order. If someone did not have time to complete this task, and I have already started the next one, do not be discouraged, leave the task and immediately proceed to work on a new one.Be careful. Listen to the first task
6. Each task is given exactly resp. according to the instructions, you do not need to add any words "from yourself.
7. Assignments are read quite loudly, at an even and calm pace. You can repeat the text of the task, if necessary, but without deviating from the text.
8. Move on to the next task: it should be done only when the majority of children (more than 75%) have completed the previous one.
9. On average, no more than three minutes are given to complete each task. When moving on to reading the next task, children should be warned about this with the words: "Listen to the next task."
10. If during the work it is noted that many children are tired, you need to take a game break (physical minute).
11. The total duration of the group survey should not exceed 30-35 minutes (including a 3-5 minute pause).
12. During work, it is important to maintain a friendly atmosphere, not to express your dissatisfaction with the wrong actions of children, not to point out mistakes, not to make value judgments, often say the words: "Very good!", "You are great!",
I see you are doing great!"
The second stage of pedagogical diagnostics (individual examination) includes a part, obligatory for all children, related to determining the level of speech development, and additional tasks only for those children who made mistakes during the group examination.
When conducting an individual examination, it is important to fulfill the following conditions:
1. After the first stage of pedagogical diagnostics (group examination), analyze the worksheets of all children and determine the probable cause of each error.
2. The interview can be conducted both in the presence of parents and without them. You should ask the child himself how he will be calmer and better - if the parents wait outside the door or go into the office with him. If parents are present at the interview, it is worth warning them not to interfere in the conversation, not to prompt, but to comment on the answers of their child, not to make comments to him.
3. When inviting a child to the class, the teacher should call him by name, give him the opportunity to get used to the new environment.
4. An individual examination must be carried out in such a way that the child's answers cannot be heard by other children.
5. The data of individual pedagogical diagnostics, the results of completing tasks and the level of assistance provided to the child - you must immediately enter into the examination protocol.
6. The total duration of an individual examination should not exceed 20 - 25 minutes.
In the course of individual diagnostics, after completing each task, a quantitative score is set in accordance with the proposed grading system, “remarks are recorded about the features of completing tasks, about the behavior and style of work of each child: how independent, active, initiative, etc. Several tasks are given to test individual components of readiness (hand-eye coordination, phonemic hearing, etc.) Each task is evaluated separately, and then the average score is displayed.
Evaluation of the performance of tasks is built in such a way as to ensure the unity of quantitative and qualitative indicators.
3 points is set at a high level of development of this parameter, such an assessment for most parameters indicates a high level of readiness of children for learning. This means that when studying in the first grade, in order to maintain cognitive interest and a high level of mental development of these children, it is necessary to provide a system of more complex differentiated tasks, to choose an in-depth training program.
2 points indicate the average level of development of the parameter, and the presence of two points for most indicators indicates the average level of readiness of the child for learning. Children who receive such marks in the first grade will cope with most tasks on their own or with little help from the teacher.
1 point indicates a low level of readiness for schooling
The data of pedagogical diagnostics cannot, of course, underlie far-reaching forecasts, once and for all decide the question of the child's linguistic, mathematical, and general abilities. A specially thought-out system of education can have a significant impact on the development of a child. At the same time, pedagogical diagnostics has a prognostic value, since it allows making a close prediction about the further course of the child's development and, most importantly, about those correctional and pedagogical means that need to be applied to eliminate gaps in his development.
3. Diagnostic methods that determine the readiness of children
to schooling
The first stage - frontal examination.
Exercise 1
Purpose: to reveal the ability to convey the shape of a figure (draw an equal or similar figure, observing the proportions between the elements of the figure). In addition, the task allows you to judge the hardness of the child's hand, the ability to draw straight line segments and angles without rounding them.
Material for the task: the sheet on which the figure is drawn.
The text of the task: "Look here (the picture for the task is indicated). Here you will complete the task. You see a figure. Consider it on your sheets. Take a pencil. Draw a similar figure."
Grade
3 points - a similar or equal figure is depicted, the proportions between the elements of the figure and are mostly preserved.
2 points - a similar or equal figure is depicted, the proportions are slightly changed, while not all angles are right, parallel lines are not always observed. The same score is given if the general shape of the figure is well grasped, but the proportions between the elements of the figure are significantly changed, but all angles are straight and parallelism is observed.
1 point - the proportions between the elements of the figure are significantly changed; the general shape of the figure is poorly captured.
0 points - the general shape of the figure is not captured, but any closed line is depicted.
If the figure is depicted with an unsteady hand, a "-" sign is placed in addition to the score.
Task 2
Purpose: identifying the ability to navigate on a plane (left, right, up, down), the ability to count cells.
Material for completing the task: a sheet of paper in a box, approximately in the middle of the sheet, one cell is painted over in black.
The text of the task: "You will complete the task on checkered paper (the place for completing the task is indicated). Find a box painted in black on your sheets.
1. Take a red pencil, count 4 cells from the black cell to the right and fill in the fifth with a red pencil.
2. Take a blue pencil. From the red cell, step down two cells and paint over the third with a blue pencil.
3. Take a green pencil and a cell located to the left of the blue one and paint over with a green pencil one cell from it.
4. Take a yellow pencil. Count five cells up from the green cell and paint over the sixth with a yellow pencil.
Grade
When evaluating this task, for every 2 wrong steps, one point is deducted from the calculation of the total 3 points. Incorrect steps include errors in the direction, counting, starting point. If the cells are poorly colored, in addition to the score, "-
Task 3
Purpose: to identify the ability to select and perform the operation of addition and subtraction, according to the correct understanding of the text of the problem. Go from a number to the corresponding finite set of objects (circles, squares)
Material for the assignment: a blank sheet of paper.
The text of the task: "Here you will perform the third task (the place fortask number 3). Look at their leaflets. Listen to the assignment."
"3 girls and 2 boys are playing in the clearing. How many children are playing in the clearing? Draw as many circles as there were children playing in the clearing." (The text of the task can be repeated)
"6 people were driving in the car. Two people got out of the car. How many people were left in the car? (Draw as many squares as there are people left in the car. "(The text of the problem can be repeated)
Assessment of the assignment:
3 points - both tasks are completed correctly.
2 points - one task is done correctly (and either 5 circles or 4 squares are drawn), her attempt to solve the second task, but the number of circles or squares is incorrect.
1 point - only one task is completed correctly, there are no attempts to complete the second task.
0 points - there is an attempt to solve one problem, but the number of circles or squares is incorrect!
Task 4
Purpose: identification of intuitive topological representations, understanding of the terms *, "inside", "outside"; revealing the ability to correctly understand the statement.
Material for completing the task: a sheet of paper, figures on it:
Assignment text: "Look at the blackboard. (The teacher draws a triangle on the blackboard.) I drew a triangle. (Marks a point inside the triangle.) I marked a point inside the triangle. (Marks a point outside the triangle.) I marked a point outside the triangle. Now look at this drawing (indicates the drawing for task No. 4) On your sheets, find a circle, find a square "
- Take a blue pencil and mark a point inside the circle but outside the square.
- Take a red pencil and mark a point inside the square but outside the circle.
- Take a green pencil and mark a point that would be located both inside the circle and inside the square.
- Take a simple pencil and mark a point that is located both outside the circle and outside the square.
Assessment of the assignment:
3 points - everything is done correctly.
2 points - 2-3 points of the task were completed correctly.
I point - only the first item of the task was completed correctly.
About points - the task is not completed.
Task 5
Purpose: identifying the ability to compare sets by the number of elements; identifying a way to compare two sets by the number of elements (regardless of counting skill).
Material for completing the task: on a piece of paper, 25-30 circles are drawn in three or four lines, in which triangles are located. Approximately in the middle one circle is empty.
The text of the task: "Find a drawing on your sheets that shows circles and triangles (the drawing for task No. 5 is indicated). What is more: circles or triangles? If circles, then draw another circle next to it; if triangles, then draw another triangle".
Assessment of the assignment:
3 points - the comparison is correct.
0 points - the comparison was made incorrectly. "Comparing two sets (circles and triangles), the child finds himself in a conflict situation: the impulsive desire to complete the triangle so that there are as many triangles as there are circles does not coincide with the requirement of the instruction "If there are more circles, draw another circle." Correct completion of this task allows you to judge the child's ability to follow the instructions of an adult exactly, to subordinate his actions to it, i.e. about the level of his arbitrariness.
Task 6
Purpose: identifying the ability to classify; the ability to find signs by which the classification is made.
Material for completing the task: schematic images are given on a sheet of paper: in one frame there are 4 birds (for example, a woodpecker, a sparrow, an owl and a crow), in another there are 5 animals (a fox, a hare, a hedgehog, a cat and a beaver). Between the two frames is a squirrel.
The text of the assignment: "Consider these two drawings (the drawings for task No. 6 are indicated). On one of these drawings you need to draw a squirrel. Think about which drawing you would draw it in. Draw a line from the squirrel to this drawing with a pencil."
Assessment of the assignment:
3 points - the line is drawn correctly: from the squirrel to the animals; the attribute is associated with the characteristic of the class.
1 point - the line is drawn incorrectly.
0 points - the task is not completed (the line is not drawn).
Task 7
Purpose: examination of the state of motor skills and hand-eye coordination, the ability to copy a pattern given in written letters.
Material for completing the task: write on a piece of paper: "Ann can play".
The text of the task: "See, something is written here in English. Of course, you still do not know how to read and write in English, but you can copy this inscription. Look carefully at how the letters are written on your sheet, and redraw below in the same way ".
Assessment of the assignment:
3 points - the sample is copied well and legibly. The number of letters in each of the 3 words is correctly conveyed.
2 points - the sample is copied legibly enough, but there is a letter omission; 2-3 letters are misspelled.
1 point - 2-3 letters match with the sample.
0 points - doodle.
Task 8.
Purpose: to check the state of phonemic hearing, phonemic perception.
Material for the task: pictures: sun, dog, umbrella, scythe, elephant, fox, rose, chicken, vase, paint brush, cabbage. All pictures are pasted on one piece of paper, a flag is drawn under each.
The text of the task: "Look at these pictures. You see, a circle is drawn under each picture. You need to name each picture and cross out the circle under it if the sound [s] is in the name. The first picture is "sun", in the elephant "sun" there is a sound [s ], so you need to cross out the circle (show how), and this picture shows an umbrella. There is no sound |s| in the word "umbrella". Therefore, we do not cross out the circle. Now proceed to the task on your own."
Assessment of the assignment:
2 points - the sound is selected only from the position of the beginning of the word. There are no misidentifications of other sounds.
I point - the presence of errors (there is no differentiation of sounds [s] - [s])
0 points - no differentiation of sounds, [s] - [c], [s] - [w] or complete rejection of the task.
Task 9
Purpose: to identify the degree of mastery of sound-letter analysis at the level of determining the number of sounds in a word.
Material for completing the task: there are three schemes of the sound composition of the word on the sheet: Around them are pictures: cancer, lion, wolf, cheese, bow.
The text of the task: "You see houses with a different number of windows and pictures next to them. Each window is the sound of a word. Try to determine which picture each of these houses corresponds to. For example, the picture" cancer ". In the word" cancer "three sound. I will connect this picture with a house in which there are three windows. Now try to continue the work yourself. "
Assessment of the assignment:
3 points - correct performance of the task.
2 points - the presence of single errors.
1 point - the presence of a large number of errors.
0 points - rejection of the task: complete lack of correspondence between the number of sounds in the word and the number of "windows".
This is where the first stage of pedagogical diagnostics - group examination - ends. An analysis of the results of this diagnosis should show which of the children should be given additional tasks in the course of an individual conversation (the second stage of pedagogical diagnosis is an individual conversation) in order to find out the reasons for the mistakes made.
“School for parents always acts
as a new form of power over their child.
And a child for parents is always a part of themselves,
moreover, the most unprotected part. ”A.I. Lunkov.
The readiness of preschool children to study at school is the most important factor determining the further development of the child's personality, learning success, relationships with peers, teachers and older students. The introduction of alternative methods makes it possible to conduct training according to a more intensive program. A child's readiness for school consists of two components, such as intellectual and psychological-pedagogical.
The psychological readiness of a child for school is a combination of three main approaches.
First approach is based on research aimed at developing in children certain skills and abilities that a child needs for schooling. Pedagogical research has made it possible to determine that children of five or six years old have a huge intellectual, physical and mental potential, which makes it possible to transfer part of the primary school program to the kindergarten preparatory group. In particular, children of this age can be successfully taught literacy and mathematical foundations.
Second approach It involves the development of certain cognitive interests in the child, the desire to learn and the readiness to change one's social position. These three factors determine the basis of a child's psychological readiness for schooling. Preschool children have a certain craving for knowledge, which is associated with the intensive development of all types of memory during this period. This is the reason for the interest in the knowledge of the world and obtaining moral satisfaction from the acquisition of new knowledge. The readiness of the child to change his social position and immerse himself in a new school life for him determines the first signs of independence and psychological maturation of the baby.
Third Approach consists in the study of the origin of individual components of educational activity and the identification of ways of their formation in special classes. In the course of research into the experimental teaching of children in drawing, appliqué, sculpting, designing and other skills, it was found that they have formed various elements of educational activity, that is, psychological readiness for schooling. The acquisition of practical skills in production activities, thus, contributes to the development of creative thinking, which is one of the main incentives for the formation of the student's personality.
A child who comes to school for the first time to study cannot be unambiguously defined as ready or not ready student. There are practically no children who are absolutely ready or not ready for school. Each child, in his own way, completely different from others, perceives the new social position of the student, for each child the school process is something completely unfamiliar. One can only talk about the degree of readiness or unpreparedness for school life and for a new social status for him. The unpreparedness of a child for school is determined by the following characteristic features:
1) the child cannot concentrate on the lesson, is very often distracted and cannot join the general mode of the class;
2) the child has poorly developed coherent speech and mental abilities, he does not know how to ask questions correctly, compare and analyze objects, and highlight the main thing;
3) the child is completely passive, does not show initiative, acts according to patterns, does not know how to communicate with peers and adults about solving problems.
Two main groups can be distinguished as the reasons for such unpreparedness for school:
Organic causes, which are deviations in the physical and mental development of the child;
Educational reasons associated with the ineffective tactics of the pedagogical approach to children in early preschool age.
In fact, there can be many more reasons and factors that determine a child's readiness for school. Moreover, each of these factors, even the most insignificant at first glance, can affect the overall degree of readiness of the child for schooling. Pedagogy defines only the main factors that can, to one degree or another, affect the effectiveness of the learning process, but there are also factors that have almost no effect on the learning process itself, but affect the general condition of the child, his self-awareness and inner feelings. In this regard, there are often disagreements between teachers and parents, each of whom considers his point of view to be the only correct one. It is sometimes difficult for teachers to understand a child who outwardly does not show his feelings in any way, and only parents can say with some certainty what exactly he feels.
