Preparing a child for school psychological tests. AT

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

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

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

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

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

The questions were developed by psychologist Geraldine Cheney.

Evaluation of the development of cognition

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

Baseline Experience Assessment

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

Assessment of language development

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

Assessment of the level of emotional development

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

Assessment of the ability to communicate

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

Assessment of physical development

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

visual discrimination

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

Visual memory

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

visual perception

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

Hearing ability level

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

Evaluation of attitude towards books

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

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

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

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

Test conversation proposed by S. A. Bankov.

The child must answer the following questions:

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

Evaluation of responses to the school readiness test

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

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

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

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

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

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

The test consists of 4 parts:

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

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

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

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

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

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

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

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

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

5 points: scribble, scribble.

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

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

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

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

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

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

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

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

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

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

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

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

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

After 2 minutes - the next task:

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

You should get the following patterns:

Evaluation of results

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

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

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

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

Evaluation of results

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

6 School Readiness Test - Spot the Difference

Reveals the level of development of observation.

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

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

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

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

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

Test condition- complete silence.

At the beginning say:

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

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

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

Before the fifth presentation, say:

Now I will say the words for the last time, and you try to remember more.

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

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

8 Readiness test – “What is missing?”

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

Toys, various objects or pictures are used.

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

9 Test “The fourth is superfluous”

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

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

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

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

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

10 Test “Classification”

The study of logical thinking.

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

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

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

11 Test “Composing a story from pictures”

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

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

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

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

Again, we remind you that:

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

Materials from the site solnet.ee were used.

Before you start testing, you need to prepare for it. All test materials must be prepared in advance, the room should be quiet and cozy, the child needs to present everything in the form of an exciting game. During testing, do not prompt the child for answers or directions for solving the task.

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Child's readiness for school

School Readiness Tests

Test No. 1 "Determining the level of psychosocial maturity of a child"

Instruction for an adult

The test is conducted in the form of a conversation.

Before starting the conversation, prepare a piece of paper on which you will write down the points that count for the correct answers to the questions. Then ask the child a question, he answers. The response time is not limited, there is no need to rush. Give your child a chance to think. If the answer is inaccurate but close to correct, give time to think more, but do not prompt the answer or "guide" the child.

Instruction for the child

I will now ask you different questions, and you try to answer them. Some questions will be very easy, others more difficult. But even if you don’t immediately know how to answer them, it’s okay. Most importantly, take your time and think carefully before answering.

Questions for conversation

1. What is your last name, first name, patronymic?

2. Name the surname, name and patronymic of your parents.

3. Are you a boy or a girl? When you grow up, will you be an uncle or an aunt?

4. How old are you? How much will it be in a year? In two years? In three?

5. Do you have a brother or sister? And who is older?

6. Where do you live? State your home address.

7. How do your parents work?

8. Is it evening or morning? (Afternoon or morning?)

9. When do you have breakfast - in the evening or in the morning? Do you have lunch in the morning or afternoon? What comes first - dinner or lunch?

10. What color is this pencil, blouse, dress?

11. Why does snow fall not in summer, but in winter?

12. What season is it now: winter, summer, spring or autumn? Why do you think so?

13. When do people go skiing (skating, sledding) - in summer or winter?

14. Why do schools need a desk and a bell?

15. Do you want to go to school?

16. What does the teacher do? Doctor? Salesman?

17. Why do you need a nose, ears, eyes? Show your right ear, left eyebrow.

18. What birds do you know? What about animals?

19. Who has more paws - a duck or a cow?

20. Who is bigger: a mosquito or a bird? Cat or horse?

21. Count from 7 to 10. From 8 to 3. Which is more: 9 or 4? 2 or 7?

22. What will you do if you accidentally break someone else's toy?

Dough Processing

1. For the correct answers to all sub-questions of one item, the child receives one point

(with the exception of controls - see below).

2. Answers that correspond to the question posed are considered correct: “Dad works as a driver. A cow has more paws than a duck." Wrong answers are answers like: “Dad works at work. Mom Natasha, etc.

3. For correct, but incomplete answers to the sub-questions of the item, the child receives half a point.

4. Control questions include questions: No. 4, No. 6, No. 14, No. 22. They are evaluated in this way:

- No. 4 - if the child says how old he is - 1 point. If he names years taking into account months - 3 points.

- No. 6 - for an incomplete home address - 1 point. For a complete one, with the name of the city - 2 points.

- No. 14 - for each correctly named application of school attributes - 1 point.

- No. 22 - for the correct answer - 2 points.

5. No. 15 is evaluated together with No. 14 and No. 17. If in paragraph No. 14 the child scores 3 points and gives a positive answer to No. 15, then he has a positive motivation to study at school (the total score must be at least 4- X).

Evaluation of results

24 - 29 points - High level (corresponding to school requirements level of psychosocial maturity).

20 - 23 points - Average level - average maturity.

15 - 20 points - Low level of psychosocial maturity.

Collecting split pictures

Cut the picture according to one of the proposed schemes. Shuffle the resulting parts and invite the child to assemble the broken picture. There is no need to pronounce the name of the resulting image.

High difficulty version Simplified version

Evaluation of results.High level - all pictures are collected, medium level - the second picture is collected (simplified version), low level - pictures are collected incorrectly.

Perception research

What geometric shapes are these drawings made up of?

To identify the level of selectivity of attention, the child can be offered to find only a circle, only a triangle.

Evaluation of results.High level - the child correctly found and named all the figures, medium level - the child made 3-4 mistakes, low level - the child made 5 or more mistakes.

Picture story

Put in front of the child in random order 3 - 4 pictures connected by a single plot. Then invite him to put them in the right order and make up a story based on them.

Example 1

Example 2

Evaluation of results.High level - the correct arrangement of pictures and the correct description of events, medium level - the child correctly arranged the pictures, but cannot compose a competent story, low level - a random sequence of pictures.

Recommendations. To develop coherent speech, teach your child to give a complete answer to the questions posed, ask him to retell the stories, fairy tales, films and cartoons he has read to him.

Understanding grammatical construction

Make a suggestion:“The girl went for a walk after watching the cartoon”. Then ask the question: "What did the girl do before - walking or watching a cartoon?"

What is superfluous?

Show your child the card and ask the following questions:

What is redundant here?

Why?

How can you name the rest of the objects with one word?

Card #1 Card #2

Checking fine motor skills of hands

One of the prerequisites for successful schooling is a sufficiently high level of development of small movements. Many six-year-old children have insufficiently developed this skill. To determine the level of development of small movements, the child can be offered the following task:

The cyclist needs to drive to the house. Reproduce his path. Draw a line without lifting the pencil from the paper.

Evaluation of results.High level - there are no exits beyond the "track", the pencil did not tear off the paper more than three times, there are no line violations. Low level - there are three or more out-of-tracks, and there are also pronounced line violations (uneven, trembling line; very weak or with very strong pressure, tearing the paper). In intermediate cases, the result is rated as average.

Recommendations. To increase the level of development of small movements, classes in drawing and sculpting are useful. You can recommend stringing beads, fastening and unbuttoning buttons, buttons, hooks.

Count within 10

1. Which is greater than 7 or 4, 2 or 5.

2. Count from 2 to 8, 9 to 4.

3. Mom baked pies. Dima took 2 pies with cabbage and the same number with meat. How many pies did Dima take?

4. There were 7 cars in the garage. 1 car left. How many cars are left?

5. The children blew up 10 balloons. 2 balloons burst. How many balls are left?

Read Check

1 option. The child cannot read, but knows the letters.

1. Show the child a card with a letter and ask what letter it is.

2. Put some cards with letters in front of the child. Name the letter and ask to show the correct card.

3. Read the syllables: ta, then, us, neither, re, ku, by, boo.

Option 2. The child can read.

Sparrow and swallows.

The swallow made a nest. The sparrow saw the nest and occupied it. The swallow called her friends for help. Together, the swallows drove the sparrow out of the nest.

Who made the nest?

What did the sparrow do?

Who did the swallow call for help?

What did the swallows do?

Test #2

Exercise 1

Target. 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 angles without rounding them, and straight line segments.

Task text. "Look here ( the drawing for the task is indicated). Here you will complete the task. Inside the little frame you see a figure. Consider her. Take a pencil. Draw a similar figure in a large frame "(the teacher draws a large frame with a pointer).

Assessment of the assignment:

0 points - the general shape of the figure is not captured, but any closed line is depicted;

1 point – the proportions between the elements of the figure have been significantly changed; the general shape of the figure is poorly grasped;

2 points - a similar or equal figure is depicted, the proportions are slightly changed, but not all angles are straight, parallel lines are not everywhere 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, however, all angles are straight and parallelism is observed;

3 points - a similar or equal figure is depicted, the proportions between the elements of the figure are basically preserved.

If the figure is depicted with an unsteady hand, a minus sign is added to the score.

Task 2

Target. To identify the ability to navigate the plane (left, right, up, down). The ability to count cells is also checked.

Task text. “You will complete the task on the checkered part of your sheet (indicates the place to complete the task). Find a black cell on the checkered field.

1. Take a red pencil, count four cells to the right from the black cell and fill in the fifth with a red pencil.

2. Take a blue pencil. From the red cell, step back 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, one cell from it, paint over with a green pencil.

4. Take a yellow pencil. Count five cells up from the green cell and paint over the sixth with a yellow pencil.

Assessment of the assignment:

0 points - the student did not start the task; several cells are shaded, but their location does not correspond to the instructions;

1 point - only one item of the task was completed correctly, mistakes were made in the direction, recalculation of cells, and the beginning of the countdown;

2 points - 2-3 points of the task were completed correctly;

3 points - all tasks are completed correctly.

If the cells are poorly colored, a minus sign is added to the score.

Task 3

Target. Reveal the ability to select and perform the operation of addition and subtraction, correctly understand the text of the problem and move from a given number to the corresponding finite set of objects (circles, squares).

Task text. "Here you will perform the third task (indicate the place to complete task 3). Listen to the task.

1. There are 3 girls and 2 boys in the class (group) today. How many children are on duty in the classroom today? Draw as many circles as there are children in the classroom today. (Task text can be repeated.)

2. There were 6 people in a passenger car. Two people got out of the car. Draw as many squares as there are people left in the car. (Task text can be repeated)».

Assessment of the assignment:

0 points - there is an attempt to solve one problem, 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;

2 points - one task is completed correctly, there is an attempt to solve the second task, but the number of circles or squares is incorrect;

3 points Both tasks were completed correctly.

Task 4

Target. Reveal the ability to compare sets by the number of elements (regardless of counting skill).

Task text. “Find a drawing on your sheets that shows circles and triangles (the figure for task 4 is indicated). Which is more: circles or triangles? If there are more circles, then draw another circle next to it. If there are more triangles, then draw another triangle.”

Assessment of the assignment:

0 points - the comparison was made incorrectly (one triangle is drawn);

3 points - the comparison is correct (one circle is drawn).

Task 5

Target. Reveal the ability to classify, find the signs by which the classification is made.

Task text. "Look at these two drawings (drawings for task 5 are indicated). On one of these drawings you need to draw a squirrel. Think about what picture you would draw it on. Draw a line from the squirrel to this drawing with a pencil.

Assessment of the assignment:

0 points - the task was not accepted, the line was not drawn;

1 point - the line is drawn incorrectly;

3 points - the line is drawn correctly.

Task 6

Target. Check the state of phonemic hearing, phonemic perception in the process of selecting pictures with a given sound in their names.

Task text. “Look at these pictures. You see, under them there are small circles. You need to name each picture yourself and, if there is a sound [s] in the name of the picture, cross out the circle under it. The first picture is the sun. In the word sun there is a sound [s], so you need to cross out the circle. Now, let's get on with the task."

Completion score:

0 points - lack of differentiation of sounds [s] - [h], [s] - [c], [s] - [w] or complete rejection of the task;

1 point - the presence of errors (there is no differentiation of sounds [s] - [s]);

2 points - the sound is selected only from the position of the beginning of the word, there is no erroneous selection of other sounds;

3 points

Task 7

Target. Reveal the degree of mastery of sound analysis at the level of determining the number of sounds in a word.

Task text. “You see a house with three windows and pictures next to it. Each box is a sound in a word. Name all the pictures quietly and think which word has three sounds. Connect this picture with an arrow to the house.

Completion score:

0 points - complete lack of correspondence between the number of sounds in the word and the number of "windows";

2 points - the presence of errors in one sound (the word is marked wolf );

3 points - the correct execution of the task.

Test material - knowledge of information about yourself, your family.

1. Give your last name, first name, patronymic

2. Name the surname, name, patronymic of father, mother

3. What is your mother's (father's) job?

4. Where do you live, what is your home address?

Determining the type of orientation in relation to school and teaching

(the level of formation in the child of the internal position of the student)

Adapted standard conversation T.A. Nezhnova

Interpretation of the content of the answers and evaluation criteria.

A - orientation to the content of educational activities ( 2 points);

B - orientation to the external attributes of school life ( 1 point);

B - orientation to extracurricular activities ( 0 points).

Questions		Points
1. Do you want to go to school?	A - I really want
	B - so-so, I don't know
	B - I don't want
2. Why do you want to go to school?
	B - I like the new uniform, books, pens, pencils, briefcase, etc.
	B - I'm tired in the kindergarten, they don't sleep at school, it's fun there, all the children go to school, mom said, etc.
3. Are you getting ready for school? How do you prepare (how are you prepared) for school?	A - I am engaged in a training group, with my mother we learn letters, solve problems, etc.
	B - they bought me a uniform, school supplies, etc.
	B (refers to non-school activities)
4. If you didn't have to go to school and kindergarten, what would you do at home, how would you spend your day?	A - would write (a) letters, read (a), etc.
	B - would draw (a), sculpt (a), design (a), etc.
	B - would play, walk, help around the house, take care of animals

Result

7–8 points - the internal position of the student is sufficiently formed;

4–6 points - the initial stage of the formation of the internal position of the student;

0–3 points - the internal position of the student is not formed.

School Readiness Tests

When they talk about "readiness for school", they do not mean individual skills and knowledge, but their specific set, in which all the main components are present.

It must be admitted that teaching can be effective only if the first-grader possesses the necessary and sufficient qualities for learning.

Readiness for schooling consists of many components:

1. Physical readiness to school is determined by the physical development of the child and its compliance with age norms.

2. Psychological readiness to school implies a certain level of formation: general awareness and social orientation; knowledge and ideas about the world around; mental operations, actions and skills; arbitrary regulation of activity and behavior; cognitive activity; speech development.

3.emotional maturity is the ability to regulate one's behavior, including the ability to perform a task that is not very attractive for a sufficiently long time.

4.Social and communicative readiness to school is made up of the child's ability to build relationships in a team of peers: to take a leading position, be able to work in a team and support a leader - and also be able to communicate with an adult interlocutor.

Besides, the child must want to go to school. And here we, adults, must be able to distinguish between the internal motivation of the child from the external one. A preschooler should go to school because he wants to know a lot, expects that it will be interesting there, and not because we will buy him a new designer or a walking robot for this.

Considering the fact that a child often meets a psychologist for the first time only immediately upon entering school, it is possible to offer a special diagnostic technique for parents who, with the help of simple observations and answers to questions, will be able to determine for themselves whether their child is ready for schooling. However, before talking directly about the diagnostic technique, it is necessary to say about certain rules.

1. All assignments must be offered in a relaxed atmosphere. It should be a game or some daily activity.
2. Don't tell your child that you are going to test him. He will close. Or it will be too stressful.
3. This is just an observation, so it can be extended in time. Do not rush him or yourself.

Diagnostic technique - a modified questionnaire developed by the American psychologist J. Chapey

1. Assessment of the child's basic experience
Did your child have to accompany you to the post office, to the savings bank, to the store?
Was the baby in the library?
Did the child have to visit the village, the zoo, the museum?
Have you had the opportunity to regularly read to your baby or tell him stories?
Does the child show an increased interest in something, does he have a hobby?

2. Assessment of physical development
Does the child hear well?
Does he see well?
Is he able to sit quietly for some time?
Does he have good motor coordination skills, such as playing ball, jumping, going down and up stairs?
Does the child look healthy, vigorous, rested?

3. Assessment of emotional development
Does the child look cheerful (at home and among friends)?
Has the child formed an image of himself as a person who can do a lot?
Is it easy for the baby to switch with changes in the usual daily routine, move on to solving a new task?
Is the child able to work independently, compete with other children?

4. Assessment of speech development
Can the child name and designate the main objects around him?
Is it easy for a child to answer questions from adults?
Can the child explain what various things are used for: a brush, a vacuum cleaner, a refrigerator?
Can the child explain where the objects are located: on the table, under the table?
Is the baby able to tell a story, describe any incident that happened to him?
Does the child pronounce words clearly?
Is the child's speech correct in terms of grammar?

5. Assessment of communication skills
Does the child get involved in other children's play?
Does he take turns when the situation calls for it?
Is the child able to listen to others without interrupting?
Is the child able to participate in a general conversation, to play any scene in a home performance?

6. Assessment of cognitive development
Can the child identify similar and dissimilar forms. For example, find a picture that is not like the rest?
Can a child distinguish between letters and short words b / p, cat / year?
Is the child able to arrange in order (in a given sequence) a series of pictures?
Can a child independently, without outside help, put together a puzzle of fifteen elements?
Can a child rhyme words?
Can a child repeat a few words or numbers after an adult?
Is the child able to retell the story, retaining the main idea and sequence of actions?

If all your answers turned out to be in the affirmative, you can be congratulated. Your child is obviously ready for school and will pass all tests and interviews with ease.

If your answers are twenty or more percent negative, then this is a serious reason to think: are you in a hurry to send your baby to school?

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

Instructions: I will read you a few sentences. If you agree, put a + on a piece of paper.

1. When I go to school, I will have many new friends.
2. I wonder what lessons I will have.
3. I think that I will invite my whole class to the birthday party.
4. I want the lesson to be longer than recess.
5. When I go to school, I will study well.
6. I wonder what the school offers for breakfast.
7. The best thing about school life is the holidays.
8. School seems to be much more interesting than kindergarten.
9. I really want to go to school. my friends also go to school.
10. If it were possible, I would have gone to school last year.

Evaluation of results:
High level - if the child put at least 8 pluses
The average level is from 4 to 8 pluses, the child wants to go to school, but she attracts him with her extracurricular aspects. If a greater number of + owls on the first 5 points, then the child dreams of new friends and games, but if on points from 6 to 10, the idea of the school is formed, the attitude is positive.
Low level - from 0 to 3x pluses. The Reb has no idea about the school, does not strive for learning.

Test for the level of development of school-significant mental and physiological functions

A Brief Study of the Development of Speech Hearing

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

Instructions: I will say a pair of syllables, and you clap your hands when you hear different syllables:
PA-BA, PA-PA, BA-PA, BA-BA, YOU-TI, TI-TI, TI-YOU, YOU-YOU, SU-SHU, SU-SU, SHU-SHU, SHU-SU.

Instruction: I will say the syllables, and you listen carefully to them and repeat:
PA-PO-PO, PO-PO-PA, PA-PA-PO, PA-TA-KA, TA-KA-PA, TA-PA-KA, TA-DA-TA, TA-TA-DA, TA- YES-YES, BA-PA-BA, PA-PA-BA.

And now I will say the words, you will remember them and repeat them (the order of the words changes several times):
DOM-TOM-COM
BARREL-POINT-DAUGHTER-BUTTON.

Evaluation of results:
high level - the child accurately distinguishes words, syllables that are similar in sound composition, distinguishes words with similar sounds.
Intermediate level - the child makes minor mistakes, with slow repetition he can correct them on his own.
Low level - the child does not distinguish between similar-sounding syllables and words, does not notice mistakes when repeated multiple times.

Test for the level of development of cognitive activity

Dictionary test

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

Word sets:
1. Bicycle, nail, letter, umbrella, fur, hero, swing, connect, bite, sharp.
2. Plane, hammer, book, raincoat, feathers, friend, jump, split, beat, blunt.
3. Car, broom, notebook, boots, scales, coward, run, tie, pinch, prickly.
4. Bus, shovel, album, hat, fluff, sneak, twirl, scratch, soft, run away.
5. Motorcycle, brush, notebook, boots, hide, enemy, stumble, collect, stroke, rough.

In case of difficulty, the child can draw this object or depict it with a gesture.

Evaluation of results: for each correctly explained word, it is possible to put a maximum of 2 points (for a definition close to scientific).

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

1.5 points - can describe the subject verbally.

0 points - no understanding of the word.

For six-year-olds, the low level is 0 - 6.5 points
Average level - 7-12 points
High level - 12.5 - 20 points

Test "Krugozor"

Assessment of the level of development of cognitive activity

The purpose of the test: to determine the amount of information about yourself, your family, the world around you, as well as the ability to analyze and judge.

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

INFORMATION ABOUT YOURSELF, FAMILY - 1,2,3,4,5,8,9,17
VIEW OF THE WORLD - 6.7, 10.11, 12.14, 18.19
ABILITY FOR ANALYSIS, REASONING - 13, 20, 21.22
SCHOOL MOTIVATION - 15.16.

GRADE:

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

The following questions are assessed separately:
Question 5 - the child calculated how old he will be - 1 point, names the year taking into account the months - 3 points (for example, I am 6 years old eight months, in a year it will be 7 years and eight months)
8 question - complete home address - 3 points
15 question - the correct use of school paraphernalia - 1 point
16 question - positive answer - 1 point
17 question - correct answer - 3 points
22 question - correct, adequate answer - 2 points

Evaluation of results:

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

Test "Draw a person"

Ask the child to draw a person: “Take a piece of paper and draw a little man. Decide who it will be: boy, girl, uncle, aunt.”

Ideally, this should be a picture of a human figure, which has all the parts: ears, eyes, mouth, torso, neck, hands with fingers, legs, the lower torso is separated from the upper.

The fewer details, the more primitive the drawing.

Test "Repeat"

Write on an unlined sheet of paper the phrase in written letters: "She was given tea."

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

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

And also the child must show that he saw a capital letter that will be higher than the rest.

Circle test

Draw a circle on the paper with a compass about 2.5 cm in diameter.

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

If this task is completed successfully, then you will see an exact reproduction of the sample.

Observe how gross mistakes are made in this work.

If you see that a lot is given to a child with difficulty, and even more so, he has no desire, you should not force him. After all, he's just not ready.

Test for parents

1. Does your child want to go to school?
2. Does your child attract at school that he learns a lot there and it will be interesting to study there?
3. Can your child do any activity on their own that requires concentration for 30 minutes (for example, assembling a designer)?
4. Is it true that your child is not at all shy in the presence of strangers?
5. Does your child know how to make up stories from a picture no shorter than five sentences?
6. Can your child recite several poems by heart?
7. Can he change nouns by numbers?
8. Can your child read in syllables or, even better, in whole words?
9. Can your child count to 10 and back?
10. Can he solve simple subtraction or addition problems?
11. Is it true that your child has a firm hand?
12. Does he like to draw and color pictures?
13. Can your child use scissors and glue (for example, to make applications)?
14. Can he assemble a cut-out picture from five parts in one minute?
15. Does the child know the names of wild and domestic animals?
16. Can he generalize concepts (for example, call tomatoes, carrots, onions in one word “vegetables”)?
17. Does your child like to do things on his own - draw, assemble mosaics, etc.?
18. Can he understand and follow verbal instructions accurately?

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

15-18 points - we can assume that the child is quite ready to go to school. You did not study with him in vain, and school difficulties, if they arise, will be easily overcome;
10-14 points - you are on the right track, the child has learned a lot, and the content of the questions to which you answered in the negative will tell you the points for further efforts;
9 or less - read special literature, try to spend more time with your child and pay special attention to what he does not know how.

----
Psychologists have found that the mental and emotional readiness of the child for school is: for a girl for 7-8 years; for a boy for 8-9 years. Of course, few people, given this important point, send their son to school at 8-9 years old. Aprieri, it is customary to send a child to school at the age of 6-7 years and not later - even earlier is better, but this is a delusion, no - better later. For this reason, boys lag far behind girls in learning and discipline. For this reason, it is not permissible to compare the performance of a boy with that of a girl. For this reason, the boy needs more attention, support and understanding from parents and teachers. Otherwise, the child will completely lose the desire to learn and learn new things.

With social readiness, it is more difficult for those children who did not play with their mother in the yard sandbox, gathering all the children around them into the game; did not attend the kindergarten or attended it, but only the preparatory graduation group, because children learn socialization from an early age (from the moment the child took his first independent steps), the sandbox in the yard and the kindergarten from the nursery or younger group are a wonderful school socialization before school.

PROGRAM

DIAGNOSTICS OF A CHILD'S READINESS FOR SCHOOL

Introduction

No one doubts that schooling is the initial stage from which a conscious entry into our difficult life begins. How well the child will study at school depends on his self-esteem, since it is at school that the assessment of his intellectual abilities by teachers begins, and depending on their assessment, by parents. And his further success in life depends on this self-esteem, what he can achieve in it.

Psychological research has long shown that people with a low level of intelligence cannot achieve success in life, and low prosperity and poverty in childhood, which form the corresponding self-esteem and worldview of the child, do not allow to achieve any noticeable success in life in the future. In other words, even a potentially smart child who grew up in poverty will most likely live in poverty all his life, and the son of a millionaire will most likely be able to “make money” no worse than his father, because he gets used to thinking and feeling rich, acquires a corresponding breadth of views on how to make money. Thus, it is very important that the child from the very first day feel like a successful student, and not “lag behind” among those who are lagging behind.

School is the basis of initial knowledge, which allows you to acquire the erudition that is so necessary for successful advancement in life and self-presentation. And it is very important that the child knows how to learn on his own, and not under the threat of parental punishment, so that learning arouses his interest, the desire to learn something himself, in other words, so that he has a desire to learn. In this case, such a child will retain the desire to comprehend new knowledge for life, and this in itself guarantees success, including material. But this is possible only when the child feels that schooling is given to him without much difficulty, and does not turn into "heavy flour."

That's why it's so important that your child goes to school already prepared., and the school load was not an unbearable burden for him. And in order to determine how ready a child is for school, whether his level of thinking corresponds and whether he has knowledge that meets school requirements, it is necessary to test him. And then, having discovered where the baby has weaknesses and gaps, deal with him in this particular direction.

Difficulties in learning can arise not only because the child does not understand some subject, but because of restlessness and inattention. And this is not a prank on his part, but psychological immaturity resulting from the immaturity of certain mental processes, the development of which is the main task of parents and kindergarten teachers.

What is "psychological readiness for school"?

Psychological readiness the child's education in school is the most important outcome of the upbringing and education of a preschooler in the family and kindergarten. Its content is determined by the system of requirements that the school imposes on the child. These requirements are the need for a responsible attitude to school and study, 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.

It must be remembered that “readiness for school” is understood not as individual knowledge and skills, but as a certain set of them, in which all the basic elements must be present, although the level of their development may be different.

What components are included in the set of "school readiness"? This is, first of all, motivational readiness, volitional readiness, intellectual readiness, as well as a sufficient level of development of hand-eye coordination.

Motivational readiness It is the desire of children to learn. Most parents will almost immediately answer that their children want to go to school and, therefore, they have a motivational readiness. However, this is not quite true. First of all, the desire to GO TO SCHOOL and the desire to LEARN are fundamentally different from each other. A child may want to go to school, because all his peers will go there, because he heard at home that getting into this gymnasium is very important and honorable, and finally, because by school he will receive a new beautiful satchel, a pencil case and other gifts. In addition, everything new attracts children, and at school, almost everything (classes, teachers, and systematic classes) is new. However, this does not mean that children have realized the importance of studying and are ready to work diligently. They just realized that the status of a schoolchild is much more important and honorable than that of a preschooler who goes to kindergarten or sits at home with his mother. Children at the age of 6 are already well aware that you can refuse to buy a doll or a toy car, but you cannot help but buy a pen or notebooks, since buying, for example, Barbie is dictated only by your kind attitude towards the child, and buying a satchel or textbook is an obligation in front of him. In the same way, children see that adults can interrupt their most interesting game, but do not interfere with older brothers or sisters when they stay up at home. Therefore, your child wants to go to school, because he wants to be an adult, to have certain rights, for example, a satchel or notebooks, as well as duties assigned to him, for example, get up early, prepare lessons (which provide him with a new status place and privileges in the family) . Although he still does not fully realize that in order to prepare a lesson, he will have to sacrifice, for example, a game or a walk, but in principle he knows and accepts the fact that lessons SHOULD be done. It is this desire to BECOME a SCHOOLCHILDREN, to comply with the rules of the student's behavior and to have his rights and obligations that constitute the "internal position" of the student.

Intellectual readiness. Many parents believe that it is the main component of psychological readiness for school, and its basis is teaching children the skills of writing, reading and counting. This belief is the cause of parents' mistakes in preparing children for school, as well as the cause of their disappointment in selecting children for school.

In fact, intellectual readiness does not imply that the child has any specific formed knowledge and skills (for example, reading), although, of course, the child must have certain skills. However, the main thing is that the child has a higher psychological development, which ensures the arbitrary regulation of attention, memory, thinking, enables the child to read, count, solve problems "in his mind", that is, in the internal plan.

Volitional readiness necessary for the normal adaptation of children to school conditions. This is not so much about the ability of children to obey, but about the ability to listen, to delve into the content of what an adult is talking about. The fact is that the student needs to be able to understand and accept the task of the teacher, subordinating his immediate desires and motives to him. For this, it is necessary that the child can concentrate on the instructions that he receives from the adult. You can develop this skill at home, giving children different, at first simple tasks. At the same time, be sure to ask the children to repeat your words to make sure that they heard and understood everything correctly. In more complex cases, you can ask the child to explain why he will do this, whether it is possible to complete the assigned task in different ways. In the event that you give several tasks in a row or if the child finds it difficult to complete a complex task, you can resort to a hint scheme, that is, a drawing.

School Readiness Tests

Test No. 1 "Determining the level of psychosocial maturity of a child"

Instruction for the teacher.

The test is conducted in the form of a conversation.

Instruction for the child

Questions for conversation

1. What is your last name, first name, patronymic?

2. Name the surname, name and patronymic of your parents.

3. Are you a boy or a girl? When you grow up, will you be an uncle or an aunt?

4. How old are you? How much will it be in a year? In two years? In three?

5. Do you have a brother or sister? And who is older?

6. Where do you live? State your home address.

7. How do your parents work?

8. Is it evening or morning? (Afternoon or morning?)

9. When do you have breakfast - in the evening or in the morning? Do you have lunch in the morning or afternoon? What comes first - dinner or lunch?

10. What color is this pencil, blouse, dress?

11. Why does snow fall not in summer, but in winter?

12. What season is it now: winter, summer, spring or autumn? Why do you think so?

13. When do people go skiing (skating, sledding) - in summer or winter?

14. Why do schools need a desk and a bell?

15. Do you want to go to school?

16. What does the teacher do? Doctor? Salesman?

17. Why do you need a nose, ears, eyes? Show your right ear, left eyebrow.

18. What birds do you know? What about animals?

19. Who has more paws - a duck or a cow?

20. Who is bigger: a mosquito or a bird? Cat or horse?

21. Count from 7 to 10. From 8 to 3. Which is more: 9 or 4? 2 or 7?

22. What will you do if you accidentally break someone else's toy?

Dough Processing

1 . For the correct answers to all sub-questions of one item, the child receives one point.

(with the exception of controls - see below).

3. For correct, but incomplete answers to the sub-questions of the item, the child receives half a point.

4. Control questions include questions: No. 4, No. 6, No. 14, No. 22. They are evaluated in this way:

- No. 4 - if the child says how old he is - 1 point. If he names years taking into account months - 3 points.

- No. 6 - for an incomplete home address - 1 point. For a complete one, with the name of the city - 2 points.

- No. 14 - for each correctly named application of school attributes - 1 point.

- No. 22 - for the correct answer - 2 points.

Evaluation of results

24 - 29 points - High level (corresponding to school requirements level of psychosocial maturity).

20 - 23 points - Average level - average maturity.

15 - 20 points - Low level of psychosocial maturity.

Collecting split pictures

High difficulty variant		Simplified version

Evaluation of results. High level - all pictures are collected, medium level - the second picture is collected (simplified version), low level - pictures are collected incorrectly.

Perception research

What geometric shapes are these drawings made up of?

To identify the level of selectivity of attention, the child can be offered to find only a circle, only a triangle.

Evaluation of results. High level - the child correctly found and named all the figures, medium level - the child made 3-4 mistakes, low level - the child made 5 or more mistakes.

Picture story

Put in front of the child in random order 3 - 4 pictures connected by a single plot. Then invite him to put them in the right order and make up a story based on them.

Example 1

Example 2

Evaluation of results. High level - the correct arrangement of pictures and the correct description of events, medium level - the child correctly arranged the pictures, but cannot compose a competent story, low level - a random sequence of pictures.

Understanding grammatical construction

Make a suggestion: "The girl went for a walk after watching the cartoon." Then ask the question: "What did the girl do before - walking or watching a cartoon?"

What is superfluous?

Show your child the card and ask the following questions:

What is redundant here?

How can you name the rest of the objects with one word?

	Card number 1		Card number 2

Checking fine motor skills of hands

The cyclist needs to drive to the house. Reproduce his path. Draw a line without lifting the pencil from the paper.

Evaluation of results. High level - there are no exits beyond the "track", the pencil did not tear off the paper more than three times, there are no line violations. Low level - there are three or more out-of-tracks, and there are also pronounced line violations (uneven, trembling line; very weak or with very strong pressure, tearing the paper). In intermediate cases, the result is rated as average.

Recommendations. To increase the level of development of small movements, classes in drawing and sculpting are useful. You can recommend stringing beads, fastening and unbuttoning buttons, buttons, hooks.

Count within 10

1. Which is greater than 7 or 4, 2 or 5.

2. Count from 2 to 8, 9 to 4.

3. Mom baked pies. Dima took 2 pies with cabbage and the same number with meat. How many pies did Dima take?

4. There were 7 cars in the garage. 1 car left. How many cars are left?

5. The children blew up 10 balloons. 2 balloons burst. How many balls are left?

Read Check

1 option. The child cannot read, but knows the letters.

1. Show the child a card with a letter and ask what letter it is.

2. Put some cards with letters in front of the child. Name the letter and ask to show the correct card.

3. Read the syllables.

ta, then, us, neither, re, ku, by, boo.

Option 2. The child can read.

Sparrow and swallows.

The swallow made a nest. The sparrow saw the nest and occupied it. The swallow called her friends for help. Together, the swallows drove the sparrow out of the nest.

Who made the nest?
- What did the sparrow do?
- Who did the swallow call for help?
- What did the swallows do?

Test #2

Exercise 1

Target. 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 angles without rounding them, and straight line segments.

Task text."Look here ( the drawing for the task is indicated). Here you will complete the task. Inside the little frame you see a figure. Consider her. Take a pencil. Draw a similar figure in a large frame "( the teacher draws a large box with a pointer).

Assessment of the assignment:

0 points- the general shape of the figure is not captured, but any closed line is depicted;
1 point– the proportions between the elements of the figure have been significantly changed; the general shape of the figure is poorly grasped;
2 points- a similar or equal figure is depicted, the proportions are slightly changed, but not all angles are straight, parallel lines are not everywhere 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, however, all angles are straight and parallelism is observed;
3 points- a similar or equal figure is depicted, the proportions between the elements of the figure are basically preserved.

If the figure is depicted with an unsteady hand, a minus sign is added to the score.

Task 2

Target. To identify the ability to navigate the plane (left, right, up, down). The ability to count cells is also checked.

Task text.“You will complete the task on the checkered part of your sheet ( indicates the place to complete the task). Find a black cell on the checkered field.

1. Take a red pencil, count four cells to the right from the black cell and fill in the fifth with a red pencil.

2. Take a blue pencil. From the red cell, step back 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, one cell from it, paint over with a green pencil.

4. Take a yellow pencil. Count five cells up from the green cell and paint over the sixth with a yellow pencil.

Assessment of the assignment:

0 points- the student did not start the task; several cells are shaded, but their location does not correspond to the instructions;
1 point- only one item of the task was completed correctly, mistakes were made in the direction, recalculation of cells, and the beginning of the countdown;
2 points- 2-3 points of the task were completed correctly;
3 points- all tasks are completed correctly.

If the cells are poorly colored, a minus sign is added to the score.

Task 3

Target. Reveal the ability to select and perform the operation of addition and subtraction, correctly understand the text of the problem and move from a given number to the corresponding finite set of objects (circles, squares).

Task text."Here you will perform the third task ( indicate the place to complete task 3). Listen to the task.

1. There are 3 girls and 2 boys in the class (group) today. How many children are on duty in the classroom today? Draw as many circles as there are children in the classroom today. ( Task text can be repeated.)

2. There were 6 people in a passenger car. Two people got out of the car. Draw as many squares as there are people left in the car. ( Task text can be repeated)».

Assessment of the assignment:

0 points- there is an attempt to solve one problem, 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;
2 points- one task is completed correctly, there is an attempt to solve the second task, but the number of circles or squares is incorrect;
3 points Both tasks were completed correctly.

Task 4

Target. Reveal the ability to compare sets by the number of elements (regardless of counting skill).

Task text.“Find a drawing on your sheets that shows circles and triangles ( the figure for task 4 is indicated). Which is more: circles or triangles? If there are more circles, then draw another circle next to it. If there are more triangles, then draw another triangle.”

Assessment of the assignment:

0 points- the comparison was made incorrectly (one triangle is drawn);
3 points- the comparison is correct (one circle is drawn).

Task 5

Target. Reveal the ability to classify, find the signs by which the classification is made.

Task text."Look at these two drawings ( drawings for task 5 are indicated). On one of these drawings you need to draw a squirrel. Think about what picture you would draw it on. Draw a line from the squirrel to this drawing with a pencil.

Assessment of the assignment:

0 points- the task was not accepted, the line was not drawn;
1 point- the line is drawn incorrectly;
3 points- the line is drawn correctly.

Task 6

Target. Check the state of phonemic hearing, phonemic perception in the process of selecting pictures with a given sound in their names.

Task text.“Look at these pictures. You see, under them there are small circles. You need to name each picture yourself and, if there is a sound [s] in the name of the picture, cross out the circle under it. The first picture is the sun. In the word sun there is a sound [s], so you need to cross out the circle. Now, let's get on with the task."

Completion score:

0 points- lack of differentiation of sounds [s] - [h], [s] - [c], [s] - [w] or complete rejection of the task;
1 point- the presence of errors (there is no differentiation of sounds [s] - [s]);
2 points- the sound is selected only from the position of the beginning of the word, there is no erroneous selection of other sounds;
3 points

Task 7

Target. Reveal the degree of mastery of sound analysis at the level of determining the number of sounds in a word.

Task text.“You see a house with three windows and pictures next to it. Each box is a sound in a word. Name all the pictures quietly and think which word has three sounds. Connect this picture with an arrow to the house.

Completion score:

0 points- complete lack of correspondence between the number of sounds in the word and the number of "windows";
2 points- the presence of errors in one sound (the word is marked wolf);
3 points- the correct execution of the task.

Test material - knowledge of information about yourself, your family.

Give your last name, first name, patronymic.

Name the surname, name, patronymic of father, mother.

What is your mother's (father's) job?

Where do you live, what is your home address?

SURVEY FORM.

Last name First name	intelligence	School readiness

Determining the type of orientation in relation to school and learning (the level of formation in the child of the internal position of the student) Adapted standard conversation T.A. Nezhnova Interpretation of the content of the answers and evaluation criteria. A - orientation to the content of educational activities ( 2 points);
B - orientation to the external attributes of school life ( 1 point);
B - orientation to extracurricular activities ( 0 points).

Questions		Points
1. Do you want to go to school?	A - I really want
	B - so-so, I don't know
	B - I don't want
2. Why do you want to go to school?
	B - I like the new uniform, books, pens, pencils, briefcase, etc.
	B - I'm tired in the kindergarten, they don't sleep at school, it's fun there, all the children go to school, mom said, etc.
3. Are you getting ready for school? How do you prepare (how are you prepared) for school?	A - I am engaged in a training group, with my mother we learn letters, solve problems, etc.
	B - they bought me a uniform, school supplies, etc.
	AT ( mentions non-school activities)
4. If you didn't have to go to school and kindergarten, what would you do at home, how would you spend your day?	A - would write (a) letters, read (a), etc.
	B - would draw (a), sculpt (a), design (a), etc.
	B - would play, walk, help around the house, take care of animals

Result

7–8 points- the internal position of the student is sufficiently formed;
4–6 points- the initial stage of the formation of the internal position of the student;
0–3 points- the internal position of the student is not formed.
It is necessary to discuss the results of the conversation with parents, to make recommendations.

Of course, for every parent comes the most crucial moment in life - the admission of the child to school. Any mother is worried about the level of development of the future student and would like to know how ready her child is psychologically, mentally and physically for an educational institution. There are certain standards for the age period of the child about readiness for school.

The child must clearly know the names of his parents, as well as his full name.
Determine the seasons from the pictures, be able to associate them (winter is cold, summer is hot).
Read a simple text in syllables and write light words in block letters, recite a poem.
Count up to twenty, subtract and add numbers up to ten.
Determine the differences and similarities of objects from the pictures, exclude the superfluous with an explanation of why.
Know geometric shapes and be able to draw them.
Know primary colors.
Determine the time (earlier - later), the size of objects (large - small), weight (light - heavy).
Be able to distinguish a good deed from a bad one.

These are the basic requirements that children aged 6-7 years old should be erudite.

The ability of a child to use speech turns in the correct form is the main indicator of his mental development. The vocabulary of a preschooler is normally about 3500 words. In order to determine the level of speech development, which directly depends on the psychological development of your child, you need to contact professional specialists who can give an accurate assessment of the development of your child.

A six year old child should be able to

Make up sentences from simple words of different case and declension.
Form new phrases. For example, a vegetable stew is a vegetable stew.
Explain the meaning of the proverbs. For example, "As he responds, so he will backfire."
Be able to compose a logical story based on pictures.
Perform verses with expressive intonation, facial expressions that fully convey the content of the text.
Be able to solve riddles.

In order to determine the level of speech development of your child, you can use the methodological literature with colorful illustrations, aimed at classes with the child in a tested form of tasks. Based on the results of the tests, it is possible to diagnose the level of development of the child and his readiness for school. The results of the tests will show what knowledge needs to be corrected to improve the mental abilities of the child. Examples of teaching aids:

“Tests are not a child's readiness for school. A child of six seven years old ”author Yulia Sokolova
“Am I ready for school? Diagnosis of children six to seven years old ”authors S.V. Pyatak, I.M. Maltsev
Such and similar interactive materials can be easily found on the Internet and printed out for the convenience of teaching a child.

Preparing for school, preparing children for school, preparing a child for school

Hearing level

To prepare a child well for school, to teach him the basics of writing and reading, is the task and responsibility of every parent. The level of phonemic hearing is directly related to the development of the speech of a preschooler. With the normal development of hearing, the child is able to distinguish words with the same phoneme (bear - mouse, dot - daughter, braid - goat), distinguish words similar in sound, but having a different semantic meaning (note - company, heat - ball).

Test to determine the level of development of phonemic hearing.

Offer the child pictures with pictures in a different order. The child must collect the pictures in the correct ratio.

A duck is a fishing rod, a barrel is a point, dad is a woman, a pen is a cloud.
Try to pick up in a playful way a rhyme for the words mountain, bunny, roof.
Invite the child to repeat the tongue twister "the cuckoo sewed a hood for a cuckoo, how funny it is in a hood." Ask the child what sound he hears most often.
Find objects in the pictures that begin with the same sound. Find words that end in the same sound.

Find the extra word. When pronouncing words, ask the child to clap their hands if they hear a word that is clearly different:

- catfish, catfish, catfish, house, catfish;
- barrel, barrel, daughter, barrel, barrel;
- bunch, bunch, bunch, cloud, bunch.

Test results

- The child independently identified all the pictures and made sounds in words 3 points
– Found all the pictures myself, but does not pronounce 1 speech sound 2 points
– found pictures using clues, pronounce words unintelligibly 1 point
– Confuses drawings and pronounces words incomprehensibly 0 points
- I picked up rhymes myself 3 points
– With the help of hints 2 points
- with the help of hints for all words 1 point
– Could not find rhymes 0 points
- Repeated the tongue twister the first time 3 points
- Repeated tongue twister with inaccuracies 2 points
- Repeated from 2-3 times memorization 1 point
– Could not repeat after 3 times. 0 points
– Found and picked up about 5 words for each sound 3 points
– Found 3 words on my own 2 points
– Found 2-3 words but with hints 1 point
- Didn't find any words 0 points
- Clapped 3 points at once
– Clapped after a pause 2 points
– It was necessary to repeat the task 1 point
- I could not select an extra word 0 points.

From 0 to 4 Phonetic hearing is not developed. You need to seek help from a speech pathologist.

From 5 to 8 Low level of development of phonemic hearing and pronunciation.

From 9 to 12 Normal level of development of phonemic hearing and pronunciation.

From 13 dr 15 High level of development of phonemic hearing and pronunciation. Assessment of physical development.

To determine the physical development of children, pediatricians use special tables and, based on the ratio of height, age, determine the characteristics of physical data. On the Internet, you can easily find interactive tables and calculate the standard indicators of the physical development of your child. The norm of the physical data of a child aged 6-7 years is considered to be height 114-128 cm, weight 20-30 kg.

A test for the psychological readiness of the child for school. The psychological development of the child is the ability to perceive the world around him in accordance with age-related behavior in a positive perception. The task of any parent is to develop a positive motivation for the child to study at school.

At 6-7 years old, the child should have a clear idea about the school. However, the theoretical knowledge he acquired through your efforts is not sufficient. The preschooler will have to learn to communicate, give in and take a leading position in different situations.

Test for the psychological readiness of the child for school

Give the child a blank sheet of paper and a pen and ask for an affirmative answer to put the number 1, and for a negative answer 0, list 10 sentences;

Soon I will go to school and I will make many new acquaintances.
It is very interesting what subjects I will study.
I will probably invite more than half of the class to my birthday.
I want the lesson to be longer than the break.
I think I will study well.
I'm wondering what kind of food is for lunch at school.
I wish the holidays were longer.
It seems to me that a school is better than a kindergarten.
All my friends go to school and I want it.
I would go to school even from the age of 5.

Test results

From 7 to 10 points - the attitude towards school is positive, the child is ready to receive new knowledge and communicate with peers.

From 4 to 6 points - the child wants to go to school, but does not show interest in knowledge, but is attracted by communication.

From 0 to 3 points - the child does not have a clear idea about the school, he is not interested in learning.

Kern Jirasek test

The Kern Jirasek test generally determines the school maturity of the child and is a modification of the A. Kern test. The Kern Jirasek test can be performed both individually and collectively in groups. J. Iyrasek proposed the test as a modification of A. Kern's methodology in 1978. And it was published 5 years later in Russian. The Kern Jirasek test is especially popular in the elementary grades of the school; the psychological readiness of the child in this way is revealed quite simply.

The test consists of three tasks, assistance in performing the Kern test is not allowed.

Exercise 1

The child is asked to draw a male figure (uncle, dad). Adults are not allowed to make any clarifications.

1 point - the figure is drawn completely, on the face of the eye, nose, mouth. The arms end in a five-fingered hand. The presence of clothing, hair on the head, possibly a headdress.

2 points - all items are completed, as in the assessment of 1 point. The absence of three parts - hair, neck, finger on the hand, but all parts are present on the face.

3 points - the figure has all the components. Absence of hair, ears, clothes, fingers and feet.

4 points - the arms and legs of the figure are connected to the body with just one thin line.

5 points - scribble.

Task 2

The child is asked to copy the picture in the form of a short phrase in capital letters "he ate the soup."
1 point - the copied phrase can be read, the letters form three words, the letters are larger than a paragraph.

4 points - a group of letters resembles a script, you can read at least 2 characters.

5 points - scribble.

Task 3. The child is offered to copy the points drawn in a horizontal and vertical position at an equal distance.

1 point - exact copy of the sample.

2 points - small violations in the distance of points.

3 points - gross violations in the number of points and their distance.

4 points - inconsistency in the proportions of the sample, a chaotic group of points.

5 points - scribble.

Evaluation of results

From 3 to 5 points - formed, mature, age-appropriate psychomotor development.

From 6 to 7 points - the average level of development of the child, indicates a positive prognosis for further development.

From 8 to 9 points - the level is below average. The child needs to be strengthened

10 points or more - lags behind in psychomotor development, needs to be corrected by specialists.

Kern Jirasek test results for children 6-7 years old are inaccurate conclusions and definitions of school readiness. High scores on the Kern Jirasek test are a reason to pay special attention and strengthen the psychological and emotional support in the child's primary education at school.

Psychological readiness of preschoolers at 6-7 years old tests that assess the level of development of the child, indicators of physical data are the main methods for determining the abilities of your child, identifying his talents, but the results that give tests such as the Kern Jirasek test “general psychological readiness”, tests by Yulia Sokolova, Nesterova and others like them do not give accurate results, each child needs an individual approach. The most important thing is to love your children and accept them for who they are.

Preparing children for school

Portal for the student. Self-training

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

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

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

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

6 School Readiness Test - Spot the Difference

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

8 Readiness test – “What is missing?”

9 Test “The fourth is superfluous”

10 Test “Classification”

11 Test “Composing a story from pictures”

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Preview:

A six year old child should be able to

Hearing level

Test results

Test for the psychological readiness of the child for school

Test results

Kern Jirasek test

Evaluation of results

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