Preparing your child for school testing. Preparing children for school. Emotional development assessment

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School Readiness Test

When entering school, a preschooler must have a certain level of development, which is necessary for learning. And it's not about whether he can read, count and write. Although, we will not hide, upon admission they also observe this.

Readiness includes several characteristics. First, a certain intellectual level of development. The child should have an idea of the world around him, the ability to navigate in it. Let's not forget about a certain stock of knowledge, the development of thought and mental processes. As it is said in textbooks on developmental psychology, a preschooler can understand the general connections, principles and patterns that underlie scientific knowledge. But you need to keep in mind that this is just a child about to leave preschool age. Logical forms of thinking are still being formed, as well as the formation of various types of memory. Intellectual readiness also assumes that the baby has certain skills. He can hear, highlight the task that the adult sets for him and deal with it.

In addition, the child must be willing to go to school. And here we, adults must be able to distinguish between internal motivation from external. That is, 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 construction set for it.

Before we start talking about how a parent can check the child's readiness level, it is necessary to say about certain rules.

1. All assignments should be offered in a relaxed atmosphere. It should be a game, or just some kind of daily activity.

2. Do not tell your child that you are going to test him. It will close. Or it will be too tense.

3. This is just an observation, so it can be stretched out in time. Don't rush him or yourself. Save your nerves with him.

There are many different methods to test your child's school readiness. However, no matter what methods you use to prepare, no matter what recommendations you use, and no matter what screening tests you perform in advance for training, in no case should you train your child before the interview, forcing him to memorize ready-made answers. Preparing for school is a painstaking task, and good results are possible only with systematic and planned studies. Therefore, no matter how hard you try to train the kid for an interview at the last moment, the teacher or psychologist will definitely determine that the child has simply memorized ready-made answers to questions.

Test to check the level of readiness of a child 5-6 years old for school

1.1 General outlook (assessment of psychosocial maturity).

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

2. What are your parents' names? (First and middle name).

3. What does your mom (dad) do?

4. Where do you live, tell me your home address?

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

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

7. Is it morning, evening or afternoon?

8. Which comes first: lunch or dinner?

9. What time of year is it: spring, winter, autumn or summer? Why do you think so?

10. What do the postman, doctor, teacher do?

11 .. Show your left eye and right ear? Why are eyes and ears needed?

12. What kind of animals do you know? What kind of birds?

13. Who is bigger: a cow or a goat? Bird or bee?

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

8 questions. 7-6-high level

5-6-intermediate level

4-0 is a low level.

1.2 Ability to establish causal relationships.

Come up with the end of the sentence:

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

2. If you hurt yourself, then ...

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

4. If the car breaks down, then ...

5. If it gets dark outside, then ...

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

7. If it is getting brighter on the street, then ...

8. If you put water in frost, then ...

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

10. If it started raining heavily, and you couldn't hide anywhere, then ...

1b.-exact causal response

0.5b. - repeating phrase

0b.- incorrect.

9-0-high lvl., 6-8-medium lvl., - 0-5-low lvl.

2.1 Motivational readiness. Answer the questions:

1. Do you want to go to school yourself? Why?

2. Why do we need a bell, a desk, a briefcase at school?

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

4. How should you prepare for school?

5. Do you want to stay in the garden? And at home?

6. Who would you like to be taught at school? Teacher? Educator? Mama?

7. What school would you like to study in? Where do they count, read, write, or where do they play, sing, dance?

1b.- educational motive, 0.5b.- playful, 0b.- does not know.

6-7-high, 4-5-medium, 2-3-low.

Children who want to learn can be guided by the study itself (which is the most favorable factor), others - by external attributes (beautiful shape, portfolio, funny friends and breaks, etc.). The reluctance of children to go to school may be associated with a fear of strict rules established in it or a critical attitude towards themselves, as well as unwillingness to part with familiar conditions, with the position of a preschooler, fear of novelty - all this is noted in their statements.

Children with a low level of psychosocial maturity need broadening their horizons, meaningful communication with adults and peers, enriching life experiences, and stimulating cognitive interest. The adaptation of such children can be complicated by conflicting relationships with peers, a teacher due to the child's preservation of aspiration, the need for play. All this requires the attention of a teacher, psychologist, and parents.

2.2 Prepare two tests separately for boys and girls.

The test consists of nine pictures depicting the activities of a boy (girl). Three pictures - play, three - work, three - educational (they write, read and count at school). Look at the pictures and tell me what would you like to do with the boy? What else would you like to do? What else? (Three tries)

____________________________________________________________________________

2-3 times acc. d-t. - high ur, 1p - medium. ur., 0- did not choose beats.

3.1 The level of intelligence development:

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

Ball or ball. from or maishki, jug or bucket

H. ur - folded it myself

Wednesday - 1 help

Bottom - 2 with pom.

3.2 Sensory reference. Prepare three cards with standards.

In each card, prepare five drawings, which are based on standards. 1st standard: dog head, shoe, tractor, stroller, truck. 2nd standard: doll, carrot, iron, acorn, pyramid. 3rd standard: onionB light bulb, tumbler, pear, guitar. In front of the child there are three cards with standards, the pictures are mixed and turned upside down.

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

_____________________________________________________________________________

14-15b.-high level; 10-13-middle level, 5-9b.- lower level.

3.3 The ability of children to highlight signs in objects.

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

Look, these figures are of different sizes: big and small, different shapes: circles and squares of different colors. I took the largest green square, find the most unlikely figure for me. (3 attempts)

_____________________________________________________________________________

V.-1 attempt on 2 signs, 2 on three.

S. - all attempts based on 2 criteria.

N. - all attempts at 1 pr.

4.1 Level of speech development.

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

2. Plate, glass, bowl, fork, knife.

3. Shirt, pants, skirt, tights, cap.

4. Sneakers, shoes, flip-flops, felt boots, slippers.

5. Soup, porridge, bread, pizza, cookies.

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

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

8.Table, stool, armchair, bed, sofa.

9. Sparrows, pigeons, crows, geese, tits.

10. Karasi, perch, pike, catfish, herring.

11. Blackberries, raspberries, strawberries, blueberries, lingonberries.

12. Carrots, tomatoes, cabbage, beets, radishes.

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

14.Tankmen, artillerymen, paratroopers, cavalrymen.

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

_____________________________________________________________________________________

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

12-14-high, 9-11-mid, 0-8-low.

4.2 Exclude the fourth unnecessary picture. Prepare 6 cards with 4 drawings: school supplies - 3 pictures and a toy, a bird and an animal, dishes and paints, furniture and a ball, carpentry tools and pencils, vegetables and flowers, 1 of the cards is educational. Which picture is superfluous and why?

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

4-5b.-high level., 2-3b.-medium., 0-2-low.

4.3 Picture storytelling (speech development)

3-4 pictures of the story story are laid out in a mess in front of the child. Put the story by the pictures and put them in order. A correctly understood answer, imagery and emotionality, meaningfulness are assessed.

5.1 Level of development of short-term auditory memory... 4 presentations are given. Each is recorded.

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

1st presentation - 5-6 words of high level

1st prd.-3-4 words-avg. lvl.

1st previous - 3 words.

5.2 Thinking and speaking. The fulfillment of the tasks of this technique by the child allows to tentatively reveal the understanding of the plurality of objects, the presence of the concept of "one - many", as well as the concept of grammatical constructions using the example of plural nouns, their correct use in accordance with the situation. Diagnostics is carried out on an individual basis.

Instruction. The psychologist says to the child: "I will call you one object with a word, and you change this word so that it denotes many objects. For example, I will say" toy ", and you have to answer me -" toys. " he is how to act, to answer. Then 11 nouns in the singular are called:

book lamp pen

table window city

chair ear brother

flag child

If the child makes mistakes in the first 2 words, you can help him by repeating the correct pattern again: "Toy - toys." The correct answers of the child should be as follows (with observance of stress):

book lamp pen

city window tables

chairs ears brothers

flags guys

The child is given up to 10 seconds to think about the answer.

Evaluation of results

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

2 points - from 3 to 6 mistakes were made;

1 point - the child made more than 7 mistakes.

Errors are considered both incorrect words and incorrect stress in a word.

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

5.3 Development of hand motor skills. Imitation of written text.

(Variant of the task from the test "School maturity" A. Kern and I. Irasek)

Completing the tasks of this technique requires the child to show volitional effort when performing not very interesting work, to perform the task in the form of imitation of the model. The child's ability to perform this kind of action is important for mastering educational activities. It is also important in the process of performing such tasks to identify the features of fine motor skills of the hand, motor coordination. Thanks to this, it is possible not only to predict the success of mastering the skills of writing and drawing, but also to draw a conclusion (approximate) about the development of the child's ability to self-regulation and control his behavior in general. It is known that the level of development of fine motor skills, small movements is one of the important indicators of mental development.

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

Evaluation of the results of work on this method is carried out as follows

5bl - the phrase copied by the child can be read. It is clearly divided into three words; the size of the letters can be no more than 2 times larger than the sizes of the letters in the sample. The deviation of the recording from the horizontal line should not exceed 30 °.

3 points - at least 2 groups can be distinguished in the child's record, at least 4 letters can be read.

2 points - at least 2 letters are similar to the letters of the sample. The copied image vaguely resembles letters, a letter.

1 point - separate or continuous "scribbles", among which it is impossible to distinguish something similar to letters.

Based on the results of this technique, the following conclusions can be drawn. Children who receive 5 points need additional activities, especially close attention in the initial period of study. They, most likely, have problems understanding the teacher's tasks, mastering drawing and writing.

Children who receive 3 points are considered ready for school, subject to control and attention during the initial period of study. As a developmental procedure, they can be offered work related to the improvement of fine motor skills - drawing patterns according to a sample, classes with small details (making mosaics, assembling models, knitting, embroidery, drawing).

Children who receive 1-2 points are considered mature for schooling.

It should be noted that when using the results of this methodology for the purposes of ranking and selection, taking into account the results according to other methods, inverse scores are applied: the most successful implementation is evaluated by 5 points, the most unsuccessful - 1 point, since in most other methods a proportional rating system is observed: why the more successful, the more points are awarded.

5.4 Development of logical thinking.

Cucumber: vegetable

Carnation: weed, dew, garden, flower, earth

Vegetable garden: carrots

Garden, fence, mushrooms, apple tree, well, bench

Teacher: student

Doctor: glasses, hospital, ward, patient, medications

Flower: vase

Bird beak, seagull, nest, feathers, tail

Glove: hand

Boot: stockings, sole, leather, leg, brush

Dark: light

Wet: sunny, slippery, dry, warm, cold

Clock: time

Thermometer: glass, patient, bed, temperature, doctor

Machine: motor

Boat: river, lighthouse, sail, wave, shore

Table: tablecloth

Floor: furniture, carpet, dust, boards, nails

Chair: wooden

Needle: sharp, fine, shiny, short, steel

This methodology (E. Zambacevichene, L. Chuprov and others) allows us to investigate the child's ability to make inferences by analogy with the proposed sample. Completing the task requires the formation of the ability to establish logical connections and relationships between concepts. It is possible to diagnose the child's ability to maintain and use a given way of reasoning. The relationships between the concepts in each task are different, and if the child is not yet able to highlight the essential features in the concepts, he will build a conclusion on the basis of the previous analogy, which will lead to an erroneous answer. Thus, the success of performing the tasks of the methodology allows one to draw conclusions about the level of development of verbal-logical thinking according to such an indicator as a logical action - "inference".

The survey is carried out on an individual basis, the time for answers is not limited. In case of obvious difficulties in the child, the psychologist should not insist on the answer and tactfully proceed to the next task. The text of the assignments is printed (or written) large on a sheet of paper. The psychologist reads the assignment out loud, the child, if he already knows how to read, can follow the text.

The task is carried out in several stages. At the first stage, the child is told the following: "Now you and I will match words to each other. For example, cucumber is a vegetable. You need to choose one for the word" carnation "that would fit the same way as the word" vegetable "for the word" cucumber " The words are: weed, dew, garden, flower, earth.

Second stage (after a pause). "Let's try: cucumber is a vegetable; cloves?" After a pause, all words are read. "Which word is right?" - we ask the child. No additional questions or explanations should be given.

Stimulating help is possible when completing assignments. If the child has uncertainty about the answer, you can invite him to think more and give the correct answer. Such assistance counts towards the awarding of points. The faster the child refuses help and begins to independently perform tasks, the higher his learning ability, therefore, we can assume that he quickly memorizes the algorithm for solving the problem and can act according to the model.

Assessment of the success of assignments

1 point - completing the task from the first presentation; 0.5 points - the task was completed on the second attempt, after the help was provided by the psychologist.

The quantitative results can be interpreted taking into account the data of L. Pereslenia, E. Mastyukova, L. Chuprov. A high level of success - 7 or more points, children have formed such a mental operation as inference. "

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

Low level - less than 5 points, children practically lack the skills of mental operations, which makes special demands on the development of their logical thinking skills in educational cognitive activity.

Overall assessment for the program: ______________________________

The total success score for the program is calculated as the sum of the points received by the child for all methods. There are three levels of readiness for schooling:

high level - from 39 to 47 points

average level - from 28 to 38 points

low level - from 17 to 27 points

The distribution of results by levels is quite indicative, but it allows the school psychologist, at least, to characterize the teachers of the elementary grades of future students who may have certain problems with learning. The nature of the problems can be identified based on the analysis of the diagnostic results for each of the techniques. It is useful to pay special attention to children with both high and low levels of readiness: it is in them that we can expect, first of all, a decrease in learning motivation. For the first, because of the ease and simplicity of the learning tasks for them, for the second, because of their complexity.

Additional diagnostic capabilities. A psychologist, observing the behavior of a child during a diagnostic procedure, can draw a number of conclusions about individual characteristics, which must be taken into account in order to individualize training.

Social maturity is manifested in the child's understanding of the diagnostic situation as rather important and serious. At the same time, it is important that she is not super-significant, dangerous, scary for him. Social maturity is also manifested in relation to the very fact of entering school, as a significant event that will change a lot in a child's life.

Self-awareness, self-esteem.- This individual characteristic significantly affects the success of training in general. The psychologist can ask the child how he evaluates his results: how successful or unsuccessful. Frequent assessment of one's results as successful may indicate an overestimated self-esteem, while disbelief in one's own success is an indicator of low self-esteem.

Anxiety.- It manifests itself in general psychological tension in a communication situation. Highly anxious children often do not dare to give an answer, fearing to make a mistake, they think for a long time, sometimes they refuse to answer, even if they know what to say. As a rule, they carefully listen to the instructions of an adult psychologist, but they do not always understand them because of their fear of the situation.

Emotional irritability.- Children with high emotional excitability are characterized by a quick change of emotions, a quick emotional reaction to the prevailing circumstances. They easily have both laughter and tears. Emotions are unstable, not always adequate to the reason that caused them.

Understanding the context of communication. - It is important that the child quickly enough becomes involved in solving the problem, understands the instructions of the psychologist, and feels the difference between the accompanying remarks and the speech of the psychologist in the context of the task. The psychologist can observe to what extent the child perceives help in the process of completing the task: as a guide to action, as a model for execution, or does not perceive it in any way.

Fatigue... - It is useful to pay attention to how long after the start of work the child begins to be distracted, it becomes difficult for him to listen to the psychologist, to concentrate on the instructions.

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

Tests for parents to determine the child's readiness for school

Mark each affirmative answer with one point.

1. Do you think your child wants to go to first grade?

2. Does he think that he learns a lot of new and interesting things at school?

3. Can your baby for some time (15-20 minutes) independently engage in any painstaking work (draw, sculpt, assemble mosaics, etc.)?

4. Can you say that your child is not shy in the presence of strangers?

5. Does your kid know how to coherently describe the picture and compose a story based on it from at least five sentences?

6. Does your child know poetry by heart?

7. Can he name the given noun in the plural?

9. Does the baby count to ten in forward and backward order?

10. Does he know how to add and subtract at least one unit from the numbers of the first ten?

11. Can your child write the simplest elements in a squared notebook, accurately redraw small patterns?

12. Does your child like to draw, color pictures?

13. Does your baby know how to handle scissors and glue (for example, making paper appliqués)?

14. Can he assemble a whole drawing from five elements of a picture cut into parts in a minute?

15. Does your little one know the names of wild and domestic animals?

16. Does your child have generalization skills, for example, can he name apples and pears in one word?

17. Does your child like to spend time on their own for some activity, for example, drawing, assembling a constructor, etc.?

If you answered yes to 15 or more questions, then your child is quite ready for schooling. You did not study with him in vain, and in the future, if he has difficulties in learning, he will be able to cope with them with your help.

If your toddler can handle 10-14 of the above questions, then you are on the right track. During his studies, he learned a lot and learned a lot. And those questions to which you answered negatively will indicate to you what points you need to pay attention to, what else you need to practice with your child.

In the event that the number of affirmative answers is 9 or less, you should devote more time and attention to studying with your child. He's not quite ready to go to school yet. Therefore, your task is to systematically engage with the baby, train in performing various exercises.

Perhaps, at the beginning of schooling, you will have to very, very carefully do your homework with your child, maybe even return again and again to the material you have covered, but you should not despair - persistent and systematic classes will help your child master the necessary knowledge and develop the necessary skills and abilities.

Literature:

Lyublinskaya A. A. "To the teacher about the psychology of a junior schoolchild",

Fridman L. M., Kulagina I. Yu. "Psychological reference book of a teacher."

Internet resources

http://adalin.mospsy.ru/l_04_01.shtml

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

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Child's readiness for school

Tests that determine a child's readiness for school

Test number 1 "Determination of the level of psychosocial maturity of the child"

Adult instruction

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 awarded for the correct answers to the questions. Then you ask the child a question, he answers. The response time is not limited, there is no need to rush. Give your baby time to think. If the answer is inaccurate, but close to correct, give time to think more, but do not prompt the answer and do not "guide" the child.

Instructions for the child

I will now ask you different questions, and you try to answer them. Some questions will be very easy, others will be more difficult. But even if you don't immediately know how to answer them, it's okay. The main thing is not to rush and think carefully before answering.

Questions for conversation

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

2. Give the last name, first name and patronymic of your parents.

3. Are you a boy or a girl? And 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? Who is older?

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

7. What are your parents' jobs?

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

9. When do you eat breakfast in the evening or in the morning? Do you have lunch in the morning or in the 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 (ice skating, sledging) - in summer or winter?

14. Why does the school need a desk and a bell?

15. Do you want to go to school?

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

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

18. What kind of birds do you know? And the 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 greater: 9 or 4? 2 or 7?

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

Test processing

1. For 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 posed question are considered correct: “Dad works as a driver. The cow has more legs than the 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 assessed in this way:

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

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

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

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

5. No. 15 is assessed together with No. 14 and No. 17. If in point No. 14 the child gains 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- NS).

Evaluation of results

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

20 - 23 points - Average level - average maturity.

15 - 20 points - Low level of psychosocial maturity.

Collecting cut pictures

Cut the picture according to one of the proposed schemes. Shuffle the resulting parts and have the child assemble the broken picture. In this case, you do not need to pronounce the name of the resulting image.

High difficulty variant Simplified variant

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

Perception research

What geometric shapes are these drawings composed 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 3-4 pictures in front of the child, connected by a single plot. Then invite him to arrange them in the right order and compose a story based on them.

Example 1.

Example 2.

Evaluation of results.High level - correct arrangement of pictures and correct description of events, intermediate level - the child has correctly positioned 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 stories, fairy tales, films and cartoons that he has read.

Understanding grammatical construction

Say the sentence:"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's superfluous?

Show your child the card and ask the following questions:

What is superfluous here?

Why?

How can you name the rest of the items in one word?

Card number 1 Card number 2

Checking fine motor skills of hands

One of the prerequisites for successful schooling is a fairly high level of development of small movements. For many children of six years old, this skill is not sufficiently developed. To identify the level of development of small movements, the child can be offered the following task:

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

Evaluation of results.High level - there are no exits outside the "track", the pencil has been torn off the paper no more than three times, there are no line violations. Low level - there are three or more exits outside the "track", and there are also pronounced violations of the line (uneven, trembling line; very weak or with very strong pressure, tearing the paper). In intermediate cases, the result is assessed as average.

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

Account within 10

1. What's more 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 amount 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. Children inflated 10 balloons. 2 balls burst. How many balls are left?

Reading check

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

1. Show your child the card with the letter and ask which letter it is.

2. Place several letter cards in front of your child. Name the letter and ask to show the desired card.

3. Read the syllables: that, then, us, no, re, ku, po, bu.

Option 2. The child can read.

Sparrow and swallows.

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

Who built the nest?

What did the sparrow do?

Whom did the swallow call for help?

What did the swallows do?

Test number 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 firmness of the child's hand, the ability to draw corners without rounding them, and straight line segments.

The text of the task. "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 traces a large frame with a pointer).

Assessment of the assignment:

0 points - the general shape of the figure is not captured, but some 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 captured;

2 points - a similar or equal figure is depicted, the proportions are slightly changed, but not all angles are straight, parallel lines are not always observed. The same point is given if the general shape of the figure is captured well, but the proportions between the elements of the figure are significantly changed, but 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 point.

Assignment 2

Target. Reveal the ability to navigate the plane (left, right, up, down). The ability to count cells is also tested.

The text of the task. "You will perform the task on the checkered part of your sheet (the place to complete the task is indicated). Find a black square on the checkered field.

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

2. Take a blue pencil. From the red cell, step down two cells and paint the third with a blue pencil.

3. Take a green pencil and the cell to the left of the blue one, one cell away from it, paint over with a green pencil.

4. Take the yellow pencil. Count five cells up from the green cell and fill in the sixth with a yellow pencil. ”

Assessment of the assignment:

0 points - the student has not started the assignment; several cells are painted over, but their location does not correspond to the instructions;

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

2 points - completed correctly 2-3 points of the assignment;

3 points - all points of the assignment are completed correctly.

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

Assignment 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).

The text of the task. “Here you will carry out the third task (the place for completing task 3 is indicated). Listen to the assignment.

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

2. There were 6 people in a passenger car. Two got out of the car. Draw as many squares as there are people left in the car. (The 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 was completed correctly, there are no attempts to complete the second task;

2 points - one task was 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.

Assignment 4

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

The text of the task. “Find a drawing on your sheets of paper with circles and triangles (the drawing 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).

Assignment 5

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

The text of the task. “Consider these two drawings (the drawings for task 5 are indicated). In one of these drawings, you need to draw a squirrel. Think about what drawing 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 is not accepted, the line is not drawn;

1 point - the line was drawn incorrectly;

3 points - the line is drawn correctly.

Assignment 6

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

The text of the task. “Look at these pictures. See, there are little circles under them. 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 shows the sun. In the word Sun there is a sound [s], which means you need to cross out the circle. Now get down to completing the assignment on your own. "

Performance assessment:

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 mistaken selection of other sounds;

3 points

Assignment 7

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

The text of the task. “You see a house with three windows and pictures next to it. Each window is a sound in a word. Quietly name all the pictures and think about which word has three sounds. Connect this picture with an arrow to the house. "

Performance assessment:

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

2 points - the presence of errors in one sound (the word Wolf );

3 points - correct execution of the task.

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

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

2. What is the surname, name, patronymic of dad, mom

3. What does your mom (dad) do?

4. Where do you live, tell me your home address?

Determining the type of orientation in relation to school and learning

(the level of formation of the child's inner position of the student)

Adapted standard conversation by T.A. Nezhnova

Interpretation of the content of the responses 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 - focus on 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 do not want
2. Why do you want to go to school?
	B - I like the new shape, books, pens, pencils, briefcase, etc.
	B - I'm tired of kindergarten, they don't sleep at school, it's fun there, all the children go to school, mom said, etc.
3. Are you preparing for school? How do you prepare (how do you prepare) for school?	A - I study in a training group, learn letters with my mother, solve problems, etc.
	B - they bought me a uniform, school supplies, etc.
	B (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 - I would write letters, read (a), etc.
	B - would draw, sculpt (a), design (a), etc.
	B - would play, walk, help around the house, look after animals

Result

7-8 points - the student's internal position is sufficiently formed;

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

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

How to check if your child is ready for school

Test for parents of future first graders

No need to worry about how old your child should be to go to school. Of course, you can go to a consultation with a psychologist and ask to test your child. But first, try answering the test questions yourself to see how ready your child is for school.

In the language of psychology, the level of readiness for school is called school maturity, or psychological readiness for school. Traditionally, there are three aspects of school maturity: intellectual, emotional and social.

Intellectual maturity for the age of 6-7 years is the ability to distinguish a figure from the background, the ability to concentrate attention, to establish connections between phenomena and events, the ability to logically memorize, the ability to reproduce a pattern, as well as the development of subtle hand movements and their coordination.

Emotional maturity is a weakening of immediate, impulsive reactions (the ability to control oneself), and the ability to perform not very attractive work for a long time, that is, the development of arbitrary behavior.

Social maturity implies the need to communicate with peers and the ability to subordinate one's behavior to the laws of children's groups, the ability to take on the role of a student, the ability to listen and follow the instructions of the teacher.

Thus, the basis of readiness for school is a certain necessary level of the child's development, without which he generally cannot successfully study at school.

Can any child go to school and study successfully in it? This is clearly not the case. The fact is that the path of development of each child is individual. Someone begins to walk earlier than others, but then does not speak for a long time, someone, on the contrary, does not know how to smile, but begins to speak in whole phrases, and even remembers letters. Therefore, children come to school age with different baggage of experience - knowledge, abilities, skills, habits. Subsequently, each of them will learn to read and count and, perhaps, even become literate, but by the time they enter school, it is more important to have not specific formed skills, but the ability to perceive and assimilate new material, that is, the child's ability to learn.

So, since school maturity, like all the development of a child in general, is subject to the law of uneven mental development, each child has its own strengths and zones of greatest vulnerability. In order for you to assess the preparedness of the child yourself, we offer you a short test. Is your child ready for school?

Test for parents

1. Does your child want to go to school?
2. Is your child attracted to school by the fact that he will learn 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 construction set)?
4. Is it true that your child is not at all shy in the presence of strangers?
5. Does your child know how to compose stories from a picture of at least five sentences?
6. Can your child recite a few poems by heart?
7. Does he know how to change nouns by numbers?
8. Can your child read syllables or, even better, whole words?
9. Can your child count to 10 and back?
10. Can he solve simple problems of subtracting or adding one?
11. Is it true that your child has a steady hand?
12. Does he like to draw and color pictures?
13. Can your child use scissors and glue (for example, make appliques)?
14. Can he assemble a five-piece cutaway picture in one minute?
15. Does the child know the names of wild and domestic animals?
16. Can he generalize the concepts (for example, call tomatoes, carrots, onions in one word "vegetables")?
17. Does your child like to practice on his own - to draw, to assemble mosaics, etc.?
18. Can he understand and accurately follow verbal instructions?

The possible test results depend on the number of affirmative answers to the test questions. If it is:

* 15-18 points - it can be considered that the child is quite ready to go to school. You did not study in vain with him, 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 with denial will tell you the points of further efforts;
* 9 or less - read special literature, try to devote more time to activities with your child and pay special attention to what he does not know how.

The results may disappoint you. But remember that we are all students in the school of life. A child is not born a first grader; school readiness is a complex of abilities that are amenable to exercise. Exercises, tasks, games that you have chosen for the development of the child can be done easily and fun with mom, dad, grandmother, older brother - with everyone who has free time and a desire to study. When selecting assignments, pay attention to your child's weaknesses. It is useful that he still knows how to read and write a little, count - if the child is ahead of the requirements of the program, he will feel better at school.

You can give free rein to your imagination and modify the tasks, or you can follow the instructions exactly - in any case, your child is growing and approaching school. But remember, please, a few simple rules:

Activities with the baby should be mutually voluntary.
Their duration should not exceed 35 minutes.
Do not try to offer your child assignments if they are tired.
Try to keep your classes on a regular basis - brainstorming in preparation for school is not very effective.

If you fear for the success of your child, we advise you not to focus on developing specific skills - you should not "train" him to add and subtract, read syllables. The teaching methods in elementary school are constantly changing, there are many copyrighted programs, and your efforts can go against them, which will only complicate the child's education in the future. It will be much more useful to use general developmental exercises, useful for strengthening perception, memory, attention, fine motor skills of the hands. Teach your child to pay attention to how words sound - invite him to clearly repeat words, both Russian and foreign, familiar and unfamiliar ("electrification", "magistracy", etc.). Learn poetry, tongue twisters and compose fairy tales with him. Ask to repeat the text you heard by heart and retell it in your own words. Remember the collective games like "The lady sent a hundred rubles", "I was born as a gardener ..." - they develop arbitrary action, concentration, enrich the speech stock of children.

It is very useful to memorize various objects, their number and relative position; draw the child's attention to the details of the landscape and environment. Do not forget to ask him more often to compare different objects and phenomena - what they have in common and how they differ. Invite your child to memorize a sequence of numbers (for example, phone numbers). The development of concentration of attention is well stimulated by maze games in which you need to "trace" the path of the character, as well as the task of comparing two almost identical drawings.

Do not neglect activities that develop and strengthen small hand movements: sculpting, drawing, appliqués, games with LEGO-type constructors - all this creates the prerequisites for the formation of good handwriting and contributes to the development of the child's thinking. Use available tools - you can separate peas from corn or beans, sort buttons, spread matches.

And, no matter how the objective success of your child progresses, try to create a healthy attitude before school, in which he would strive for knowledge, not be afraid of bad grades and be sure that, an excellent student or a poor student, he is still your favorite!

The article uses materials from the site "Workshop for Parents"

Tags: preparation for school, test
School preparation test

I suggest that you test your child to determine if he is ready for school. The test questions may seem too simple to you, but in fact, this test can reveal your omissions in the process of your child's education.

Will your child be able to immediately name the surname of the father's name and patronymic? And explain why it snows in winter and not in summer? Try it, the test is small, but somewhat curious.

How to test? Read the question to the child, and note whether he answered correctly or not. At the end of the test, calculate the points you have accumulated.

If you have enough patience and you pass the test completely, your feedback on the result will be very interesting.

The child should answer the following questions:

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

Assessment of responses

For the correct answer to all questions of one item, the child receives 1 point (with the exception of the control). The child receives 0.5 points for correct, but incomplete answers to sub-questions. 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 priced like this:

№ 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.

№ 15 - for each correctly indicated use of school paraphernalia - 1 point.

№ 22 - for the correct answer - 2 points.

No. 16 is assessed together with No. 15 and No. 22. If in No. 15 a 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 results: the child received 24-29 points, he is considered school-mature,
20-24 - middle-mature, 15-20 - low level of psychosocial maturity.

How do you know if your child is ready for school?
Many parents are in doubt about how old to send their child to school. At 6 or 7? The issue is usually easily resolved if, at the time of September 1, the child has just turned, or will soon turn 7 years old. But what about "winter" children who can go to school at both 6.5 and 7.5 years old? According to the law, a child can now go to school if he is 6.5 years old on September 1. True, there are children who were sent to school when they were not yet 6 years old, and there are those who went to almost 8.

Situations in life are different. Someone is in a hurry, and goes earlier, or vice versa, waiting to get to the chosen teacher when he is recruiting first graders. Someone finds other arguments.

What arguments parents do not give:

* I have a boy, he is in the army, let him go at 6 - there will be a year to enter the institute;
* why deprive a child of childhood - let him go to 7.5;
* Yes, how can you go so late, he already knows how to read with me, he will be bored in the 1st grade;
* I’m already tall (small), he will be the largest (smallest) in grade 1.

There is also an opinion that it is possible to send a child to school when he grows up "six" - molars. This means that the child's bone tissue is strong enough, there is enough calcium in the body, and the spine is ready for the increased stress that is inevitable at school.

There is a reasonable grain in all these arguments, but first of all it is necessary to focus on the child's psychological readiness, on the maturity of his nervous system.

After all, difficulties in learning can arise not only because the child does not understand some subject, that he is a bad teacher, but because of restlessness and inattention. And this is not a prank on his part, but psychological immaturity resulting from the lack of formation of certain mental processes.

The task of parents is to develop these mental processes for school, so that the child is prepared for new events in his life. And all kinds of tests help to check the readiness for school, from which we will talk a little later.

Tests and exercises for future first graders.

Exercise for the development of voluntary attention.

The child is given a sheet of paper, colored pencils and asked to draw 10 triangles in a row. When this work is completed, the child is warned to be careful, since the instruction is pronounced only once. "Be attentive, shade the third, seventh and ninth triangles with a red pencil." If the child asks again, answer - let him do as he understands. If the child coped with the first task, you can continue to work, gradually complicating the tasks.

Exercise for the development of observation.

Offer the child a game: "Look carefully around the room and find objects that have a circle, a circle." The child names objects - a clock, a pencil base, a switch, a vase, a table: You can conduct this game in a competitive manner for a group of children, come up with similar tasks.

Memory game.

This game can be played with your child, for example, during long trips. The adult starts this game and says, "I put apples in the bag." The next player repeats what was said and adds something else: "I put apples and bananas in the bag." The third player repeats the entire phrase and adds something of his own. You can just add one word at a time, or you can select words alphabetically.

Game for training thinking and quick wits "How can you use it?"

Encourage your child to play - find as many options for using an object as possible. For example, you name the word "pencil", and the child comes up with how to use it - write, draw, use it as a stick, pointer, doll thermometer, fishing rod, etc.

One of the most accessible and common methods of testing a child's readiness for schooling is the Kern-Jirasek test.
It consists of three tasks:
- draw a human figure;
- copy a short phrase;
- copy 10 points located one below the other at an equal distance vertically and horizontally.
Prepare a blank sheet of paper, a pencil, two cards with assignments. On one of them, with a black felt-tip pen (not very thick), you need to write the phrase "He ate soup", the vertical size of the letters is 1 cm, and the capital letter is 1.5 cm. On the second card, you need to depict 10 points, the distance between the points vertically and horizontally - 1 cm, dots diameter - 2 mm. When completing the first task, tell the child: "Draw here (on a blank sheet) a man, uncle as you can." Children often ask many additional questions, it is better to answer them: "Draw as you can". You can cheer your child up if they are unsure.

After the child finishes drawing, you need to turn the sheet over and give the following task: "Something is written on this card, you still do not know how to write in written letters, so try to sketch as accurately as possible in the upper part of the sheet" (the card with the task should be put in front of child). Then suggest drawing dots at the bottom of the sheet.

Each task is rated on a five-point scale, with 1 being the best and 5 being the worst.
Criteria for evaluating a person's image: 1 point is given when the figure has a head, neck, torso, arms and legs, hair on the head, eyes, nose, mouth on the face, there are signs of clothing, and 5 points - when in the picture " something "cephalopod.
When evaluating a phrase, 1 point is given when the phrase is copied accurately enough, 2 points - the sentence can be read, 3 points - at least 4 letters can be read, 4 points - at least two letters are similar to the sample, the letter remains visible, 5 points - scribbles ...
When assessing the drawing of points: 1 point - a fairly accurate reproduction of the sample, but it is possible to increase or decrease the figure while observing the vertical and horizontal symmetry; 2 points - a slight violation of symmetry is possible, the image of circles instead of dots is acceptable; 3 points - a group of points hardly matches the sample, symmetry is broken, possibly more or fewer points; 4 points - the points are arranged in a heap, but resemble any geometric figure; 5 points - scribbles.

The grades for each assignment are summarized. A child who is ready for school usually scores between 3 and 9 points. As you can see, the range is wide enough, so don't worry if you think you can't get an accurate estimate. The Kern-Jirasek test gives an idea of the level of general development of the child, spatial perception, ability to copy, as well as the degree of development of hand-eye coordination - all this is necessary when teaching a child at school.

A test with which you can determine whether the kid wants to go to school and what attracts him there:

1. If there were two schools - one with lessons in Russian, mathematics, reading, singing, drawing and physical education, and the other only with lessons in singing, drawing and physical education - in which of them would you like to study?
2. If there were two schools - one with lessons and breaks, and the other only with breaks and no lessons - in which of them would you like to study?
3. If there were two schools - in one they would give fives and fours for good answers, and in the other they would give sweets and toys - in which of them would you like to study?
4. If there were two schools - in one you can get up only with the permission of the teacher and raise your hand if you want to ask something, and in the other you can do whatever you want in class - which of them would you like to study?
5. If a teacher fell ill in your class and the principal offered to replace her with another teacher or mother, who would you choose?
6. If there were two schools - one with homework and the other not - which one would you like to study?
7. If my mother said: "You are still very small for me, it is difficult for you to get up, do your homework. Stay in kindergarten and go to school next year," would you agree with such a proposal?
8. If mom said: "I agreed with the teacher that she will come to our house and study with you. Now you don't have to go to school in the morning," - would you agree with such a proposal?
9. If your friend (girlfriend) asked what you like most about school, what would you answer him?
Analyze the child's responses. For each correct answer 1 point is given, for a wrong one - 0 points. If a child scored 5 points or more, we can safely say that he is internally ready for school. (END)
It would be nice to observe how your child plays with children, whether he knows how to play "according to the rules" not only with peers, but also with adults.

If the test results confuse you for some reason, seek help from specialists. Maybe there is a psychologist in your kindergarten who will answer all your questions, dispel your doubts. Now in Moscow and other cities of Russia a network of psychological, medical and social centers is being developed. Here, experts will advise you for free, carry out qualified diagnostics, and determine the level of your child's preparation for school.

A comic test for first graders (the leader reads the quatrains, the first graders say "and I" where appropriate.

All homework
I will do it clearly.
To the lesson without delay
I'll come running in the morning.

I won't forget my pen at home
Both a notebook and a pencil.
And I forgot - I will roar
For the whole class, for the whole floor.

I promise in my lessons
Do not make noise or chat.
If I don't know the answer,
I will raise my hand.

And during the break
I promise not to make noise
Don't knock down people and walls
Don't push like a bear.

I will be clever, I will be brave
I'll play football.
Means, I will now and then
To hammer the ball into the windows.

I'll be smart and funny
Do good deeds
So that my native school
As a family, I accepted.

School readiness

Before we start talking about how a parent can check the child's readiness level, it is necessary to say about certain rules.

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

So let's start observing. When entering school, a preschooler must have a certain level of speech development. This is, firstly, vocabulary. Talk to your child. What parts of speech does he use? Are verbs, adjectives, participles often present? What sentences does he say: simple or complex? Is his speech expressive? To do this, you just need to find an image of any plot and ask the child questions. It is desirable that the plot is unfamiliar. Ask your child who is shown in the illustration. What does he do? What is he? Why does he do exactly that? Why is he doing this? It is great if the answers are not monosyllabic, the speech is expressive, literate.

It is interesting to observe how a preschooler will cope with such a task. Before him is a drawing. It shows two boys walking down the street. One of them is holding the ball. Both look upset. Invite your child to compose a story based on this picture. Help him if he finds it difficult. After all, the hardest thing to start! Ask him the questions he should answer:
- what happened to the boys?
- why does one of them have a ball?
- why are they so upset?
- what is happening now?
- what does each of them think about, what he wants, what he feels, what he sees, what he hears?
- what will happen next?

This is an easy task. Moreover, it is interesting. The child will begin to fantasize, compose, and you will listen to him.

Second, reading. Every parent asks the question: should a child be able to read before school. If your kid shows a desire to learn this, you can teach him the letters yourself or entrust the training to a professional. Now it is not so difficult: there are tutors, often kindergarten teachers do this privately. It will be very lucky if your child care center has regular classes with children. And nevertheless, when you come to school, the child will be sure to ask if he can read. Remember that it is not speed that is tested, but the way of reading (word, syllable, letter) and its consciousness. Does the child understand what he has just read, is he able to answer the questions. Therefore, if reading is available to a preschooler, ask him to read to you, and then ask a few questions about the plot, ask if he liked what he read about, let him express his opinion.

With reading sorted out. Next, we plan to test the child's mathematical abilities. Let's start, of course, with the account. Ask your child:
- count from 1 to 10;
- from 3 to 8;
- name the number that comes before 5;
- name the number after 4;
- name a number between 5 and 7.

The following questions may be useful: what numbers does the number 5 consist of; which number is 1 more than 6; how much is 5 more than 3? The scheme is clear, we are just playing with numbers. Offer to solve the simplest problem: Olya has a doll, and Sasha has a car. How many toys do the guys have? Katya ate an orange, a pear and an apple. How much fruit did the girl eat?

These are elementary tasks, you can complicate them. The following tasks will also be interesting:
- how many bears did Masha meet in the forest?
- how many gnomes did Snow White meet?
- how many animals lived in the mitten?

Remember fairy tales, cartoons. Come up with questions with the word "how much". And also do not forget that the baby can be caught with jokes with puzzles:
There were three nests in the tree. Each nest has a puppy. How many puppies were there in the nests?
One crow has three wings, and the other has one more. How many wings does the second crow have?

Invite the preschooler to create the problem himself. It will be difficult for him at first. Maybe you can do it together. And then you can just set the number. The child's task will be to come up with a story for him with a question. If he does not understand the word "problem", then use the term "mathematical story".

Check the logical thinking of the child. Approximate tasks can be of such a plan as to call it in one word:
- squirrel, hedgehog, bear;
- January, July, June.

Now try to answer these questions:
- Does the child listen carefully to the instructions?
- Does he understand the conditions of the problem?
- Is he focused in his work?
- Can it work according to the model?
- Are you worried?
- When faced with difficulties, does he overcome them or abandon what he started?

The answers to these questions will speak about the psychological readiness for school.

There are also routine tests to determine the level of readiness.

1. Just draw a little man: "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 parts: ears, eyes, mouth, torso, neck, hands with fingers, legs, the lower part of the body is separated from the upper one. The fewer the details, the more primitive the drawing.

2. Write on an unlined sheet of paper, in writing, "She has been given tea." The instruction may be as follows: "Look carefully at 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 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.

3. Draw a circle with a compass on a sheet of paper with a diameter of about 2.5 cm. Ask the child to carefully trace the contour, without lifting his hands. If this task is successful, you will see an accurate reproduction of the sample. Observe how gross mistakes were made in this work.

Your little one is going to school. If you see that a lot is given to him with difficulty, and even more so he has no desire, you should not force him. After all, he's just not ready. We wanted to find out with you. But we'll talk a little later about what needs to be done to make it ready.

And please do not forget that your child may not be ready for school based on purely physiological criteria. Many people try to send their kids to school when they reach six years old. But think about whether he can handle the training load? But for him it will be great. Healthy children do not always cope with it. Answer yourself to this question: does the child have chronic diseases, did he suffer serious illnesses this year. Does he often get sick at all? If your answer is yes, then don't rush. Check with your pediatrician. Wait another year, you have it.

The first time in first class

If this soon affects your baby, then it will not be superfluous to work out with him. How? For example, test if a 5-6 year old child can answer the following questions?

What time of year does it snow?
What time of the year does the leaf fall?
What time of the year does the ice drift?
What time of year is the floor?
What time of the year does it rain?
What time of year is the thunderstorm?
What time of year do leaves appear on trees?
What time of year do birds build their nests?
What time of year do the chicks appear?
What time of year is day and night?
What time of the year can you see dew?
What time of the year does it hail?
What time of the year does the frost occur?
What time of year do snowdrops grow?
What time of year are sledges prepared?
What time of year is the cart ready?
What time of the year does the river ice cover?
What time of year do animals molt?
What time of year are winter crops sown?
What time of the year is the crop being harvested?

What are they made of?
(Possible correct answers are given in brackets.)
What is made of flour? (bread,...)
What is made from milk? (cottage cheese,...)
What is made of sheep and goat wool? (woolen threads, ...)
What is made of woolen thread? (socks,...)
What is made of sand? (glass,...)
What is made of clay? (brick,...)
What is made of metal? (instruments,...)
What is oil made? (petrol,...)
What is cotton made? (the cloth,...)
What is made of wood? (furniture,...)
What is made from sunflower seeds? (sunflower oil,...)

What do they do with what?
Sand is poured, and water ...
They set the table, and the bed ...
The cutlets are fried, and the soup ...
Flowers are poured with water, and fire ...
They put a thread in a needle, and a nail in a wall ...
Water can be poured, but peas ...
The table can be broken, but the glass ...
The hay is mowed, and the hair ...
Threads are spun, and canvas ...
The dress is sewn, and the scarf ...

Play Speak Correctly with your child. What word in the sentence is superfluous, unnecessary? How do you fix a sentence to make it literate?
Old people lived in the village.
(Old people lived in the village. Old people lived in the village.)

The carpet was covered with dust.
(The carpet is covered with dust. The carpet is covered with dust.)

Petya designed the airframe structure.

Mom salted the soup.

Little kids are walking in the garden.

By the spring, the greenery turned green.

Yura had a young kitten.

Grandma has heated up fatty fat.

Linden smells like honey.

The soldiers spent the night in a dugout.

Tolya asked the teacher a question.

Dunno was a lazy bummer.

I have a piece of wood.

Anton tasted sour citric acid.

A light came on in the room.

Sasha has a birthday in July.

Comrades came running to the aid of the brave brave man.

I saw this apartment with my own eyes.

Valera told an interesting story.

The baby trembled and whispered in a whisper.

Grandpa was a grumpy grumbler.

My brother and I love to celebrate the holidays.

The store sold sweet sweets.

The crow pecked the impudent cat with its beak.

White daisies gleamed in the meadow.

A round ball rolled across the room.

After the cat, there was a scratched scratch on his hand.

In the picture, Olya drew a forest.

What a beautiful beauty!

I love to meet the morning sunrise.

Blue cornflowers were blue on the field.

Tourists always have a spare supply of water.

Camels roamed the desert desert.

Vova Vladimirov was a sleepy sleepyhead.

We bought a lot of shopping yesterday.

The schoolboy learned a lot of knowledge during the year.

The cat has blue-eyed eyes.

The old man tied a bundle of wood.

Everyone admired the hero's deed.

Suddenly a signal sounded.

Apples hung from the branchy branches.

Yellow chickens were turning yellow around the hen.

We have sent a written letter.

The clown was a jolly, merry fellow.

If the child is at a loss, then try to look for answers together. After a few days, ask some of these questions again.
This activity broadens your horizons and trains your memory.

Is your child ready for school?

A wide range of individual variants of the rate of development of children leads to the fact that the calendar (passport) age of the child and the level of his morphological and functional development (biological age) can differ quite significantly. Meanwhile, for carrying out social, pedagogical and therapeutic measures with a child, it is often much more important to focus on his individual level of morphological and functional maturity than on the calendar age. A biologically more mature child can more easily cope with physical and mental stress, more easily adapt to new conditions, including school, less sensitive to stress, to pathogens of childhood infections, etc.

Knowledge of the degree of biological maturity of an organism is necessary for many practical purposes. Therefore, simple criteria have been developed that, with a certain degree of probability, can characterize the biological age of a child.

Half-height jump - morphological criteria

1. Body proportions and growth rates

The simplest, but also the roughest way of assessing biological age is by body proportions. It should be emphasized that separately the length or weight of the body, as well as the size of any part of the body cannot be used as criteria for biological age. So, for example, a high growth of a child can mean not only that he is developing faster than others (this is exactly what we have to find out) or that he will become a tall adult and is already overtaking his peers. Another thing is the proportions of the body, taking into account the ratio of the degree of development of its individual parts: head, trunk, limbs. At the same time, such an assessment can only give a very rough, approximate result. Therefore, in terms of body proportions, a child can be attributed only to one or another age group, and its range is quite wide.

The easiest way to assess the degree of biological maturation of an organism is by changing the proportions of the body during periods of growth leaps. So, at preschool age (usually at 5-6 years old) children experience the so-called "semi-growth spurt". In order to find out whether or not the half-height jump has already passed, you need to conduct the Philippine test (first used by anthropologists when examining a large group of children in the Philippines). You need to ask the child to touch the left ear with his right hand, holding his hand over his head. For an adult, this does not cause difficulties, for schoolchildren, too, but a 4–5-year-old child, it turns out, cannot do such a simple thing: his hands are still too short. Half-height leap and consists in a significant lengthening of the arms and legs. The result of the Philippine test rather accurately characterizes the biological age of the child, since it reflects not just a characteristic of the development of the skeleton, but something much more important - the degree of morphofunctional maturity of the organism. This is primarily due to the level of maturation of the nervous system and the ability of the brain to perceive and process information. No wonder the Philippine test is often regarded as one of the main criteria of "school maturity", that is, the readiness of the child's body for the arduous process of schooling. Physiologists and hygienists have absolutely firmly established that if a child starts attending school before he has gone through a half-height jump, this has a dramatic negative effect on his health, primarily mental, and rarely brings success in learning.

The passport age at which this half-height jump takes place can vary significantly. In some children, it is completed by the age of 5 years, in others - only after 7 years. It is clear that at this age, the difference of two years is a lot. But such a variety is normal, the acceleration or deceleration of the pace of physical development itself does not give any reason for concern, it is important that this development be harmonious. And it is also important that parents are aware of the degree of maturity of their child and do not make demands on him that he cannot cope with due to his level of biological maturity. Haste in education and training is destructive. Quite a little time will pass - and the child will reach the next stage in development, at which, perhaps, he will quickly catch up and surpass his peers who were ahead of him for a short time. If you use violence and force a child to do something for which his body is not yet ready, you can cause irreparable damage to the body and psyche.

Half-height jump - physiological consequences

The half-height jump is one of the important critical periods in a child's life, during which many of the body's functions change qualitatively. At the same time, the physiological consequences of the half-height jump are very simple: the body becomes more reliable in the biological sense, and therefore more efficient. From the point of view of physiology, one can speak about working capacity in general only after the completion of the half-growth jump. Prior to this, the child does not yet have true working capacity (neither mental nor physical). After all, the basis of efficiency is such an organization of nervous, energetic and other processes, which is able to ensure work in a "stable mode". There is no need to talk about any stable regime before the half-growth jump - the cells of a child's body under 6 years old are simply not suitable for this. But after the half-height leap is completed, the child has real functional capabilities for assiduous, long enough work at an even pace (of course, still small ones - they will quickly, but unevenly, increase as they grow older, but the foundation has already been laid).
Ready for school. What is this from a physiological point of view?

So school readiness has biological, psychological and social dimensions. We consider only biological, in particular - morphological and physiological.

Morphologically, the child should be of sufficient size to fit at the desk (desk). His proportions should correspond to the motor tasks that he will have to solve in the learning process, and should also reflect the fact that the half-height leap has already passed.

The physiological systems of the body must acquire properties that provide the required level of reliability, that is, the child's ability to function in a mode of moderate mental and physical stress. The nerve centers that control various types of activity must mature. In particular, the ability for sufficiently fine coordination of movements is a property of the nervous system, which is realized only at a certain level of its maturity. It is with these abilities that writing is associated. And finally, there must be qualitative changes in metabolic processes, due to which the child approaches the adult in terms of the inner sense of time. The fact is that our "internal clock" does not work from a spring or a battery, but from those biochemical reactions that occur continuously in the cells of our body. So in children before the half-height jump, the rate of these reactions is much higher than in adults. Therefore, they cannot do the same thing for a long time, it is difficult for them to sit in a lesson, even if it is shortened to 30–35 minutes. A new quality is acquired by children in this respect precisely at the age of 6–7 years, and this is very important in order to be able to successfully organize joint activities of adults and children.
Criteria for a child's readiness for school

Morphological:
absolute body dimensions (weight not less than 23 kg);
body proportions (Philippine test);
change of teeth.

Physiological:
motor skills (the presence of a flight phase when running; the ability to jump; the ability to throw);
efficiency (perseverance; ability not to be distracted by performing a specific task for at least 15 minutes);
the sense of time (depending on the speed of metabolic processes) should approach the adult - otherwise the child and the educator live, as it were, in different dimensions.

What if a child is not physiologically ready for school at 6 years old?

The answer is simple and unique: wait! But not to sit idly by, but to deal with the child, to stimulate the development of those systems and functions that have already matured or have begun to mature. But in any case, do not run ahead, do not try to form something that is not yet functionally ready. There is no point in planting an unripe seed in the ground - nothing will grow out of it. And the child is the same biological object and obeys the same laws of nature. He is only capable of what he is ripe for!

Is the school ready to accept a 6-year-old child?

Is the school ready to offer the student such conditions that would not hinder his development? Did you create continuous stress? Did you overload him physically, emotionally, mentally? Wouldn't you make increased demands on the still fragile systems of immunity, digestion, excretion, on the psyche of the child?

The mass school is clearly not ready for this yet. Including because teachers, as a rule, do not know (and do not understand what they must know) of age physiology. They believe that a child is a small and weak adult, but this is not at all the case. A child is a fundamentally different organism that needs our care, but has its own means to overcome difficulties in its life. The child is not “preparing for adulthood,” the child is already living a full life every day, every second, and this must be treated with full understanding and respect.

What an educator should know

The teacher should know that the child grows not because he is being raised, but because such is his nature. Growth is always a change, and quantitative changes inevitably turn into qualitative ones. Development is a process that is extremely difficult to accelerate, but it can be slowed down, especially if you overload the child with tasks that do not correspond to his age. At each stage of development, the child has its own priorities, and they may not coincide with what is presented to the main teacher. And in this case, the child is right, not the teacher, since the teacher invented his own truth, and the child knows it instinctively. From birth, a child is always worthy of the highest respect just for the fact that he lives in this world, so little adapted for him, and tries to adapt to it, and spends on this the entire modest reserve of his biological and mental powers.

What needs to be explained to parents

If a child develops more slowly than others, then this may mean that he will go farther than others: "if you drive more quietly, you will continue to move on." Many greats were infantile in childhood, and only a few geeks have achieved something worthwhile in adulthood. Rapid development does not mean that everything in the body is good. It only means that this is the nature of this young creature. Rapid development creates many problems, and only a few can cope with them with dignity. On the contrary, slow development is a softer, more delicate, sparing regime, but respect and care are required from parents in both cases. And (be sure!) You must humble your pride in relation to the child: the child does not owe anything to his parents, he lives his life, and no one has the right to interfere in it for the sake of any goals and ambitions. The life of a child in a family must be organized with dignity - and this is the main thing that is required of parents.

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

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

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

The child's ability to use speech turns in the correct form is the main indicator of his mental development. A preschooler's vocabulary 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 sentences from simple words of different case and declension.
Form new phrases. For example, vegetable stew is a vegetable stew.
Explain the meaning of proverbs. For example, "As it responds, it 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 guess riddles.

In order to determine the level of development of your child's speech, you can use the methodological literature with colorful illustrations, aimed at classes with the child in the tested form of assignments. Based on the test results, 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 child's mental abilities. Examples of teaching aids:

“The tests are not a child's readiness for school. A child of six seven years old "by Yulia Sokolova
“Am I ready for school? Diagnostics of children six seven years old "authors S.V. Pyatak, I.M. Maltseva
Such and similar interactive materials can be easily found on the Internet and printed for the convenience of studying with a child.

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

Hearing development

It is well to prepare the child for school, teach him the basics of writing and reading, the task and responsibilities of each parent. The level of phonemic hearing is directly related to the development of a preschooler's speech. With normal development of hearing, the child is able to distinguish words with the same phoneme (bear - mouse, dot - daughter, scythe - goat), distinguish words that sound similar, but have different semantic meanings (note - rota, heat - ball).

Test to determine the level of development of phonemic hearing.

Offer your child pictures with pictures in different order. The child must assemble the pictures in the correct ratio.

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

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

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

Test results

- The child independently identified all the pictures and pronounced sounds in words 3 points
- I found all the pictures myself, but can't pronounce 1 sound of speech 2 points
- found pictures using hints, pronounced words illegible 1 point
- Confuses the pictures and pronounces words incomprehensibly 0 points
- Picked up rhymes myself 3 point
- Using prompts 2 points
- using hints for all words 1 point
- Couldn't pick up rhymes 0 points
- Repeated tongue twister from the first time 3 points
- Repeated tongue twister with inaccuracies 2 points
- Repeated from 2-3 times memorization 1 point
- Couldn't repeat after 3 times. 0 points
- Found and selected about 5 words for each sound 3 points
- Found 3 words on my own 2 points
- Found 2-3 words but with clues 1 point
- Didn't find a single word 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 highlight an extra word 0 points.

From 0 to 4 Phonetic hearing is undeveloped. You need to seek help from a speech therapist.

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

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 for the physical data of a child at the age of 6-7 years is considered to be 114-128 cm in height, and 20-30 kg in weight.

A test for a child's psychological readiness for school. The psychological development of a 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 understanding of the school. However, the theoretical knowledge that he acquired through your efforts is insufficient. 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 the number 1 for the affirmative answer, and for the negative 0, list 10 sentences;

Soon I will go to school and I will make many new acquaintances.
It's very interesting what subjects I will study.
Probably I will invite more than half of the class to my birthday.
I wish the lesson was longer than the break.
I think I will study well.
I'm wondering what food is for lunch at school.
I would like the holidays to be 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 when I was 5 years old.

Test results

From 7 to 10 points - the attitude towards school is positive, the child is ready to acquire 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 attracts communication.

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

Kern Yirasek test

Kern Jirasek's test generally determines the school maturity of a child and is a modification of A. Kern's test. Kern Jirasek's 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 was published 5 years later in Russian. Kern Jirasek's test is especially popular in primary school, the psychological readiness of a 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 prohibited from making any clarifications.

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

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

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

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

5 points - scribbles.

Assignment 2

The child is asked to copy the drawing in the form of a short phrase in capital letters "he ate 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 recipe, you can read at least 2 characters.

5 points - scribbles.

Task 3. The child is asked to copy the points drawn horizontally and vertically at an equal distance.

1 point - exact copying 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 - discrepancy between the proportions of the sample, a chaotic group of points.

5 points - scribbles.

Evaluation of results

From 3 to 5 points - formed, mature, psychomotor development corresponding to the age norm.

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

From 8 to 9 points - the level is below average. The child needs intensified activities

10 points or more - lags behind in psychomotor development, needs specialist correction.

Kern Jirasek's 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 psychological and emotional support in the child's primary education at school.

Psychological readiness of preschoolers at 6-7 years of age, 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 are given by tests such as the Kern Jirasek test "general psychological readiness", tests by Yulia Sokolova, Nesterova and others do not give accurate results, each child needs an individual approach. The most basic thing is to love your children and accept them for who they are.

Preparing children for school

PROGRAM

DIAGNOSTICS OF A CHILD'S READINESS FOR SCHOOL

Introduction

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

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

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

That is why it is so important that your child goes to school already prepared., and the school load was not an overwhelming burden for him. And in order to determine how ready a child is for school, whether his level of thinking corresponds to 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, engage with him in this particular direction.

Difficulties in learning can arise not only due to the fact that 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 lack of formation 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 a child for schooling is the most important result of the upbringing and education of a preschooler in a family and kindergarten. Its content is determined by the system of requirements that the school imposes on the child. These requirements consist in the need for a responsible attitude to school and study, arbitrary control of one's behavior, performing mental work that ensures the conscious assimilation of knowledge, establishing relationships with adults and peers, determined by joint activities.

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

What are the components of the “school readiness” kit? These are, first of all, motivational readiness, volitional readiness, intellectual readiness, as well as a sufficient level of development of hand-eye coordination.

Motivational readiness- This is the presence of a desire to learn in children. 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 STUDY differ significantly 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 to this gymnasium is very important and honorable, finally, because for school he will receive a beautiful new satchel, pencil case and other gifts. In addition, everything new attracts children, and in school, almost everything (both classes, and a teacher, and systematic studies) is new. However, this does not mean that children have realized the importance of learning and are ready to work hard. They just realized that the status of a student is much more important and honorable than a preschooler who goes to kindergarten or sits with his mother at home. Children at the age of 6 already well understand that you can refuse them to buy a doll or a typewriter, but you cannot help but buy a pen or notebooks, since the purchase, for example, of a Barbie is dictated only by your kind attitude towards the child, and the purchase of a knapsack or a textbook is a duty 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 sit up for lessons. Therefore, your child aspires to school, as he wants to be an adult, to have certain rights, for example, to a satchel or notebooks, as well as responsibilities assigned to him, for example, to get up early, prepare lessons (which provide him with a new status place and privileges in the family) ... He may not yet 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 the lessons SHOULD be done. It is this desire to BECOME A SCHOOLBOY, to comply with the rules of behavior of a student and to have his rights and obligations that constitute the “internal position” of the student.

Intelligent readiness. Many parents believe that it is she who 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 reason for the mistakes parents make when preparing their children for school, as well as the reason for their disappointment in the selection of 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 provides an arbitrary regulation of attention, memory, thinking, makes it possible for the child to read, count, solve problems "inwardly", that is, in the inner plane.

Strong-willed readiness necessary for the normal adaptation of children to school conditions. It is not so much about the ability of children to obey, but about the ability to listen, to delve into the content of what the adult is talking about. The fact is that the student needs to be able to understand and accept the teacher's task, subjecting him to his immediate desires and impulses. This requires that the child can concentrate on the instruction he receives from the adult. You can develop this skill at home by giving children different, initially simple tasks. In doing so, be sure to ask the children to repeat your words to make sure that they heard and understood everything correctly. In more difficult 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 difficult task, you can resort to a hint scheme, that is, a drawing.

Tests that determine a child's readiness for school

Test number 1 "Determination of the level of psychosocial maturity of the child"

Instructions for the teacher.

The test is conducted in the form of a conversation.

Instructions for the child

Questions for conversation

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

2. Give the last name, first name and patronymic of your parents.

3. Are you a boy or a girl? And 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? Who is older?

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

7. What are your parents' jobs?

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

9. When do you eat breakfast in the evening or in the morning? Do you have lunch in the morning or in the 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 (ice skating, sledging) - in summer or winter?

14. Why does the school need a desk and a bell?

15. Do you want to go to school?

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

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

18. What kind of birds do you know? And the 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 greater: 9 or 4? 2 or 7?

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

Test processing

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

(with the exception of controls - see below).

2. The correct answers are those that correspond to the question posed: “Dad works as a driver. The cow has more legs than the 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 assessed in this way:

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

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

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

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

Evaluation of results

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

20 - 23 points - Average level - average maturity.

15 - 20 points - Low level of psychosocial maturity.

Collecting cut pictures

High difficulty variant		Simplified version

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

Perception research

What geometric shapes are these drawings composed 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 3-4 pictures in front of the child, connected by a single plot. Then invite him to arrange them in the right order and compose a story based on them.

Example 1.

Example 2.

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

Understanding grammatical construction

Say the sentence: "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's superfluous?

Show your child the card and ask the following questions:

What is superfluous here?

How can you name the rest of the items in one word?

	Card number 1		Card number 2

Checking fine motor skills of hands

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

Evaluation of results. High level - there are no exits outside the "track", the pencil has been torn off the paper no more than three times, there are no line violations. Low level - there are three or more exits outside the "track", and there are also pronounced violations of the line (uneven, trembling line; very weak or with very strong pressure, tearing the paper). In intermediate cases, the result is assessed as average.

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

Account within 10

1. What's more 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 amount 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. Children inflated 10 balloons. 2 balls burst. How many balls are left?

Reading check

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

1. Show your child the card with the letter and ask which letter it is.

2. Place several letter cards in front of your child. Name the letter and ask to show the desired card.

3. Read the syllables.

that, then, us, no, re, ku, po, bu.

Option 2. The child can read.

Sparrow and swallows.

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

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

Test number 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 firmness of the child's hand, the ability to draw corners without rounding them, and straight line segments.

The text of the task."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 "( teacher traces a large frame with a pointer).

Assessment of the assignment:

0 points- the general shape of the figure is not captured, but some 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 captured;
2 points- a similar or equal figure is depicted, the proportions are slightly changed, but not all angles are straight, parallel lines are not always observed. The same point is given if the general shape of the figure is captured well, but the proportions between the elements of the figure are significantly changed, but 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 point.

Assignment 2

Target. Reveal the ability to navigate the plane (left, right, up, down). The ability to count cells is also tested.

The text of the task."You will perform the task on the checkered part of your sheet ( the place to complete the task is indicated). Find a black square on the checkered field.

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

2. Take a blue pencil. From the red cell, step down two cells and paint the third with a blue pencil.

3. Take a green pencil and the cell to the left of the blue one, one cell away from it, paint over with a green pencil.

4. Take the yellow pencil. Count five cells up from the green cell and fill in the sixth with a yellow pencil. ”

Assessment of the assignment:

0 points- the student has not started the assignment; several cells are painted over, but their location does not correspond to the instructions;
1 point- only one point of the task was completed correctly, mistakes were made in the direction, counting of cells, and the beginning of counting;
2 points- completed correctly 2-3 points of the assignment;
3 points- all points of the assignment are completed correctly.

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

Assignment 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).

The text of the task.“Here you will carry out the third task ( the place for completing task 3 is indicated). Listen to the assignment.

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

2. There were 6 people in a passenger car. Two got out of the car. Draw as many squares as there are people left in the car. ( The 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 was completed correctly, there are no attempts to complete the second task;
2 points- one task was 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.

Assignment 4

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

The text of the task.“Find a drawing on your sheets of paper with circles and triangles ( the drawing 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).

Assignment 5

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

The text of the task.“Consider these two drawings ( the drawings for task 5 are indicated). In one of these drawings, you need to draw a squirrel. Think about what drawing 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 is not accepted, the line is not drawn;
1 point- the line was drawn incorrectly;
3 points- the line is drawn correctly.

Assignment 6

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

The text of the task.“Look at these pictures. See, there are little circles under them. 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 shows the sun. In the word Sun there is a sound [s], which means you need to cross out the circle. Now get down to completing the assignment on your own. "

Performance assessment:

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 mistaken selection of other sounds;
3 points

Assignment 7

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

The text of the task.“You see a house with three windows and pictures next to it. Each window is a sound in a word. Quietly name all the pictures and think about which word has three sounds. Connect this picture with an arrow to the house. "

Performance assessment:

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

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

Give your last name, first name, patronymic.

Give the surname, name, patronymic of dad, mom.

What does your mom (dad) do?

Where do you live, tell me your home address?

SURVEY FORM.

Surname First name	intelligence	School readiness

Determination of the type of orientation in relation to school and learning (the level of formation of the child's internal position of the student) Adapted standard conversation by T.A. Nezhnova Interpretation of the content of the responses 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 - focus on 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 do not want
2. Why do you want to go to school?
	B - I like the new shape, books, pens, pencils, briefcase, etc.
	B - I'm tired of kindergarten, they don't sleep at school, it's fun there, all the children go to school, mom said, etc.
3. Are you preparing for school? How do you prepare (how do you prepare) for school?	A - I study in a training group, learn letters with my mother, solve problems, etc.
	B - they bought me a uniform, school supplies, etc.
	V ( 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 - I would write letters, read (a), etc.
	B - would draw, sculpt (a), design (a), etc.
	B - would play, walk, help around the house, look after animals

Result

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

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