Testing children readiness for school. Test "Checking the level of readiness of the child to study at school"

Is the child ready for school?
This question inevitably arises before the parents of future first graders. To determine readiness, the following tests were compiled:

Readiness test for grade 1

Such tasks are often offered in preparatory group kindergarten or preparatory courses at school. Its purpose is to identify common social and intellectual readiness for school.

The child must answer the following questions:
1. Give your last name, first name, patronymic.
2. Name the last name, first name, patronymic of dad, mom.
3. Are you a girl or a boy? What 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. What happens first - lunch or dinner?
9.Where do you live? State your home address.
10. What does your dad, your mom do?
11. Do you like to draw? What color is this ribbon (dress, pencil)
12. What season is it now - winter, spring, summer or autumn? Why do you think so?
13. When can I go sledding - in winter or summer?
14. Why does it snow in winter and not in summer?
15. What does the postman, doctor, teacher do?
16. Why does school need a desk, a bell?
17. Do you want to go to school?
18. Show your right eye, left ear. What are eyes and ears for?
19. What animals do you know?
20. What birds do you know?
21. Who is bigger - 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?

Test for parents.

It is also worth taking the test in order to assess the current situation and outline a way to overcome the "gaps" in preschool e.

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

Possible test results depend on the number of affirmative answers to the test questions.
Readiness check:
15-18 points - we can assume that the child is quite ready to go to school. You did not study with him in vain, and school difficulties, if they arise, will be easily overcome;
10-14 points - you are on the right track, the child has learned a lot, and the content of the questions to which you answered in the negative will tell you where to apply further efforts so that school readiness increases
9 and under - read special literature, try to devote more time to activities with your child and pay attention Special attention for what he does not know how, more often offer tasks for independent work Houses.

Test "What is missing?", R. S. Nemov

Evaluation of results:

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

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

4-7 points (average) - the search time took from 31 to 40 seconds.

2-3 points (low) - the search time was 41-45 seconds.

0-1 point (very low) - search time is more than 45 seconds.

Questionnaire for grade 1.

It reveals the general level of thinking of a first-grader, his outlook, the development of social qualities.

It is conducted in the form of a question-and-answer conversation. The task may sound like this: “Now I will ask questions, and you try to answer them.” If a child finds it difficult to answer a question right away, you can help him with a few leading questions. The answers are recorded in points, then summed up.

1. Which animal is bigger - a horse or a dog?

(horse = 0 points;
wrong answer = -5 points)

2. In the morning we have breakfast, and in the afternoon ...

(have lunch, eat soup, meat = 0;
dinner, sleep and other incorrect answers = -3 points)

3. It is light during the day, and at night ...

(dark = 0;
wrong answer = -4)

4. The sky is blue and the grass ...

(green = 0;
wrong answer = -4)

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

(fruit = 1;
wrong answer = -1)

6. Why does the barrier go down before the train passes?

(so that the train does not collide with the car; so that no one gets hurt, etc. = 0;
wrong answer = -1)

7. What is Moscow, Odessa, St. Petersburg? (name any cities)

(cities = 1; stations = 0;
wrong answer = -1)

8. What time is it? (show on a watch, real or toy)

(correctly shown = 4;
only whole hour or quarter hour shown = 3;
does not know hours = 0)

9. A small cow is a calf, a small dog is ..., a small sheep is ...?

(puppy, lamb = 4;
only one correct answer = 0;
wrong answer = -1)

10. Is a dog more like a chicken or a cat? How? What do they have in common?

(per cat, because they have 4 legs, hair, tail, claws (one similarity is enough) = 0;
per cat without explanation = -1
per chicken = -3)

11. Why do all cars have brakes?

(two reasons given: braking downhill, stopping, avoiding a collision, etc. = 1;
one reason = 0;
wrong answer = -1)

12. How are hammer and ax similar to each other?

(two common features: they are made of wood and iron, they are tools, they can hammer nails, they have handles, etc. = 3;
one similarity = 2;
wrong answer = 0)

13. How are a cat and a squirrel alike?

(determining that these are animals or giving two common features: they have 4 legs, tails, wool, they can climb trees, etc. = 3;
one similarity = 2;
wrong answer = 0)

14. What is the difference between a nail and a screw? How would you recognize them if they were on the table in front of you?

(the screw has a thread (thread, such a twisted line around) = 3;
the screw is screwed in and the nail is hammered or the screw has a nut = 2;
wrong answer = 0)

15. Football, high jump, tennis, swimming are…

(sport (physical education) = 3;
games (exercises, gymnastics, competitions) = 2;
wrong answer = 0)

16. What vehicles do you know?

(three ground vehicles + plane or ship = 4;
only three land vehicles or a complete list with an aircraft, a ship, but only after explaining that vehicles are what you can move around in = 2;
wrong answer = 0)

17. What is the difference between an old person and a young one? What is the difference between them?

(three signs (gray hair, lack of hair, wrinkles, poor vision, often sick, etc.) = 4;
one or two differences = 2;
wrong answer (he has a stick, he smokes...) = 0

18. Why do people go in for sports?

(for two reasons (to be healthy, hardened, not to be fat, etc.) = 4;
one reason = 2;
wrong answer (to be able to do something, to earn money, etc.) = 0)

19. Why is it bad when someone deviates from work?

(the rest must work for him (or another expression of the fact that someone suffers damage as a result) = 4;
he is lazy, earns little, cannot buy anything = 2;
wrong answer = 0)

20. Why does a letter need to be stamped?

(so they pay for forwarding this letter = 5;
the other, the one who receives, would have to pay a fine = 2;
wrong answer = 0)

Let's sum up the points.
Sum + 24 and above - high verbal intelligence (outlook).
The sum from + 14 to 23 is above average.
The sum from 0 to + 13 is the average indicator of verbal intelligence.
From -1 to -10 - below average.
From - 11 and less - a low indicator.

How to check if your child is ready for school

Test for parents of future first graders

No need to worry about how old to send your child to school. Of course, you can go for a consultation with a psychologist and ask to test your child. But first, try to answer the test questions yourself to understand 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, establish connections between phenomena and events, the ability to memorize logically, the ability to reproduce a pattern, as well as the development of fine hand movements and their coordination.

Emotional maturity is the weakening of immediate, impulsive reactions (the ability to control oneself), and the ability to perform a not very attractive job for a long time, that is, the development of arbitrariness of 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 accept the role of a student, the ability to listen and follow the instructions of the teacher.

Thus, a certain necessary level of development of the child is taken as the basis for readiness for school, without which he cannot successfully study at school at all.

Can any child go to school and be successful in it? It is obvious that this is not the case. The fact is that the developmental path 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, cannot smile, but begins to speak in whole phrases, and even remembers letters. Therefore, to school age children come with different baggage of experience - knowledge, 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 skills formed, but the ability to perceive and assimilate new material, that is, the child's ability to learn.

So, since school maturity, like the whole development of the child in general, obeys the law of unevenness mental development, each child has its own strengths and areas of greatest vulnerability. In order for you to assess the readiness of the child yourself, we offer you short test. Is the child ready for school?

Test for parents

1. Does your child want to go to school?
2. Is your child attracted to school because he learns a lot there and it will be interesting to study there?
3. Is your child able to do something on their own that requires 30 minutes of concentration (for example, assembling a designer)?
4. Is it true that your child is not at all shy in the presence of strangers?
5. Can your child make up stories based on a picture that are at least five sentences long?
6. Can your child recite a few poems?
7. Can he change nouns by numbers?
8. Can your child read in syllables or, even better, in whole words?
9. Can your child count to 10 and back?
10. Can he solve simple subtraction or addition problems?
11. Is it true that your child has a firm hand?
12. Does he like to draw and color pictures?
13. Can your child use scissors and glue (for example, to make appliqués)?
14. Can he assemble a five-part cut-out picture in one minute?
15. Does the child know the names of wild and domestic animals?
16. Can he generalize concepts (for example, call tomatoes, carrots, onions in one word “vegetables”)?
17. Does your child like to do things on his own - draw, assemble mosaics, etc.?
18. Can he understand and follow verbal instructions accurately?

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

* 15-18 points - we can assume that the child is quite ready to go to school. You did not study with him in vain, and school difficulties, if they arise, will be easily overcome;
* 10-14 points - you are on the right track, the child has learned a lot, and the content of the questions to which you answered in the negative will tell you the points for further efforts;
* 9 and less - read special literature, try to spend more time 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; readiness for school is a set of abilities that can be exercised. Exercises, tasks, games chosen by you for the development of a child can be easily and fun to perform with mom, dad, grandmother, older brother - with everyone who has free time and a desire to study. When choosing tasks, pay attention to the weak points of your child. 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 please remember a few simple rules:

Classes with the baby should be mutually voluntary.
Their duration should not exceed 35 minutes.
Do not try to offer your child tasks if he is tired.
Try to keep the classes regular - "brainstorming" in preparation for school is not very effective.

If you are afraid 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 by syllables. Methodical methods of teaching in primary school are constantly changing, there are many copyright programs, and your efforts may run counter to them, which will only make it more difficult for the child to learn in the future. It will be much more useful to use general developmental exercises that are useful for strengthening perception, memory, attention, and 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 with him poems, tongue twisters and compose fairy tales. Ask them to repeat what they heard by heart and retell it in their own words. Remember the collective games like "The lady sent a hundred rubles", "I was born a gardener ..." - they develop the arbitrariness of actions, concentration, enrich the children's speech reserve.

It is very useful to memorize various objects, their quantity and mutual arrangement; draw the child's attention to the details of the landscape and environment. Do not forget to often ask him to compare various objects and phenomena - what they have in common and how they differ. Have your child memorize a sequence of numbers (for example, phone numbers). Maze games, in which you need to “trace” the character’s path, as well as the task of comparing two almost identical drawings, stimulate the development of concentration.

Do not neglect activities that develop and strengthen small hand movements: modeling, drawing, applications, 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 improvised means - you can separate peas from corn or beans, sort out buttons, spread out matches.

And, no matter how the objective successes of your child advance, try to create healthy mind before the school, in which he would strive for knowledge, was not afraid of bad grades and was sure that, an excellent student or a loser, he is still your favorite!

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

Tags: preparation for school, test
School readiness test

I suggest testing your child to determine his readiness for school. The test questions may seem too simple to you, but in fact, this test can reveal your omissions in the process of educating your child.

Will your child be able to immediately name the surname, name and patronymic of the pope? And explain why it snows in winter and not in summer? Try it, the test is small, but in some ways very curious.

How to conduct testing? Read the question to the child, and mark whether he answered correctly or not. At the end of the test, count the scores.

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

The child must answer the following questions:

1. Give your last name, first name, patronymic.
2. Name the last name, first name, patronymic of dad, mom.
3. Are you a girl or a boy? What 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. What comes first - lunch or dinner?
9. Where do you live? State your home address.
10. What does your dad, your mom do?
11. Do you like to draw? What color is this ribbon (dress, pencil)
12. What season is it now - winter, spring, summer or autumn? Why do you think so?
13. When can I go sledding - in winter or summer?
14. Why does it snow in winter and not in summer?
15. What does a postman, a doctor, a teacher do?
16. Why does school need a desk, a bell?
17. Do you want to go to school?
18. Show your right eye, left ear. What are eyes and ears for?
19. What animals do you know?
20. What birds do you know?
21. Who is bigger - 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?

Response score

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

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

No. 5 - the child can calculate how old he is - 1 point, names the year taking into account the months - 3 points.

No. 8 - for a complete home address with the name of the city - 2 points, incomplete - 1 point.

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

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

No. 16 is evaluated jointly with No. 15 and No. 22. If in No. 15 the child scored 3 points, and in No. 16 - a positive answer, then it is considered that he has a positive motivation to study at school.

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

How do you know if your child is ready for school?
Many parents are in doubt at what age to send their child to school. At 6 or 7 years old? The issue is usually easily resolved if, at the time of September 1, the child has just turned 7 years old, or will soon turn 7 years old. But what about "winter" children who can go to school at 6.5 and 7.5 years old? By law, now a child can go to school if he or she 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 almost at 8.

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

What arguments do parents not give:

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

There is also an opinion that it is possible to send a child to school when he grows "sixes" - 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, you need to focus on the psychological readiness of the child, 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 a bad teacher, but because of restlessness and inattention. And this is not a prank on his part, but a psychological immaturity resulting from the unformedness 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, as the instruction is only spoken once. "Be careful, 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: "Carefully look 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 play this game in a competitive form for a group of children, come up with similar tasks.

Game for the development of memory.

This game can be played with a child, for example, during long trips. The adult starts this game and says: "I put apples in the bag." The next player repeats 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 simply add one word at a time, or you can select words alphabetically.

A game for training thinking and ingenuity "How can this be used?"

Offer the child a game - find as many options for using any item 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, thermometer for a doll, fishing rod, etc.

One of the most accessible and common methods for 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 task cards. 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 draw 10 dots, the distance between the dots vertically and horizontally - 1 cm, dot diameter - 2 mm. When completing the first task, tell the child: "Draw here (on a blank sheet) some man, uncle, as best you can." Children often ask many additional questions, it is better to answer them: "Draw as you can." You can encourage the child if he is not sure.

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 don’t know how to write in written letters, so try to copy as accurately as possible at the top of the sheet” (the task card must be placed in front of child). Then offer to draw dots at the bottom of the sheet.

Each task is scored on a five-point scale, with 1 being the best and 5 being the worst.
Criteria for assessing the image of a person: 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 the figure " something cephalopod.
When evaluating the 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 visibility of the letter is preserved, 5 points - scribble .
When evaluating the drawing of points: 1 point - a fairly accurate reproduction of the sample, but it is possible to increase or decrease the figure while maintaining 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 does not correspond well to the sample, symmetry is broken, possibly more or fewer points; 4 points - the points are located in a heap, but resemble any geometric figure; 5 points - doodle.

The scores for each task are summed up. A school-ready child usually gets from 3 to 9 points. As you can see, the range is quite wide, so don't worry if you think you can't accurately rate. The Kern-Jirasek test gives an idea of the level of general development of the child, spatial perception, copying abilities, 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 baby 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 with only lessons in singing, drawing and physical education - which one would you like to study in?
2. If there were two schools - one with lessons and breaks, and the other with only breaks and no lessons - which one would you like to study in?
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 - which one would you like to study in?
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 the lesson - which one would you like to study in?
5. If a teacher in your class fell ill and the director offered to replace her with another teacher or mother, who would you choose?
6. If there were two schools - one would give homework, and the other would not - which one would you like to study in?
7. If my mother said: “You are still very small, it’s hard 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 would go 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 say to him?
Review the child's responses. 1 point is given for each correct answer, 0 points for an incorrect answer. If the child scored 5 points or more, we can safely say that he is internally ready for school. (END)
It would be nice to watch how your child plays with children, whether he knows how to play “by the rules” not only with peers, but also with adults.

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

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

All homework
I will strictly follow.
To the lesson without delay
I will run in the morning.

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

I promise in class
Don't make noise or talk.
If I don't know the answer
I will raise my hand.

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

I'll be smart, I'll be brave
I will play football.
So I'll be here and there
Shoot the ball into the windows.

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

School readiness

The concept of readiness includes several characteristics. First, certain intellectual level 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 mental and mental processes. As they say 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 come out of preschool. The logical forms of thinking are still being formed, as well as the formation various kinds memory. Intellectual readiness also implies that the baby has certain skills. He can hear, highlight the task that an adult sets for him and deal with it.

In addition, the child must want 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 constructor for this.

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

1. All assignments must be offered in a relaxed atmosphere. It should be a game, or just some kind of daily activity.
2. Don't tell your child that you are going to test him. He will close. Or it will be too stressful.
3. This is just an observation, so it can be extended in time. Do not rush him or yourself. 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, lexicon. Talk to your child. What parts of speech does he use? How often are verbs, adjectives, gerunds present? What kind of sentences does he say: simple or complex? Is his speech expressive? To do this, you just need to find an image of any story and ask questions to the child. It is desirable that the plot was unfamiliar. Ask your child who is in the picture. What is he doing? What is he? Why does he do this? Why exactly is he doing this? It is great if the answers are not monosyllabic, the speech is expressive, literate.

It is interesting to see how a preschooler copes with such a task. There is a drawing in front of him. It depicts two boys walking down the street. One of them is holding the ball. Both look upset. Have your child make up a story based on the picture. Help him if he is having difficulty. It's the hardest thing to get started! Ask him questions to which he must 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 does he want, what does he feel, what does he see, what does he hear?
- what will happen next?

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

Second, reading. Every parent wonders if a child should be able to read before school. If your baby 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. You will be very lucky if your children's institution has regular classes with children. And yet, when you come to school, the child will definitely be asked if he can read. Remember that they are not checking speed, but the way of reading (word, syllable, letter) and his consciousness. Does the child understand what he just read, is he able to answer 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 him if he liked what he read about, let him express his opinion.

Understood with reading. Next, we plan to test the mathematical abilities of the child. 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 that comes after 4;
- name a number that is between 5 and 7.

The following questions may be useful: what numbers does the number 5 consist of; what number is 1 more number 6; How much more is 5 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 kids have in total? Katya ate an orange, a pear and an apple. How many fruits 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 dwarfs has Snow White met?
- how many animals lived in the mitten?

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

Invite the preschooler to make up the problem himself. At first it will be difficult for him. Maybe you can do it together. And then you can just set the number. The task of the child 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 logical thinking child. Sample tasks can be of such a plan as to call 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 task?
- 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 standard tests to determine the level of readiness.

1. Ask to draw a little man: "Take a sheet of paper and draw a little man. Decide who it will be: boy, girl, uncle, aunt." Ideally, this should be a picture of a human figure, which has all the parts: ears, eyes, mouth, torso, neck, hands with fingers, legs, the lower torso is separated from the upper. The fewer details, the more primitive the drawing.

2. Write on an unlined sheet of paper the phrase in written letters: "Tea is given to her." The instruction may be as follows: "Look carefully how the letters are drawn here, try to write them in the same way." Most high score you can give, when you see, the complete similarity of the letters and the 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 diameter of about 2.5 cm on the sheet with a compass. Ask the child to carefully circle it along the contour without lifting his hand. If this task is completed successfully, then you will see an exact reproduction of the sample. Observe how gross mistakes are made in this work.

Your baby is going to school. If you see that much 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. This is what we wanted to find out. But about what needs to be done in order for it to be ready, we'll talk a little later.

And please don't forget that your child may not be ready for school on purely physiological grounds. Many try to send the baby to school when he reaches the age of six. But think, can he withstand the training load? But for him it will be great. Healthy children do not always cope with it. Answer yourself this question: does the child have chronic diseases, did he endure severe illness this year. Does he often get sick at all? If you answer yes, then do not rush. Check with your pediatrician. Wait another year, you have it.

For the first time in first class

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

What time of year does it snow?
What season is the leaf fall?
What time of year is ice drift?
What time of year is high season?
What time of year does it rain?
What time of year is the storm?
At what time of the year do the leaves appear on the trees?
What time of year do birds nest?
What time of year do chicks appear?
At what time of the year is day equal to night?
What time of year can you see dew?
What time of year does hail occur?
At what time of the year does frost occur?
What time of year do snowdrops grow?
What time of year is the sleigh ready?
What time of year is the cart ready?
At what time of the year does the river freeze over?
At what time of the year do animals molt?
At what time of the year are winter crops sown?
What time of year is harvested?

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

What do they do with what?
Sand is poured, and water ...
The table is laid, and the bed ...
Cutlets are fried, and soup ...
Flowers are watered, and fire ...
They thread a needle into a needle, and a nail into a wall ...
Water can be spilled, and peas ...
The table can be broken, but the glass...
The hay is being cut, and the hair...
The threads are spun, and the canvas...
The dress is sewn, and the scarf ...

Play with your child in the game "Speak correctly". Which word in the sentence is superfluous, unnecessary? How to correct the sentence so that it becomes literate?
Old people lived in the village.
(Old people lived in the village. Old people lived in the village.)

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

Petya designed the airframe design.

Mom salted the soup.

Little kids are walking in the garden.

By spring, the greenery has turned green.

Yura had a young kitten.

Grandma melted fat.

Linden smells like honey.

The soldiers spent the night in a dugout.

Tolya asked the teacher a question.

Dunno was a lazy bum.

I have a wooden piece.

Anton tried sour citric acid.

A light shone in the room.

Sasha has a birthday in July.

Comrades ran to the aid of the brave brave man.

I saw this apartment with my own eyes.

Valera told an interesting story.

The little girl trembled and whispered in a whisper.

Grandpa was a grumpy grumbler.

My brother and I love to celebrate the holidays.

The shop sold sweets.

The crow pecked with the beak of the impudent cat.

White daisies bloomed in the meadow.

A round ball rolled across the room.

After the cat, a scratched scratch remained on the arm.

Olya drew a forest in the drawing.

What a beautiful beauty!

I love seeing the morning sunrise.

There were blue cornflowers on the field.

Tourists always have a reserve supply of water.

Camels roamed in the desolate desert.

Vova Vladimirov was a sleepy dormouse.

Yesterday we bought a lot of purchases.

The student learned a lot of knowledge in a year.

The cat has blue eyes.

The old man tied a bundle of firewood.

Everyone admired the heroic deed of the hero.

Suddenly a signal sounded.

Apples hung on branchy branches.

Yellow chicks turned yellow near the hen.

We have sent a written letter.

The clown was a cheerful merry fellow.

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

Is the child ready for school?

A wide range of individual options for the rate of development of children leads to the fact that the calendar (passport) age of the child and the level of his morphofunctional development (biological age) can diverge 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 morphofunctional maturity than on the calendar age. A biologically more mature child copes with physical and mental stress more easily, adapts more easily to new conditions, including school, is less sensitive to stress, to pathogens of childhood infections, etc.

Knowing 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 crudest way to estimate biological age is by body proportions. At the same time, 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 tall child may 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 already now overtakes 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, torso, limbs. At the same time, such an estimate can only give a very rough, approximate result. Therefore, according to body proportions, a child can only be attributed to one or another age group, and its range is quite wide.

The easiest way to assess the degree of biological maturation of the organism is to change the proportions of the body during periods of growth spurts. So, at preschool age (usually at 5–6 years old), children experience the so-called “half-height 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). It is necessary to ask the child to touch his left ear with his right hand, holding his hand above 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 arms are still too short. The half-height jump consists in a significant lengthening of the arms and legs. The result of the Philippine test quite accurately characterizes the biological age of the child, as it reflects not just a characteristic of the development of the skeleton, but something much more important - the degree of morphological and functional maturity of the body. First of all, this is 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 considered as one of the main criteria for "school maturity", that is, the readiness of the child's body for the difficult process of schooling. Physiologists and hygienists have absolutely firmly established that if a child starts attending school before he has passed a half-height leap, this has a sharp 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. For some children, it is completed by the age of 5, for 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, acceleration or deceleration of the pace of physical development in itself does not give any cause for concern, it is important that this development be harmonious. And it is also important that parents realize 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 the matter of education and training is fatal. Quite a bit of time will pass - and the child will reach the next stage in development, at which, perhaps, he will quickly catch up and overtake those who are ahead of him by a short time peers. 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 Leap - Physiological Consequences

The half-height jump is one of the important critical periods in the life of a child, during which many of the functions of the body change qualitatively. At the same time, the physiological consequences of a 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, it is generally possible to speak about working capacity only after the completion of the half-height jump. Prior to this, the child does not yet have true working capacity (neither mental nor physical). After all, the basis of working capacity is such an organization of nervous, energy and other processes that is capable of ensuring work in a “sustainable mode”. There is no need to talk about any stable regime up to a half-height jump - the cells of a child's body under 6 years old are simply not suitable for this. But after the half-height jump is completed, the child has real functional capabilities for assiduous, fairly long work at an even pace (of course, still small - they will quickly, but unevenly increase as they grow up, but the foundation has already been laid).
School readiness. What is it from a physiological point of view?

So, readiness for school has biological, psychological and social aspects. 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 necessary level of reliability, that is, the child's capacity in the mode of moderate mental and physical activity. The nerve centers that govern a variety of activities 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 learning to write is associated. And finally, there must be qualitative changes in metabolic processes, thanks to which the child approaches the adult in terms of the internal 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 speed 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 regard precisely at the age of 6–7 years, and this is very important in order to be able to successfully organize joint activities between adults and children.
Criteria for a child's readiness for school

Morphological:
absolute dimensions of the body (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);
performance (perseverance; the 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 to do if the child is not physiologically ready for school at 6 years old?

The answer is simple and unique: wait! But do not sit idly by, but engage with the child, stimulate the development of those of his systems and functions that have already matured or have begun to mature. But in no case do not run ahead, do not try to form something that is not yet functionally ready. It makes no sense to plant an immature seed in the ground - nothing will grow from it. A 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 they make increased demands on the still fragile systems of immunity, digestion, excretion, on the child's psyche?

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 are required to know) age physiology. They believe that a child is a small and weak adult, but this is absolutely not 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 adult life”, the child already lives a full life every day, every second, and this should be treated with full understanding and respect.

What should a teacher know

The teacher must know that the child grows not because he is 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 the child is overloaded with tasks that are inappropriate for his age. At each stage of development, the child has his own priorities, and they may not coincide with what is presented to the main teacher. And in this case, the child is right, and not the teacher, because the teacher invented his own truth, and the child knows it instinctively. A child from birth is always worthy of the highest respect, just because he lives in this world, which is so poorly adapted for him, and tries to adapt to it, and spends all his modest reserve of biological and mental forces on this.

What to tell parents

If a child develops more slowly than others, then this may mean that he will go further than others: “you go quieter, you will go further.” Many greats were infantile in childhood, and only a few geeks have achieved something worthwhile in adulthood. Rapid development does not mean at all that everything in the body is good. It only means that such is the nature of this young being. Rapid development creates many problems, and only a few can adequately cope with them. On the contrary, slow development is a softer, more delicate, sparing regimen, but respect and care are required from parents in both cases. And (necessarily!) You must humble your pride in relation to the child: the child does not owe anything to his parents, he lives his own 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 should be organized with dignity - and this is the main thing that is required of parents.

How to find out on your own, without the help of a specialist, whether the child is ready for school? What tests and methods are usually used by psychologists, the selection committee when entering school?

Parents can assess the level of "maturity" by observing and answering questions. The questions were developed by psychologist Geraldine Cheney.

Evaluation of the development of cognition

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

Baseline Experience Assessment

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

Assessment of language development

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

Assessment of the level of emotional development

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

Assessment of the ability to communicate

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

Assessment of physical development

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

visual discrimination

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

Visual memory

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

visual perception

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

Hearing ability level

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

Evaluation of attitude towards books

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

After you have answered the above questions and analyzed the results, you can conduct a series of tests used by child psychologists when entering school.

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

1. Degree of psychosocial maturity (outlook) -
test conversation proposed by S. A. Bankov.

The child must answer the following questions:

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

Response score

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

No. 5 - the child can calculate how old he is -1 point, names the year taking into account the months - 3 points.

No. 8 - for a complete home address with the name of the city - 2 points, incomplete - 1 point.

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

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

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

2. Orientation test of school maturity Kern - Jirasika
reveals the general level of mental development, the level of development of thinking, the ability to listen, to perform tasks according to the model, the arbitrariness of mental activity.
The test consists of 4 parts:

test “Drawing of a man” (male figure);

copying a phrase from written letters;

drawing points;

questionnaire.

Test “Drawing of a person”

Exercise

“Here (it is shown where) draw some uncle, as you can.” While drawing, it is unacceptable to correct the child (“you forgot to draw the ears”), the adult silently observes.

Evaluation

1 point: a male figure is drawn (elements of men's clothing), there is a head, torso, limbs; the head is connected to the body by the neck, it should not be larger than the body; the head is smaller than the body; on the head - hair, a headdress, ears are possible; on the face - eyes, nose, mouth; hands have hands with five fingers; legs are bent (there is a foot or boot); the figure is drawn in a synthetic way (the contour is solid, the legs and arms seem to grow from the body, and are not attached to it.

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

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

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

5 points: lack of a clear image of the torso, no limbs; scribble.

Copying a phrase from written letters

Exercise

“Look, something is written here. Try to rewrite it the same way here (show below the written phrase) as best you can.”

On the sheet, write the phrase in capital letters, the first letter is capital:
He ate soup.

Evaluation

1 point: well and completely copied sample; letters may be slightly larger than the sample, but not 2 times; the first letter is capital; the phrase consists of three words, their arrangement on the sheet is horizontal (maybe a slight deviation from the horizontal).

2 points: the sample is copied legibly; the size of the letters and the horizontal position are not taken into account (the letter may be larger, the line may go up or down).

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

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

5 points: illegible scribbles, scratching.

Drawing points

Exercise

“The dots are drawn here. Try to draw next to the same.

In the sample, 10 points are evenly spaced vertically and horizontally from each other.

Evaluation

1 point: exact copying of the sample, slight deviations from a line or column are allowed, a reduction in the pattern, an increase is unacceptable.

2 points: the number and location of points correspond to the sample, a deviation of up to three points by half the distance between them is allowed; dots can be replaced by circles.

3 points: the drawing as a whole corresponds to the sample, in height or width does not exceed it more than 2 times; the number of points may not match the sample, but they should not be more than 20 and less than 7; let's rotate the picture even 180 degrees.

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

5 points: scribble, scribble.

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

QUESTIONNAIRE

Reveals the general level of thinking, outlook, development of social qualities.

It is conducted in the form of a question-and-answer conversation. Exercise may sound like this: “Now I will ask questions, and you try to answer them.” If a child finds it difficult to answer a question right away, you can help him with a few leading questions. The answers are recorded in points, then summed up.

Which animal is bigger, a horse or a dog?

In the morning we have breakfast, and in the afternoon...

It's bright during the day, but at night...

The sky is blue and the grass...

Cherries, pears, plums, apples - what's that?

Why does the barrier go down before the train passes?

What is Moscow, Odessa, St. Petersburg? (name any cities)

What time is it now? (show on a watch, real or toy)

A little cow is a calf, a little dog is..., a little sheep is...?

Is the dog more like a chicken or a cat? How? What do they have in common?

Why do all cars have brakes?

How are hammer and ax similar to each other?

How are cats and squirrels similar?

What is the difference between a nail and a screw? How would you recognize them if they were on the table in front of you?

Football, high jump, tennis, swimming...

What vehicles do you know?

What is the difference between an old person and a young person? What is the difference between them?

Why do people play sports?

Why is it bad when someone deviates from work?

Why do you need to put a stamp on a letter?

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

3. Graphic dictation, developed by D. B. Elkonin.
It reveals the ability to listen carefully, accurately follow the instructions of an adult, navigate on a sheet of paper, act independently on the instructions of an adult.

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

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

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

“Put the pencil on the first dot. Draw without lifting the pencil from the paper: one cell down, one cell to the right, one cell up, one cell to the right, one cell down, then continue to draw the same pattern yourself.” During dictation, you need to pause so that the child has time to finish the previous task. The pattern does not need to continue across the full width of the page.

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

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

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

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

After 2 minutes - the next task: “Put the pencil on the bottom point. Attention! Three cells to the right, one cell up, one cell to the left, two cells up, three cells to the right, two cells down, one cell to the left, one cell down, three cells to the right, one cell up, one cell to the left, two cells up. Now continue the pattern yourself.” You should get the following patterns:

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

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

4. Labyrinth

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

5. Test "What is missing?", developed by R. S. Nemov.

Exercise

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

The diagnostician records the time taken to complete the entire task using a stopwatch.

Evaluation of results

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

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

4-7 points (average) - the search time took from 31 to 40 seconds.

2-3 points (low) - the search time was 41-45 seconds.

0-1 point (very low) - search time is more than 45 seconds.

6. Test "Find differences".

Reveals the level of development of observation.

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

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

7. Test "Ten words".

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

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

The condition for the test is complete silence.

At the beginning, say: “Now I want to test how you can remember words. I will say the words, and you listen carefully and try to remember them. When I'm done, repeat as many words as you can remember in any order."

In total, 5 presentations of words are carried out, i.e. after the first enumeration and repetition by the child of the memorized words, you again say the same 10 words: “Now I will repeat the words again. You will again memorize them and repeat those that you remember. Name the words that you said last time, and new ones that you remember.

Before the fifth presentation, say: “Now I will name the words for the last time, and you try to remember more.”

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

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

8. Test "What is missing?"

This and test, and a simple but very useful game that develops visual memory.

Toys, various objects or pictures are used.

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

9. Test "The fourth is superfluous."

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

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

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

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

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

10. Test "Classification".

The study of logical thinking.

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

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

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

11. Test "Composing a story from pictures."

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

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

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

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

* * *
I remind you again that:

all the proposed methods can be used as educational games;

when a child enters school, it is not necessary to use all of the listed tests; psychologists choose the most informative and simple to perform;

it is not necessary to complete all the tasks at once, you can offer to complete them for several days;

now packages of similar methods have appeared on sale, including not only a description, but also visual material, approximate norms. When buying such a package, pay attention to the set of techniques, the quality of the drawings and the publisher.

The original question that led to the creation of the theory of resilience was "what psychological factors contribute to successful coping with stress and reducing (or even preventing) internal tension?". It was suggested that this factor is what was later called resilience - a kind of existential courage that allows the individual to be less dependent on situational experiences, to overcome the constant basic anxiety that is actualized in a situation of uncertainty and the need for choice. Hardiness is a system of beliefs about oneself, about the world, about relationships with the world. This is a disposition that includes three relatively autonomous components: involvement, control, risk taking. The severity of these components and hardiness in general prevents the emergence of internal tension in stressful situations due to persistent coping (hardy coping) with stresses and perceiving them as less significant. Engagement (commitment) is defined as "the belief that involvement in what is happening gives the maximum chance to find something worthwhile and interesting for the individual." A person with a developed component of involvement enjoys his own activities. In contrast, the absence of such a conviction creates a sense of rejection, a feeling of being “outside” of life. “If you feel confident in yourself and that the world is generous, you are inherently engaged.” Control (control) is the belief that the struggle allows you to influence the outcome of what is happening, even if this influence is not absolute and success is not guaranteed. The opposite of this is the feeling of helplessness. A person with a highly developed component of control feels that he chooses his own activity, his own path. Risk acceptance (challenge) - the conviction of a person that everything that happens to him contributes to his development through knowledge derived from experience - no matter positive or negative. A person who considers life as a way of gaining experience is ready to act in the absence of reliable guarantees of success, at his own peril and risk, considering the desire for simple comfort and security to impoverish the life of an individual. At the heart of risk taking is the idea of development through the active assimilation of knowledge from experience and their subsequent use. Thus, resilience is a personal characteristic that is formed in childhood and adolescence, although theoretically its development is possible at a later age. Muddy warns that resilience should not be confused with related concepts such as optimism, connectedness, self-efficacy, resilience, religiosity, and so on.

PROGRAM

DIAGNOSTICS OF A CHILD'S READINESS FOR SCHOOL

Introduction

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

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

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

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

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

What is "psychological readiness for school"?

Psychological readiness the child's education in school is the most important outcome of the upbringing and education of a preschooler in the family and kindergarten. Its content is determined by the system of requirements that the school imposes on the child. These requirements are the need for a responsible attitude to school and study, arbitrary control of one's behavior, performance of mental work that ensures the conscious assimilation of knowledge, and the establishment of relationships with adults and peers determined by joint activities.

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

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

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

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

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

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

School Readiness Tests

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

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

Instruction for the teacher.

The test is conducted in the form of a conversation.

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

Instruction for the child

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

Questions for conversation

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

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

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

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

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

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

7. How do your parents work?

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

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

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

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

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

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

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

15. Do you want to go to school?

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

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

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

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

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

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

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

Dough Processing

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

(with the exception of controls - see below).

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

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

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

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

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

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

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

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

Evaluation of results

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

20 - 23 points - Average level - average maturity.

15 - 20 points - Low level of psychosocial maturity.

Collecting split pictures

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

High difficulty variant		Simplified version

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

Perception research

What geometric shapes are these drawings made up of?

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

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

Picture story

Put in front of the child in random order 3 - 4 pictures connected by a single plot. Then ask him to arrange them in right order and write a story about them.

Example 1

Example 2

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

Understanding grammatical construction

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

What is superfluous?

Show your child the card and ask the following questions:

What is redundant here?

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

	Card number 1		Card number 2

Checking fine motor skills of hands

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

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

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

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

Count within 10

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

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

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

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

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

Read Check

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

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

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

3. Read the syllables.

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

Option 2. The child can read.

Sparrow and swallows.

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

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

Test #2

Exercise 1

Target. Reveal the ability to convey the shape of a figure (draw an equal or similar figure, observing the proportions between the elements of the figure). In addition, the task allows you to judge the hardness of the child's hand, the ability to draw angles without rounding them, and straight line segments.

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

Assessment of the assignment:

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

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

Task 2

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

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

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

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

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

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

Assessment of the assignment:

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

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

Task 3

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

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

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

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

Assessment of the assignment:

0 points- there is an attempt to solve one problem, but the number of circles or squares is incorrect;
1 point- only one task is completed correctly, there are no attempts to complete the second task;
2 points- one task is completed correctly, there is an attempt to solve the second task, but the number of circles or squares is incorrect;
3 points Both tasks were completed correctly.

Task 4

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

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

Assessment of the assignment:

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

Task 5

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

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

Assessment of the assignment:

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

Task 6

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

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

Completion score:

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

Task 7

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

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

Completion score:

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

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

Give your last name, first name, patronymic.

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

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

Where do you live, what is your home address?

SURVEY FORM.

Last name First name	intelligence	School readiness

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

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

Result

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