Pedagogical diagnostics of a child's readiness for school. Selection of techniques "determining the readiness of the rebekah for school". Questionnaire "Attitude of the child to learning at school"

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One of the main trends recent years was to ensure the continuity of preschool and school education, a prerequisite for which is the development of a strong motivation for learning among pupils of preschool educational institutions and children brought up in families.

Modern Methods for diagnosing a child's readiness for school allow assessing the ability of a preschooler to perceive standardized program material by three indicators:

intellectual level;
emotional-volitional readiness;
socio-psychological readiness - the personal desire of the child to join the ranks of schoolchildren.

Diagnostics of the child's psychological readiness for school

Carrying out diagnostic measures, the purpose of which is to determine the readiness of a preschooler to switch to new stage learning cannot be successful without the responsible specialist understanding the features psychological development babies in this age group.

The concept of "psychological readiness" for schooling has developed in Russian pedagogy relatively recently, but the division this concept into three components - intellectual, social and emotional readiness - has already become generally recognized.

Diagnosis table of the child's psychological readiness for school
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Components of psychological readiness for schooling	Peculiarities
Personal readiness	The formation of a preschooler's personal position on schooling is assessed according to three criteria: Relationships with adults (parents, family members, loved ones). At the testing stage, it is important for a teacher-psychologist to assess the student's ability to perceive conditional learning situations, establish relationships in a team to achieve the goals - qualities that allow an adult to be accepted as a teacher. Relationships with peers. One of the main features in the communication of children of senior preschool age is the emergence of an accent of competitiveness, which determines the different abilities of children in mastering specific types of activities. In the context of an early transition to an assessment system, it is very important for a child to realize his strengths and weak sides to build confident interactions with peers. Attitude towards oneself. By the end of the preschool stage of education, the child should form an adequate assessment of his own knowledge and skills - this contributes. The indicators of personal readiness should also include a change in the preferences of pupils for the types of activities (writing and counting are of greater interest than drawing and musical activity), their organization (interest in participating in classroom activities), revision of attitudes towards disciplinary norms and rewards (willingness to fulfill the teacher’s requirements throughout the lesson, strive to good grades), the emergence of a sense of moral duty (getting pleasure from solving a complex intellectual problem, helping a friend).
Intellectual readiness	This indicator assumes that the older preschooler has a certain amount of knowledge and skills necessary to understand the program elementary school, and basic skills in the field learning activities. From graduates of the preschool educational institution is required: development different levels native language proficiency; availability of analytical thinking skills; ability to focus on the given requirements when fulfilling simple tasks; rejection of fantasy perception of reality in favor of rationalism; the ability to logically memorize information; adequate perception of spoken language; the proper level of development of motor and visual coordination; the presence of initial knowledge in school disciplines - mathematics, reading, writing.
social readiness	The transition to the school stage of education for many children coincides with the crisis of 6-7 years, caused by disagreement with their social role, the desire to gain greater independence and take a more adult position. Social readiness is primarily expressed in the desire to attend school, as well as the ability to build relationships with classmates and teachers.

When testing, obtaining reliable data is possible only under the condition that diagnostics of the psychological readiness of a preschool child for school will be carried out in a complex, at once in several directions. During integrated assessment psychological state A preschooler should test the following abilities:

The ability to determine the purpose of the upcoming activity.
The ability to reason, build logical statements.
Mastering Basic Operations logical thinking.
Development of an adequate attitude to all types of educational activities performed.

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Thus, it can be done through a small interview, during which the preschooler is asked to answer a series of simple questions:

What is your name? (Last name can be counted as a correct answer).
What are the names of your mom and dad?
How old are you?
What is the name of the city locality) where do you live?
State your home address.
What domestic and wild animals do you know? (The preschooler must name at least two domestic and wild animals.)
At what time of the year do leaves appear on trees? What time of year does the leaves fall?
What time of day do you wake up? What is the name of the time of day when you go to bed?
What cutlery do you know? (Must name at least three.)
What kind of clothes do you use? (Must name at least three.)

The conversation is the basic form of diagnosing readiness for schooling. In modern teaching practice more common use difficult tests, allowing to identify indicators for each individual component of the psychological state, if necessary, to develop a system of corrective measures. The most popular testing methods include the following:

Determination of the state of short-term memory (method of A.R. Luria). Preschooler read ten one compound words, unrelated, and offer to reproduce what they heard.
Determining the amount of memory (Jacobson's method), based on the ability to repeat a series of numbers.
Test to determine the concentration of attention. The pupil is given a completed form on which various geometric shapes are drawn, and they are offered to mark the names with a cross.
A technique for determining the ability to classify objects (distribution of cards with pictures into groups - animals, vehicles, vegetables, flowers, people).
Test for the definition of mental abilities. During testing, a row of 5 pictures is laid out in front of the child. The preschooler needs to choose which picture is superfluous.
Methodology for detecting development figurative thinking(you should assemble a simple puzzle of 3-5 parts).
Testing for knowledge of colors (it is necessary to name the colors depicted on the cards shown by the teacher).
Checking the quality of sound pronunciation, during which the child needs to repeat words containing whistling, hissing, palatal and sonorous sounds after an adult.
Evaluation of pattern repetition of movements. The student is asked to reproduce simple figures, patterns written on a notebook sheet in a box.
The Kern-Yerasek technique, aimed at assessing the level of development of fine motor skills of the hand.

The teacher-psychologist responsible for conducting testing can use a complex of several methods and conversations to determine the CPG - the coefficient of psychological readiness of a preschooler for school.

Diagnostics of the child's emotional readiness for school

Emotional-volitional readiness is one of the basic prerequisites for the successful mastering of program material in elementary school. This category is manifested in the ability to concentrate, control one's actions and manage emotions, "play by the rules" and overcome one's own "I can't".

Diagnosis of emotional and volitional readiness of a child for school carried out through simple tests:

1. The ability to copy complex samples (method N.I. Gutkina "House").

The child is invited to reproduce the house on a blank sheet of paper exactly as on the sample. In case of incorrect copying of parts, they should not be erased, but the correct version should be drawn from above.

This technique illustrates the level voluntary attention, fine motor skills of the hand and coordination of movements.

2. Graphic dictation (method of D. B. Elkonin).

Before starting the task, you should remember with the child which hand is left and which is right. After the pupil is given a notebook sheet in a box and a pencil. The kid should draw lines under the dictation of an adult.

The accuracy of reproduction of patterns, the number of cells in which should not exceed 12-15, allows you to determine the ability to orientate in space and readiness to follow the recommendations of an adult.

3. Determining the level of self-regulation.

During the test, the child is asked to write sticks according to the model for several minutes, adhering to simple rules: write through the box, do not go beyond the boundaries of the field, follow the given sequence (for example, I-II-III-I ...).

Diagnostics of the child's social readiness for school

The presence of a preschooler's motivation to study at school is very important, because even with outstanding intellectual abilities, unwillingness to learn can lead to very. Diagnostics of the child's social readiness for schooling is carried out in the course of a conversation, which implies the formulation of pupils of complete, clear and concise answers to the following questions:

Do you want to be a first grader?
Why is it necessary to go to school?
What do children do during lessons?
How should you behave in class?
What's happened homework? Why should it be done?
When children come home from school, what do they do?
When you go to school, what will change in your life?

During the conversation, the educational psychologist may ask additional questions to make sure that the child has correctly understood the content. Provided that the preschooler answered half of the questions correctly, he can be considered fully prepared for school.

Hello , respected readers And guests blog !

The end of May, gardening life in preschool ends for children of preparatory groups for school. educational institution. Graduation party is coming soon... but more on that later. Now there is only one topical question at the consultation - “is our child ready for school?”

One of the directions of my professional activity is diagnostic. Today I will consider the diagnosis of a child's readiness for schooling.

There is a variety of material in this direction. Basically, three aspects of school maturity are distinguished: the intellectual, emotional and social readiness of the child for schooling.

Intellectual readiness:

Differentiated perception (selection of a figure from the background);

Concentration of attention;

Thinking, determination of the main connections between phenomena, logical sequence;

The ability to reproduce the pattern, the development of fine hand movements and sensorimotor coordination.

emotional maturity mainly understood as a reduction in impulsive reactions and the ability to perform a task that is not very attractive for a long time.

TO social maturity includes the child's need to communicate with peers and the ability to subordinate their behavior to the laws of children's groups, as well as the ability to play the role of a student in a situation of schooling.
I want to dwell only on some methods that are easy to carry out and process. And they expect to receive information about the formation of school maturity.

Diagnostic technique (

Study of the affective-need sphere.
a) a technique for determining the dominant motive in a child
Equipment: Toys are placed on the table in advance.
The child is invited into the room, the toys are shown, which he examines for one minute. Then the experimenter calls the child to him and offers to listen an interesting fairy tale(but not very long). Actually interesting place the reading of the fairy tale is interrupted and the question is asked: “What do you want more now: to finish listening to the fairy tale or go to play with toys?”
Children with developed cognitive interest they ask to finish reading the fairy tale, with the weak - they go to play (but the game, as a rule, is manipulative in nature - they grab one toy, then another).

b) Experimental conversation to identify the internal position of the student
The conversation should contain questions that would indirectly make it possible to determine the presence of cognitive or learning needs.
Questions might be:

What do you know about school?
What do you think will be interesting there?
Do you play school with your friends?
Which do you like to be more: a teacher or a student?
Do you like cartoons or films about school?
Can you read yourself?
Do you want to learn to read and write?
Why do you think children need to go to school?
What do you think is the best way to study: at school with a teacher or at home with your mother?
Who do you want to be? And what is needed for this?

The number of positive answers 6 or more indicates the presence of cognitive or educational needs.

Diagnostic methods for studying the motives of learning

Exploring motivation through children's drawings
The child is invited to draw a picture on the topic "What do you like at school?". There can be many interpretation options, but all of them can be divided into two groups: either the drawing corresponds given topic or not.
a) The picture does not match the topic:

1. the image of game situations means the motivational immaturity of the child, he does not have school motivation, and, most often, game motivation prevails;

2. Refusal to draw at all or drawing what works best is evidence of children's negativism, which is characteristic of children with a high level of self-esteem and a high level of claims. Difficulties in adapting to school rules can be predicted;

3. an incomprehensible theme of a drawing or drawing from a neighbor indicates a misunderstanding of the task, which is most often typical for children with mental retardation.

b) The picture is relevant to the topic:

1. the image of learning situations indicates high school motivation, learning activity, the presence of cognitive motives;

2. non-educational situations with external school attributes indicate a positive attitude towards school, but with external motivation;

3. the game situation at school indicates a positive attitude towards school, but the predominance of the game motive.

Study of an arbitrary sphere
A) House method.
Purpose: To reveal in a child the ability to focus on a sample in work, the ability to accurately copy it, the level of development of arbitrary memory, attention, sensorimotor coordination and fine motor skills of the hand.
Instructions: “In front of you is a sheet of paper and a pencil. Draw on this piece of paper exactly the same picture as you see here (put a sample with a house in front of the child). Take your time, be careful, try to make your drawing exactly the same as on the sample. If you draw something wrong, then you can’t erase it with an elastic band or a finger, but you need to draw it correctly on top of the wrong one (or next to it). Do you understand the task?

The drawing looks like this:

While the child draws, it is worth noting:

Leading hand;

- how it works with a sample;

Draws lines quickly or slowly;

Distractibility during work;

Does he compare his drawing with the sample at the end of the work;

does it fix errors.

Errors are:

The absence of any detail in the figure;

- an increase in individual details by more than 2 times while maintaining the overall dimensions of the pattern;

Incorrect representation of details in the drawing space;

Deviation of straight lines by more than 30° from the given direction;

- line breaks where they should be connected;

- overlapping lines.

One point is awarded for each mistake.
Table 1 Outcome assessment levels for children aged 6 and 7

Study intellectual spheres .
a) Methodology for studying learning A. Ivanova.
b) Story pictures
The methodology is designed to study the development of logical thinking, speech and the ability to generalize.
Material: 3-4 story pictures presented in the wrong sequences.
Instruction: “Look, there are pictures in front of you, on which some event is drawn. The order of the pictures is messed up and you have to guess how to swap them to make it clear what the artist has drawn. Think, rearrange the pictures as you see fit, and then tell a story about the event that is depicted here from them.

Grade :
High level - if the child did everything right or, with the wrong layout of the pictures, composed a logical version of the story.
Average level - if the pictures are laid out correctly, but the child was able to compose a story only with the help of leading questions.
Low level - if the child did not cope with the task.
It is considered that the child did not cope with the task if:

could not post the sequence of pictures and refused to tell the story;
according to the sequence of pictures laid out by him, he made up an illogical story;
the sequence laid out by the test subject does not correspond to the story (except in those cases when the child, after a leading question from an adult, changes the sequence that does not correspond to the story);
each picture is told separately, on its own, not connected with the others - as a result of the story, it does not work out;
each figure simply lists the individual items.

If the phenomena described in paragraphs 4 and 5 are observed, an additional check of the child's intellectual abilities is required, because. such violations are typical for children with mental retardation.
This technique also allows you to determine the level of development of the child's speech: how he builds phrases, whether he is fluent in the language, what is his lexicon etc. But no less important is the ability to distinguish various sounds in a word by ear, i.e. development of phonemic awareness.

Research of the speech sphere

Technique "Sound hide and seek".
Designed to test phonemic hearing.
The experimenter tells the child that all words are made up of sounds that we utter, and therefore people can hear and pronounce words. For example, several vowels and consonants are pronounced. Then the child is invited to play hide and seek with sounds. The conditions of the game are as follows: each time they agree on what sound to look for, after which the experimenter calls different words to the subject, and he must say whether or not the sound he is looking for is in the word.
Instruction: “Let's play hide and seek with sounds. You and I will make some sound that we will have to look for. Then I will call you the words, and you will tell me whether they have the sound that we are looking for or not. Parse an example: "y" - a fur coat.
There are 4 words for each sound:
"o" - cat, sea, point, bath;
"a" - mother, school desk, table, porridge;
"sh" - puck, pen, school, land;
"s" - soup, pussy, puddle, light.
Grade:
High level - no errors;
Medium level - 1 mistake;
Low level - more than 1 error.
If the child answers all the words in a row that the sound he is looking for is there, or that the sound he is looking for is nowhere to be found, then the correct answers should be considered as random.
General results: a child's readiness for school is determined by the predominance of high and medium levels in each of the four areas surveyed. Availability low level in one or two areas indicates insufficient development of the relevant abilities. In this regard, parents are given appropriate recommendations on the development of lagging abilities, and at the end of August, a second test is carried out.

small movements
Method "Riding on the tracks"
Material: 2 drawing options, pencil
Instruction: "Let's imagine that you are a driver and you need to drive up to this house (shown in option B)." On option A, we draw, explaining: “You will go like this: the pencil should not come off the paper, otherwise it will turn out that the car has taken off. Try to drive carefully so that the car does not move off the road.

Final level:

High - there is no way out of the road, the pencil comes off the paper no more than 3 times;
Low - 3 or more exits outside the road or an uneven, trembling line, very weak, invisible, or vice versa, very strong pressure, tearing paper and repeatedly drawing over the same place;
Medium - all other options.

Exception generalization

Method "4 extra" Purpose: Identification of the level of development of the ability to generalize by the method of elimination
Material: 5 sets of 4 cards. In each set, 3 cards are interconnected by a common feature, and the 4th is extra.

Instruction: “Look at these pictures and tell me what object is superfluous here? And how, in one word, can you call the remaining three items? »
Grade:
"0" - no extra image found;
"1" - an image of an extra object was found, there is no generalization;
"2" - the generalization is done exactly, in a grammatically accurate, detailed form.
Arbitrary attention, spatial representations

Methodology "Graphic dictation"

Goal: Determining the level of development of fine motor skills, spatial orientation and understanding of verbal instructions
Material: checkered leaf, pencil
Instruction: “Now we will draw different patterns. We must try to make them beautiful and neat. To do this, you need to listen carefully to me. I will say how many cells and in which direction you should draw a line. Draw only those lines that I say. When you draw, wait until I tell you how to draw the next line. The next line must begin where the previous one ended. Do not take your pencil off the paper. Let's start the first drawing."
1 drawing: 1 cell up, 1 right, 1 down, 1 right, 1 up, 1 right. Then the child must continue the drawing on their own. Here you can prompt, guide the child. 1.5-2 minutes are given to complete an independent drawing.
Figure 2: 3 cells right, 1 up, 1 left, 2 up, 3 right, 2 down, 1 left, 1 down, 3 right, 1 up, 1 left, 2 up, 3 right. Then the child continues to work independently for 1.5-2 minutes.
Only the second drawing is judged.
Understanding the words of the instruction:
4 points - the entire task was completed flawlessly;
3 points - 1-3 mistakes;
2 points - more than 3 errors;
1 point - more than 5 errors.
Level of development of motor skills:
The presence of gaps - 1 point;
Hand trembling - 1 point;
Going beyond the cell area - 1 point.
Behavior under examination
Contact.
3 points - the child willingly makes contact, seeks to continue communication, asks many questions.
2 points - the child does not show initiative on his own, but goes to communicate under duress
1 point - the child does not make contact, answers in monosyllables
Working capacity.
3 points - the child makes every effort to complete the task, strives to complete it to the end, is not distracted during work, tries to cope with difficulties on his own.
2 points - in some cases, the child needs stimulation, help and psychological support in overcoming difficulties.
1 point - the child gets tired quickly, is often distracted, refuses to complete the task when difficulties arise.
Interest.
3 points - the child shows a pronounced interest in the proposed tasks, asks to continue the examination situation, introduces elements of fantasy, willingly supports the game.
2 points - interest in individual tasks or at first interest is shown, but then quickly fades away.
1 point - no interest.

List used methodologies

№	Namemethods	Mainorientationmethods / test/		Literarysource
	10 words	Study of the volume and speed of auditory-speech memorization	Luria A. G .	Diagnostic kit . semago
	Study of visual memory	Identification of features of visual perception	Semago M . M .	Diagnostic kit . semago
	Correction test	Attention Sustainability Research	Pieron - Rooser	Diagnostic kit . semago
	Simple analogies		semago	Diagnostic kit . semago
	Exclusion of concepts and objects	Non-verbal and verbal logical thinking	semago	Diagnostic kit . semago
	What is missing	Attention research	Wexler
	draw	Perception research	Golovina T . N .	Practical material for carrying out p - p examinations of children . WITH . D . Zabramnaya, O. IN . Borovik
	Subsequence events	The study of thought processes

Sections: School psychological service

The child is given a sheet of paper, a simple pencil.

Instruction. "I will now read the words that you need to remember well and repeat to me at the end of the lesson. There are a lot of words, and to make it easier for you to remember them, you can draw something on a piece of paper that each of them will remind you of. But you can only draw pictures , not letters. Since there are quite a lot of words, and there is only one leaflet, try to arrange the drawings so that they all fit on it. Do not try to draw pictures, the quality of the drawing is not important, it is only important that they correctly convey the meaning of the "word".

A set of words: cheerful boy, delicious dinner, strict teacher, difficult work, cold, cold, deceit, friendship, development, blind boy, fear, cheerful company.

The most unlike

Instruction. One of the figures (any) is taken out of the row, placed closer to the child and asked: "Find among the other figures the most unlike this one. The most unlike - only one." the figurine indicated by the child is placed next to the sample figurine and asked: "Why do you think that these figurines are the most dissimilar?" Each child completes a task with 2-3 figures.

If a child has difficulties, an adult can help and, pointing to two figures that differ in one parameter (for example, a large and a small blue square), ask: "How do these figures differ from each other?" You can also help highlight other features - color and shape.

Sequential Pictures

Instruction. "Look at these pictures. What do you think it's about? Now arrange the cards to make a coherent story."

If the child cannot immediately determine the content of the situation, he can be helped by questions: "Who is depicted? What are they doing?" etc. After making sure that the child understood the general content of the pictures, offer to put them in order: "Lay out the pictures so that it is clear which one begins this story and which one ends." In the process of work, an adult should not interfere and help the child. After the child has finished laying out the pictures, he is asked to tell the story that resulted from the alignment, gradually moving from one episode to another. If a mistake is made in the story, then the child is pointed to it in the process of the story and told that it cannot be that the firefighters put out the fire, and then it breaks out, or that the dog first steals the chicken, and then it ends up in the basket again. If the child does not correct the mistake on his own, the adult should not rearrange the pictures until the end of the story.

Graphic dictation.

After all the children have been given sheets, the inspector gives preliminary explanations: “Now we will draw different patterns. We must try to make them beautiful and neat. To do this, you need to listen to me carefully - I will say how many cells and in which side you should draw the line. Draw only those lines that I say. When you draw, wait until I tell you how to draw the next one. The next line must be started where the previous one ended, without lifting the pencil from the paper. Everyone remembers where is the right hand? Stretch your right hand to the side. See, it points to the door. When I say that you need to draw a line to the right, you will draw it to the door "It was I who drew a line one cell to the right. And now, without taking my hands off, I draw two cells up (the corresponding line is drawn on the board). Now stretch out your left hand. You see, she points to the window. Here I draw a line without taking my hands off three cells to the left - to the window (the corresponding line on the board). Does everyone understand how to draw?

After preliminary explanations are given, they proceed to drawing a training pattern. The examiner says: "We begin to draw the first pattern. Put the pencil on the highest point. Attention! Draw a line: one cell down. Do not lift the pencil from the paper. Now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell down. Then continue to draw the same pattern yourself."

When dictating, you need to make long enough pauses so that the children have time to finish the previous line. One and a half to two minutes are given for an independent continuation of the pattern. Children need to be explained that the pattern does not have to go across the entire width of the page. While drawing a training pattern (both from dictation and then on their own), the assistant walks through the rows and corrects the mistakes made by the children, helping them to follow the instructions accurately. When drawing subsequent patterns, such control is removed, and the assistant only makes sure that the children do not turn their leaves over and start a new pattern from the right point. If necessary, he approves of timid children, but does not give any specific instructions.

After the time allotted for an independent pattern, the checker says: "Now put the pencil on the next melancholy. Ready! Attention! 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 square to the right. One square up. One square to the right. And now you yourself continue to draw the same pattern."

After giving the children one and a half to two minutes to continue the pattern on their own, the inspector says: “That's it, you don’t need to draw this pattern further. We will draw the next pattern. Raise the pencil. Put them on the next point. I’m starting to dictate. Attention! Three cells up. One cell right Two squares down One square right Two squares up One square right Three squares down One square right Two squares up One square right Two squares down One square right Three squares up Now continue drawing yourself this pattern."

After one and a half to two minutes, the dictation of the last pattern begins: "Put the pencil on the very last point. Attention! Three cells to the right. One cell up. One cell to the left (the word "left" is emphasized by the voice). Two cells up. Three cells to the right. Two cells down. One cell to the left, the word "left" is voiced again.) One cell down. Three cells to the right. One cell up. One cell to the left. Two cells up. Now continue to draw this pattern yourself."

After the time allotted for the independent continuation of the last pattern, the inspector and assistant collect the sheets from the children. The total time for the procedure is usually about 15 minutes.

School motivation tests

Ask your child the following questions and write down the answers.

Do you want to go to school?
Do you want to stay for another year? kindergarten(Houses)?
What do you like to do most in kindergarten (at home)? Why?
Do you like having books read to you?
Are you asking for a book to be read to you?
What are your favorite books?
Why do you want to go to school?
Are you trying to quit a job that you can't do?
Do you like school uniform and school supplies?
If you are allowed to wear school uniform and enjoy school supplies, and they will not be allowed to go to school, will that suit you? Why?
If we play school now, who do you want to be: a student or a teacher?
In the game at school, what will we have longer - a lesson or a break?

Ladder test

Show the child a ladder and ask him to place all the children you know on this ladder. On the top three steps there will be good children: smart, kind, strong, obedient - the higher, the better ("good", "very good", "very good") And on the three lower steps - bad. The lower, the worse ("bad", "very bad", "the worst"). On the middle step, children are neither bad nor bad. What step would you place yourself on? Why?

Then ask the child the question: "Are you really like this or would you like to be? Mark what you really are and what you would like to be." After that, ask: "What step would your mother (dad, grandmother, teacher, etc.) put you on."

Analysis of results.

Pictogram

Methodology for the study of mediated memory, figurative thinking. The child is given a sheet of paper, a simple pencil.

Conducting a test. The adult reads the word, and the child draws. Each drawing takes 1-2 minutes. An adult carefully monitors that the child does not write letters, but draws. After finishing the work, the adult must number the drawing so that it can be seen which drawing refers to which word. 20-30 minutes after the end of the drawing, the children are presented with their pieces of paper with drawings and asked to look at their drawings. They remembered the words that an adult dictated to them. The number of correctly reproduced words, as well as the number of errors, are counted and recorded. If instead of the word "separation" the child says "parting" or instead of "delicious dinner" - "sweet dinner", this is not considered a mistake.

For children 6-7 years old, the norm will be the reproduction of 10-12 words out of 12. The nature of the drawings speaks about the development of figurative thinking, namely: their connection with the topic, reflection of the essence of the subject.

Run levels:

Below the average level - the drawings have little to do with the topic, or this connection is superficial (but the word "cold" the child draws a tree and explains that he is also cold).
Intermediate level - adequate drawings for simple words and failure or literal, concrete reflection of compound words (e.g. development).
High level - drawings reflect the essence of the subject. For example, for a "delicious dinner" either a cake, or a table with some kind of dish, or a plate of food can be drawn.

It is necessary to note those cases when the child draws drawings that are almost the same type, slightly unrelated to the content of the word, but at the same time correctly reproduce the words. In this case, this is an indicator of good mechanical memory, which compensates for the insufficient level of development of thinking.

The most unlike

L.A. Wagner

Allows you to explore the thinking and perception of children.

Conducting a test. 8 geometric shapes are laid out in a row in front of the child:

2 blue circles (small and large) 2 red circles (small and large),
2 blue squares (small and large), 2 red squares (small and large).

Children 6-7 years old independently isolate the following parameters: color, size, shape - and are guided by the weight of these parameters when choosing a figure.

The level of performance of the task is determined by the number of signs that the child is guided by when choosing the "most dissimilar" figure and which he named.

Below the average- the predominance of choice for one attribute without naming the attribute.
Average level - the predominance of choice on two grounds and the naming of one.
High level - the predominance of choice on three grounds and the naming of one or two.

Sequential Pictures

The technique is aimed at studying verbal-logical thinking. The child is offered a series of pictures (5-8), which tells about some event. Sequential pictures of D. Wexler's test are used: Sonya, Fire, Picnic.

Conducting a test. Pictures are laid out in front of the child in random order.

Analysis of results. When analyzing the results, they take into account, first of all, the correct order of the arrangement of pictures, which must correspond to the logic of the development of the narrative.

The child must arrange not only in a logical, but also in a "worldly" sequence. For example, a child can put a card on which the mother gives the girl medicine in front of the picture on which the doctor examines her, explaining that the mother always treats the child herself, and the doctor calls only to write out a certificate. However, for children older than 6-7 years, such an answer is considered incorrect. With such errors, an adult can ask the child if he is sure that this picture (showing which one) is in its place. If the child cannot place it correctly, the examination ends, but if he corrects the mistake, the task is repeated with another set of pictures.

Run levels:

Below average- the pictures are laid out in random order, and a story is compiled from them.
Average level- pictures are laid out and described, following worldly logic.
High level- children lay out and describe the pictures, following the logic of the depicted content.

Graphic dictation.

The technique is aimed at identifying the ability to listen carefully and accurately follow the instructions of an adult, correctly reproduce the given direction of the line on a sheet of paper, and independently act on the instructions of an adult.

The methodology is carried out as follows. Each child is given a squared notebook sheet with four dots on it (see fig.). In the upper right corner, the surname and name of the child, the date of the examination, and additional data, if necessary, are recorded. After all the children have been given the sheets, the inspector gives preliminary explanations.

Processing of results.

The results of the training pattern are not evaluated. In each of the subsequent patterns, the performance of the dictation and the independent continuation of the pattern are evaluated separately. The assessment is made on the following scale:

Accurate reproduction of the pattern - 4 points uneven lines, "trembling" line, "dirt", etc. is not taken into account and the score is not reduced).
Reproduction containing an error in one line - 3 points.
Reproduction with several errors - 2 points.
Reproduction, in which there is only a similarity of individual elements with the dictated pattern, - 1 point.
Lack of resemblance even in individual elements- 0 points.
For an independent continuation of the pattern, marks are given on the same scale.
Thus, for each pattern, the child receives two marks: one for completing the dictation, the other for the independent continuation of the pattern. Both of them range from 0 to 4.

final grade dictation work is derived from the three corresponding scores for individual patterns by summing the highest of them with the lowest, there is a score that occupies an intermediate position or coincides with the maximum or minimum, is not taken into account. The resulting score can range from 0 to 7.

Similarly, out of three marks for the continuation of the pattern, the final one is displayed. Then both final grades are summed up, giving a total score (SB), which can range from 0 (if 0 points are received for dictation work and independent work) to 16 points (if 8 points are received for both types of work).

Test-questionnaire to determine the formation of the "internal position of the student".

Answers to questions No. 1, 2, 3, 4, 5, 10, 11, 12 are taken into account.

With the "internal position of the student" formed, the answers to the questions will be as follows.

No. 1 - I want to go to school.

No. 2 - Doesn't want to stay in kindergarten (at home) for another year.

No. 3 - Those classes that were taught (letters, numbers, etc.)

No. 4 - I love it when people read books to me.

No. 5 - I ask myself to be read to me.

No. 10 - No, it won't work, I want to go to school.

No. 11 - I want to be a student.

No. 12 - Let the lesson be longer.

Ladder test

In the process of completing this task, observe the child: whether he hesitates, thinks, argues his choice, asks questions, etc.

If the child, without hesitation, puts himself on the highest step, believes that his mother (another adult) evaluates him in the same way, arguing his choice, referring to the opinion of an adult: "I'm good. Good and no more, that's my mother said," then you can suggest that he has inadequately high self-esteem.

ABOUT high self-esteem it can be said that after some thought and hesitation, the child puts himself on the highest step, naming his shortcomings and mentioning his mistakes, explains them as external, not dependent on him. He believes that in some cases the assessment of adults may be somewhat lower than his own: "Of course, I'm good, but sometimes I'm lazy. Mom says that I'm sloppy."

If, having considered the task, he puts himself on the 2nd or 3rd step, explains his actions referring to real situations and achievements, that the adult's assessment is the same or lower, then we can talk about adequate self-esteem.

If a child puts himself on the lower steps, does not explain his choice or refers to the opinion of an adult: "Mom said so," then this indicates low self-esteem.

If the child puts himself on the middle step, this may indicate that he did not understand the task or does not want to complete it. Children with low self-esteem due to high anxiety and self-doubt often refuse to complete the task, answering all questions "I don't know."

Inadequately high self-esteem is characteristic of children 4-5 years old: they do not see their mistakes, they cannot correctly evaluate themselves, their actions and actions. Children of senior preschool age are able to analyze their activities and correlate their opinions, experiences and actions with the opinions and assessments of others, therefore self-esteem of 6-7 years old becomes more realistic, in familiar situations, familiar activities approaches adequate. In an unfamiliar situation and unfamiliar activities, their self-esteem may be overestimated.

Low self-esteem in preschool children is considered as evidence of a dysfunctional emotional development of the individual.

Literature.

1. The program of education and training in kindergarten. Pedagogical diagnostics development of children before going to school. Ed. T.S. Komarova and O.A. Solomennikova Yaroslavl, Academy of Development 2006)

2. Handbook of an elementary school psychologist. HE. Istratova, T.V. Exacusto. Edition 4th. Rostov-on-Don "PHOENIX" 2006

3. Preparation for school. Development tests and exercises. M.N. Ilyina Moscow, St. Petersburg, Nizhny Novgorod, Voronezh, Rostov-on-Don, Yekaterinburg, Samara, Novosibirsk, Kiev, Kharkov, Minsk. Peter 2004

IN preschool age in a normally developing child, great changes occur in all mental development. Cognitive activity increases excessively - perception, visual thinking develops, the beginnings of logical thinking appear.

At preschool age, a normally developing child has an extremely increased cognitive activity, interest in learning about the world around him.

It is on how a preschooler's perception, logical thinking, attention, memory, that is, readiness for school, is formed that his successful schooling depends.

I conducted an examination of children according to the diagnosis of children's readiness for school "Psychological examination of children 5-6 years old."

For the examination, the following diagnostics are offered for examination of children aged 5-6 years.

Table #1

		Investigated function
	Questionnaire for the formation of educational motivation (L.I. Bozhovich, N.I. Gutkina).	Motivational readiness
	School maturity test (A. Kern-J. Jirasek).	The level of general mental development
	Technique "Coding"	Development of attention and pace of activity
	Method "10 words" (A.R. Luria).	Development of verbal memory
	Methodology "Sequence of events".	Development of logical thinking, speech and ability to generalize
	Methodology "Quantitative representations and counting"	Developments in Quantitative Representations and Accounts

1. The method of formation of educational motivation (L.I. Bozhovich, N.I. Gutkina).

The technique is aimed at determining the child's cognitive and learning motivation.

The child is asked 11 questions:

Do you want to go to school?

Do you want to stay in kindergarten for another year?

What activities did you enjoy most in kindergarten? Why?

Do you like having books read to you?

Do you (yourself) ask to be read a book to you?

What are your favorite books?

Do you ask for a job that you can't do, or do you leave it?

Do you like school supplies?

If you are allowed to use school supplies at home, but you are not allowed to go to school, will that suit you? Why?

If now you and the guys will play school, then who would you like to be: a student or a teacher?

In the school game, what would you like: to have a longer lesson or recess?

If the child answers yes to question 1, then, as a rule, to question 2 he answers that he does not agree to stay in kindergarten for another year and vice versa.

Questions 3,4,5,6 are aimed at identifying the cognitive interest of the child, as well as the level of his development.

The answer to question 7 gives an idea of how the child relates to difficulties at work: he tries to avoid them, calls on adults for help, or asks to be taught to cope with the difficulties that have arisen on his own.

If the child does not yet really want to become a student, then he will be quite satisfied with the situation proposed in question 9, and vice versa.

If the child wants to learn, then, as a rule, in question 10, he chooses the role of a student and prefers the lesson to be longer (question 11). If the child does not really want to learn, he, accordingly, chooses the role of a teacher and prefers long breaks.

Evaluation of results:

1st level of readiness. It includes children who explain their desire to study at school by the fact that they “want to be smart”, “to know a lot”.
2nd level of readiness. It includes children who also express a desire to go to school, which is explained, however, by external factors: “they don’t sleep during the day at school”, “there are interesting changes at school”, “everyone will go, and I will go.”
3rd level of readiness. It includes children who demonstrate indifference towards this issue: “I don’t know”, “if my parents lead me, I’ll go.”
4th level of readiness. It includes children who actively do not want to go to school, explaining “it is difficult at school”, “parents scold for bad grades”.
2. School maturity test (A.Kern-J.Jirasek).

The test is aimed at identifying the level of general mental development of the child.

The test consists of three tasks that children need to complete.

Task one: draw a person.

Materials: blank sheet of paper, pencil.

Instruction: "here (indicate where) draw some person."

Evaluation of results: the performance of the task is evaluated on a five-point system, with 1 point being a high mark, and 5 points being a low mark. Assessment categories:

1 point - a human figure is drawn with a head, torso, limbs; marked eyes, nose, ears, hair, neck, mouth, fingers; the figure is drawn proportionally.
2 points - a human figure is drawn with a head, torso, limbs; marked eyes, nose, ears, hair, neck, mouth, fingers; the figure is drawn disproportionately.
3 points - a human figure is drawn with a head, a torso; marked eyes, nose, mouth; the absence of a neck, ears, fingers, hair, feet is allowed; arms or legs can be drawn with a double line; the figure is drawn disproportionately.
4 points - a human figure is drawn with a head, a torso; eyes, nose, mouth are marked, but some parts of the body are missing, for example, ears, neck, fingers; a drawn figure without hair, arms and legs are drawn as lines; the figure is drawn disproportionately.
5 points - in the drawing there are only the head and limbs; there is a lack of a clear image of the trunk or both pairs of limbs.

Task two: copy the points.

Materials: sheet of paper, pencil, card with dots.

Instruction: “dots are drawn here. Try to draw the same. A card with dots must be placed in front of the child above the sheet on which he will complete the task.

Evaluation of results: the performance of the task is evaluated on a five-point system, with 1 point being a high mark, 5 points being a low mark. Criteria for evaluation.

1 point - a fairly accurate reproduction of the sample, but it is possible to reduce the figure while maintaining vertical and horizontal symmetry.
2 points - the number and location of points must correspond to the sample; a slight violation of symmetry is allowed, deviation even of track points by half the width of the gap between rows and columns; the image of circles instead of dots is acceptable.
3 points - a group of points roughly similar to the sample; symmetry is broken; in height and width, the pattern does not exceed the sample by more than two times; possibly more (not more than 20) and less (not less than 7) number of points.
4 points - drawing in its office no longer looks like a sample; dots are clustered, but can resemble any geometric figure; any number and size of points.
5 points - scribbling.

Task three: "copy" the proposal.

Material: a sheet of paper, a pencil, a card on which the phrase "He ate soup" is written.

Instruction: “Look, something is written here. You don't know how to write yet, but try, maybe you'll succeed. Try to draw like that." A card with a phrase must be placed in front of the child above the sheet on which he will complete the task.

Evaluation of results: the performance of the task is evaluated on a five-point system, with 1 point being a high mark, 5 points being a low mark. Evaluation criterion:

1 point - the phrase is copied quite accurately; strokes of letters, their slope are correctly reproduced; the phrase is correctly divided into words.
2 points - the phrase can be read; the phrase is correctly divided into words; the size of the letters and the observance of the horizontal line are not taken into account.
3 points - you can read at least four words.
4 points - at least two letters are similar to the sample, the visibility of the letter is preserved.
5 points - doodle.

Overall evaluation of the results: the scores for each task are summed up and calculated total score for completing all three tasks.

Conclusion about the level of development:

3-6 points - above average;
7-11 points - average;
12-15 points - below average.
3. Method "Coding"

This technique is aimed at studying attention and the pace of activity.

Material: pencil, sheet with figures, in each of which the child will have to draw a certain character. The technique is carried out with the fixation of time, so it requires a stopwatch or watch. The top of the sheet shows which character should be drawn inside each of the shapes. The next line is a shortened line - training. Next are the test lines.

Instructions: “Different figures are drawn here. In each of them you need to put your own sign. At the top it is shown in which figure which character should be drawn (the checker points to the top of the sheet). Draw the desired icons in the shapes inside the frame (the examiner points to the training line). If during the training the child made mistakes, the inspector points them out and offers to correct them. After the training figures are filled in, the inspector says: “Now put the necessary icons in the remaining figures. Start with the first figure and move on without missing a single one. Try to make it faster."

When the child starts filling in the test figures, the inspector records the time. A minute later, he notes in the protocol the number of the figure filled in by the child in this moment. After the second minute, the task is terminated.

Evaluation of results:

The main indicator in this technique is the number of figures correctly labeled in 2 minutes of work. Another indicator that must be taken into account when evaluating the implementation of this technique is the number of errors, that is, incorrectly placed or missed figures. Additional information is provided by the change in work efficiency from the first minute to the second.

Number of correctly labeled pieces

The average values of the number of correctly marked figures and the lower limit of the norm are given in the table:


Average value
Lower limit of normal

Number of mistakes

In the absence of attention disturbances, there are either no incorrectly marked (missing) figures, or very few (no more than two or three).

A large number of errors at a low pace of activity is an indicator of either serious attention disorders or especially low motivation. It is also often found in total delay mental development and mental retardation.

A large number of errors at a high pace of activity is an indicator of setting the speed of work to the detriment of its quality. This attitude is typical of impulsive children with low levels of self-control.

An abundance of errors, combined with an average pace of activity, is the most feature attention deficits as such.

Changes in productivity from the first minute to the second

Usually, in the second minute, productivity is slightly higher than in the first (by 10-20%). This is due to the effect of training, training. If productivity growth is higher, then this indicates a slow entry into activities. If, on the contrary, productivity in the second minute is lower, this is a frequent sign of an asthenic condition.

4. Method "10 words" (A.R. Luria).

This technique is aimed at studying verbal memory.

Instructions: “Now I will read the words to you. You will listen to them all and try to remember them. When I finish reading, you will repeat all the words that you remember. Words can be called in any order.

After the instruction is given, the words are read to the child. You need to read them clearly, loudly enough and not too fast. If the child tries to start playback before the reading is completed, then he is stopped and the reading is continued. No distractions are allowed during this test.

Immediately after the end of the reading, the child is told: "Now repeat the words that you remember." The words called child are noted in the first empty column of the protocol.

When the child finishes reproducing words, you need to praise him for how many words he remembered (even if the results are really low), and say: “Now we will try to learn the remaining words. I will read all the words to you again, and when I finish reading, you will repeat all the words that you remember - both those that you already mentioned the first time, and those that you forgot the first time. Then the procedure is repeated. The results are recorded in the second column of the protocol. If, during playback, the child, contrary to instructions, calls only the newly memorized words, without naming those that he reproduced for the first time, then he is reminded: “Those words that you spoke for the first time must also be called again.”

Then, if not all words are learned, the same procedure is repeated a third time. If 9 or 10 words are now reproduced, then the procedure ends, otherwise it is repeated a fourth time. It is not advisable to repeat learning further, even if not all words are learned.

After 30-40 minutes, during which either other techniques are carried out, or the final conversation with the client begins, the child is again asked to recall the words that he has learned. The results are recorded in the fifth column of the protocol.

There are several standard word sets for this technique. One of them: house, forest, cat, night, window, hay, honey, needle, horse, bridge.

Evaluation of results

Evaluation of results is based primarily on the word learning curve. The word learning curve is a graph on which the repetition number is plotted along the horizontal axis, and the number of words reproduced is plotted along the vertical axis. The main types of charts are as follows:

Growing (favorable), when everything is reproduced from each next reading more words; it is permissible that in two (but not more) samples in a row the same number of words is reproduced;

A graph that has a plateau when the same number of words is reproduced in three samples in a row;

Decline graph when fewer words are played after any of the readings than after the previous reading.

The growing graph indicates a favorable learning dynamics. Normally, children 6-8 years old from the fourth test learn all 10 or 9 words. With normal memory, children 9-10 years old can usually reproduce 9-10 words from the third try. If the results are lower, then this is an indicator of a decrease in verbal memory. An important additional indicator is the number of words reproduced on the first attempt. For 6 years old, the normal indicator is at least four words from the first test (on average - six), for older children - at least five words (on average - seven). If fewer words are reproduced on the first attempt, but the rest of the indicators are normal, then most likely there was an accidental distraction at the beginning of the task.

A graph that has a plateau often indicates violations auditory memory. However, if this plateau is at a relatively high level (not lower than seven) and a normal number of words is reproduced from the first try, then this is most likely an indicator of low motivation, and not memory loss.

A declining graph is typical for attention disorders, especially for asthenia or cerebrovascular accidents. Even at high final result the decline graph is a reason to assume the presence of certain neurological disorders or a state of fatigue.

The stability of memorization is checked by delayed reproduction of words. After a delay, for children 6-7 years old, reproduction of at least six words is normal (on average - eight), for older children - at least seven words (on average - eight to nine).

5. Methodology "Sequence of events".

The methodology is aimed at studying the development of logical thinking, speech and the ability to generalize.

Material: three story pictures presented to the child in the wrong order.

The child must understand the plot, build a sequence of events and make up a story from the picture, which is impossible without the development of logical thinking and the ability to generalize.

The oral story shows the level of speech development of the future first-grader: how he builds phrases, whether he is fluent in the language, what is his vocabulary.

Instruction: “Look, there are pictures in front of you, on which some event is drawn. The order of the pictures is mixed up, and you have to guess how to swap them so that it becomes clear what the artist drew. Think, rearrange the pictures as you see fit, and then make up a story about the event that is depicted here from them.

The task consists of two parts:

Laying out a sequence of pictures;

oral history of them.

Evaluation of results:

The subject completed the task if:

I was able to lay out a sequence of pictures and composed a logical version of the story;

Based on an incorrectly laid out sequence of drawings, he composed a logical version of the story - this is considered a completed task if the child, after leading questions from an adult, changes the sequence to the corresponding story.

The subject failed to complete the task if:

Couldn't post the sequence of pictures and dropped the story;

According to the sequence of pictures laid out by him, he did not compose a logical story;

The laid out sequence does not correspond to the story (with the exception of those cases when the child, after leading questions from an adult, changes the sequence to the corresponding story);

Each picture is told separately, in itself, not connected with others - as a result, a story is not obtained.

Each figure lists individual items.

6. Quantitative representations and counting. The task is aimed at identifying the level of development of quantitative representations, the child's ability to perform mental counting operations (development of visual-figurative and elements of logical thinking).

Equipment: fifteen flat sticks of the same color, a screen.

Conducting a survey.

The first option: fifteen sticks are placed in front of the child and they are offered to take only five, they are asked to count and remember their number, after which these sticks are covered with a screen. Behind the screen, the adult takes away three sticks and shows them to the child, asking, “How many sticks are there?” if the child answers correctly, then he is offered next task. The adult shows two sticks, puts them behind the screen to the previous two. Without opening the screen, he finds out: “How many sticks were there?”

Training: in case of difficulty, the adult reduces the number of sticks, first to four, then to three. In this case, an open presentation of the task is used (the screen is completely removed).

The second option (oral task): “There were 4 pencils in the box. Of these, 2 pencils are red, and the rest are blue. How many blue pencils were in the box? in case of difficulties, training is provided.

Training: the child is offered to take four sticks and, relying on them, solve the problem, after repeating the condition. If the child has solved the problem, then you can offer a similar oral problem: “The girl had 4 balloons. When several balloons popped, she had 2 balloons left. How many balloons burst?

Evaluation of the child's actions: accepting the task, understanding the conditions of the task, the method of recalculation (real or visual); the ability to perform counting operations on the representation within 3, 4, 5; ability to solve oral problems.

Evaluation of results:

1 point - the child acts with sticks, not focusing on a quantitative sign.
2 points - the child accepts the task; quantitative representations are formed at the most elementary level - can single out a quantity only within three of the set; performs counting operations on representation only within three; does not solve oral problems.
3 points - the child accepts the task and understands its purpose; counts the sticks within five in an effective way (touches each stick with a finger); performs counting operations on the representation within three; cannot solve an oral problem independently; after training, solves problems only using sticks.
4 points - the child accepts the task and understands its purpose; visually counts the sticks within five; performs counting operations on the representation within five in a visual way and mentally solves the proposed oral tasks within five.

The results of the psychological examination are recorded in the protocol for diagnosing the readiness of children to study at school. (see Appendix No. 3).

Results of examination of children.

Evaluation of educational motivation.

The formation of the “internal position of a schoolchild” (according to L.I. Bozhovich), as well as the development of the motivational-need sphere, were revealed in a conversation using a questionnaire by L.I. Bozhovich and N.I. Gutkina. The results of the questionnaire in table No. 2

Table number 2

Child's name	The level of development of educational motivation	Characteristics of the level of development of educational motivation
	1st level	High level of motivation
	3rd level	Below average level of motivation
	2nd level	Average level of motivation
	2nd level	Average level of motivation
	2nd level	Average level of motivation
	1st level	High level of motivation
	1st level	High level of motivation
	2nd level	Average level of motivation

Children demonstrated the 1st and 2nd levels of learning motivation development. 3 children demonstrated their readiness to accept a new social position - the position of a schoolchild, they realized the need to study at school in order to gain new knowledge. In the school game, they demonstrated the role of the student in order to "do tasks", "answer questions".

4 people showed the 2nd level of formation of educational motivation - children want to go to school, but they are attracted by external factors: “they will buy me a new portfolio”, “they don’t sleep at school”, “interesting changes at school”, “everyone will go, and I will go ". In games, children prefer the role of a teacher: "I want to be the main one."

Indifference to future learning was observed in 1 child (3rd level of formation of educational motivation).

Assessment of the level of general mental development of the child.

The level of general mental development was studied during the performance of the orientation test of school maturity by A. Kern-J. Jirasek. test results in table No. 3.

Table #3

Child's name	Score for a drawing of a person	Score for copying points	Grade for copying a phrase	Overall evaluation of results	State of the art
					Above average

					Above average
					Above average
					Above average
					Above average
					Above average
					Above average

Children showed high and average levels of general mental development.

In the first task "draw a person" 5 children received highest mark, 2 children received 2 points, and one child received 3 points.

In the second “copy points” task, 4 children received the highest score, 3 children - 2 points each, and one child - 3 points.

In the third task “to copy a phrase”, 5 children received the highest score, the remaining 3 children received 2 points each.

From the given data it can be seen that 7 out of 8 children showed high level general mental development. 1 child showed an average level of general mental development.

Evaluation of voluntary attention and pace of activity.

The study of voluntary attention and the pace of activity was carried out using the "Coding" technique. Children had to draw the necessary icons in the figures according to the model on a sheet with figures. The results of the technique in table No. 4.

Table No. 4

Child's name	Number of figures marked by a child in 1 minute	Number of figures marked by the child in 2 minutes	Number of correctly labeled pieces	attention level	Activity pace level

The results of the assignment showed:

4 children do not have attention disorders, while 2 of them have an average pace of activity, and the other two have a high pace of activity.
2 children have an average level of attention with a high pace of activity. This is an indicator of setting the speed of the child to the detriment of its quality.
2 children have a low level of attention at an average pace of activity. This is a sign of poor concentration, its instability, distractibility.

In 5 children, productivity in the 2nd minute is higher than in the first, which indicates a slow entry into activities.

In 3 children, productivity at the 2nd minute is lower than at the first, which indicates fatigue.

Verbal Memory Assessment

The level of verbal memory was carried out using the "10 words" technique. The results of the technique in table No. 5.

Table number 5

Child's name	Graph view	The level of memory stability	Word memory level
	Growing Graph
	Chart having a plateau		below the average
	Chart having a plateau
	Growing Graph
	Growing Graph
	Chart having a plateau		below the average
	Growing Graph
	Chart having a plateau		below the average

From the data presented, it can be seen that 5 children have an average level of verbal memory, and the remaining 3 have a level of verbal memory below the average. The level of memory stability in all children is average.

Assessment of mental development.

The level of formation of logical thinking was carried out using the "Sequence of events" technique. The results of the technique in table No. 6.

Table No. 6

The data shows that the children showed high and medium levels of logical thinking.

5 children showed a high level of logical thinking. They showed a high level of speech development. Their vocabulary is differentiated and rich, speech utterances are expanded and correctly built. They clearly built a sequence of events and told in detail the logical story they had built. Even if their answer was not initially correct enough, leading questions allowed the children to answer correctly.

The remaining 3 children showed an average level of logical thinking, therefore, they showed lower indicators of the level of development. Vocabulary is not rich enough, they are not fluent enough, they do not build a story logically enough. They correctly lined up the sequence of pictures, but the story did not match the laid out sequence of pictures. Even with the help of leading questions, they could not compose a story logically enough.

Assessment of the level of development of quantitative representations, the child's ability to perform mental counting operations (development of visual-figurative and elements of logical thinking). The results of the technique in table No. 7.

Table number 7

Child's name	Score in points	Level of development quantitative representations and counting

		Below the average

According to the data, the children showed good results. 7 out of 8 children demonstrated the ability to perform counting operations on presentation within 3, 4, 5; the ability to solve oral problems, accept the task and understand its purpose

One child scored below average. Quantitative representations are formed at the most elementary level - can single out a quantity only within three of the set; performs counting operations on representation only within three; does not solve oral problems.

Thus, the children showed good indicators of readiness for school.

Seven out of eight children showed the optimal level of readiness for school. One child showed an insufficient level of readiness for school.

They have a high educational motivation, cognitive activity, they are well guided by samples, skills of copying them are formed. We can say about the sufficient development of voluntary attention: concentration, concentration, the formation of self-control skills; sensory coordination. Well-developed verbal memory: volume, stability. Children showed good level auditory memory. Most children have a well-developed logical thinking. They have a rich vocabulary, speech statements are deployed and correctly built, they are fluent in the language.

A child with an insufficient level of readiness for school has an indicator of low learning motivation, cognitive activity, underdeveloped level speech development. She has attention disturbances: distractibility, lack of concentration; memory: low auditory memory, memory capacity, memory stability.

According to the results of the methods carried out, it can be concluded that all children are optimally prepared for schooling.

Chapter 2 Conclusion

One of the most important outcomes of mental development during school childhood and a guarantee successful learning at school is the readiness of the child to study at school.

At preschool age, when choosing a program to prepare children for school, it is necessary to take into account the characteristics of the child and the fact that its organization affects the mental development of children.

With the help of programs to prepare children for school, they not only consolidate, expand, acquire new knowledge, but also develop cognitive processes, which are the most important integral part mental development of the child, which are the basis for the formation of his mental abilities.

When entering school, it is necessary to diagnose the readiness of children for schooling. This enables preschool workers to explore the features cognitive development children and correlate them with the approximate age norm. This study helps to identify children who are not ready for schooling in order to conduct developmental work with them aimed at preventing school failure and maladaptation.

Elena Kosolapova
Diagnostics of the readiness of children aged 6–7 years for schooling

INTRODUCTION

One of the many activities of a practical psychologist is the selection children to school, and in particular diagnostics of the readiness of children 6-7 years old for schooling. Despite the availability of the most diverse material on this issue, the main drawback of most of these manuals is an incomplete description of the examination procedure and processing of results. In addition to this, in diagnostics not always taken into account all the components of the psychological readiness.

Traditionally, there are three aspects school maturity: intellectual, emotional and social. Intellectual maturity is understood as differentiated perception, including the selection of a figure from the background; concentration of attention; analytical thinking, expressed in the ability to comprehend the main connections between phenomena; the possibility of logical memorization; the ability to reproduce the pattern, as well as the development of fine hand movements and sensorimotor coordination. Emotional maturity is mainly understood as a decrease in impulsive reactions and the ability to perform a task that is not very attractive for a long time. Social maturity includes the child's need to communicate with peers and the ability to subordinate their behavior to the laws of children's groups, as well as the ability to play the role of a student in a situation. schooling.

Based on the selected parameters, tests are created to determine school maturity. In this regard, this publication contains not just methods, but entire programs that allow you to conduct a full-fledged diagnosing a child's readiness for school and receive information about the formation of each component school maturity.

The paper outlines 5 programs (including specially selected methods, 5 methods for determining the leading motives of learning and a research methodology learnability, which is very popular because of its practical significance, which can be used both independently and in addition to programs.

Materials for each diagnostic methods are presented in the following okay:

The purpose of the study using this technique;

Necessary diagnostic material;

Features of the presentation of instructions;

Features of the study;

Evaluation of results;

Data interpretation.

Diagnostic program 1

Psychological school readiness includes four spheres: 1) affective-need; 2) arbitrary; 3) intellectual; 4) speech.

Study of the affective-need sphere.

a) a technique for determining the dominant motive in a child

Equipment: Toys are placed on the table in advance.

The child is invited into the room, the toys are shown, which he examines for one minute. Then the experimenter calls the child to him and offers to listen to an interesting tale (but not very long). At the most interesting place, the reading of the tale is interrupted and given question: What do you want now? more: listen to a fairy tale or go play with toys?

Children with a developed cognitive interest ask to finish reading a fairy tale, with a weak one - they go to play (but the game, as a rule, is manipulative in nature - they grab one toy, then another).

b) Experimental conversation to identify the internal position schoolboy

The conversation should contain questions that would indirectly make it possible to determine the presence of cognitive or learning needs.

Questions can be like this:

What do you know about school?

What do you think will be interesting there?

You play with your friends school?

Who do you like more be: teacher or student?

Do you like cartoons or movies about school?

Why do you think children should go to school?

What do you think is better study: V school with the teacher or at home with mom?

Who do you want to be? And what is needed for this?

Number of positive responses 6 or more testifies about the presence of cognitive or educational needs.

a) Methodology "House".

Target: To reveal in a child the ability to focus on a sample in work, the ability to accurately copy it, the level of development of arbitrary memory, attention, sensorimotor coordination and fine motor skills of the hand.

Instruction: “In front of you is a sheet of paper and a pencil. Draw on this piece of paper exactly the same picture as you see here. (put a sample with a house in front of the child). Take your time, be careful, try to make your drawing exactly the same as on the sample. If you draw something wrong, then you can’t erase it with an elastic band or a finger, but you need to over the wrong (or nearby) draw correctly. Do you understand the task?

The drawing looks like this way:

While the child draws Mark:

Leading hand;

How does it work with a sample;

Draws lines quickly or slowly;

Distractibility during work;

Does he compare his drawing with the sample at the end of the work;

Does it fix errors.

Errors are considered:

The absence of any detail in the figure;

Enlargement of individual details by more than 2 times while maintaining the overall dimensions of the picture;

Incorrect representation of details in the drawing space;

Deviation of straight lines by more than 30° from the given direction;

Line breaks where they should be connected;

Laying lines on top of each other.

One point is awarded for each mistake.

Table 1 Outcome evaluation levels for children 6 and 7 years old

For children 6 years old: For children 7 years old:

1-2 points - high level;

3-5 points - average level;

> 5 points - low level. score - high level;

Points - average level;

> 3 points - low level.

b) Methodology "Yes and no"

Instruction: “Let's play a game with you in which you can’t say words "Yes" And "No". Repeat, what words can not be spoken? (Child repeats these words). Now be careful, I will ask you questions, answering which it will be impossible to speak words "Yes" And "No". It's clear?"

After the child confirms that he understands the rule of the game, the experimenter begins to ask him questions that provoke answers. "Yes" And "No".

Only words are considered errors. "Yes" And "No". Words "yeah", "nope" and the like are not considered errors. Also, a meaningless answer is not considered an error if it satisfies the formal rule of the game. It is acceptable if the child answers with an affirmative or negative nod of the head instead of a verbal answer.

Grade:

Medium level - 1 mistake;

Research of the intellectual sphere.

a) Research methodology learnability A. Ivanova (appendices A, B).

b) Story pictures

The technique is designed to study the development of logical thinking, speech and the ability to generalize.

Material: 3-4 plot pictures presented in the wrong sequence.

Instruction: “Look, there are pictures in front of you, on which some event is drawn. The order of the pictures is mixed up, and you have to guess how to swap them so that it becomes clear what the artist has drawn. Think, rearrange the pictures as you see fit, and then tell a story about the event that is depicted here from them.

Grade:

High level - if the child did everything correctly or, with the wrong layout of the pictures, composed a logical version of the story.

Average level - if the pictures are laid out correctly, but the child was able to compose a story only with the help of leading questions.

Low level - if the child did not cope with the task.

It is considered that the child did not cope with the task in the event that If:

Couldn't post the sequence of pictures and dropped the story;

According to the sequence of pictures laid out by him, he made up an illogical story;

The sequence laid out by the subjects does not correspond to the story (with the exception of those cases when the child, after a leading question from an adult, changes the sequence that does not correspond to the story);

Each picture is told separately, on its own, not connected with the others - as a result of the story, it does not work out;

Each figure simply lists the individual items.

If the phenomena described in paragraphs 4 and 5 are observed, an additional check of the child's intellectual abilities is required, since such violations are typical for children with mental retardation.

This technique allows you to determine the level of development of speech child: how he builds phrases, is he fluent in the language, what is his vocabulary, etc. But no less important is the ability to distinguish various sounds in a word by ear, that is, the development of phonemic hearing.

Research of the speech sphere

Methodology "Sound Hide and Seek".

Designed to test phonemic hearing.

The experimenter tells the child that all words are made up of sounds that we utter, and therefore people can hear and pronounce words. For example, several vowels and consonants are pronounced. Then the child is invited to play hide and seek with sounds. The rules of the game are as follows - ing: each time they agree on what sound to look for, after which the experimenter calls the subject various words, and he must say whether or not the sound he is looking for is in the word.

Instruction: “Let's play hide and seek with sounds. You and I will make some sound that we will have to look for. Then I will call you the words, and you will tell me whether they have the sound that we are looking for or not. disassemble example: "at"- fur coat.

Suggested 4 words for each sound:

"O"- cat, sea, point, bath;

"A"- mother, school desk, table, porridge;

"sh"- puck, handle, school, land;

"With"- soup, pussy, puddle, light.

Grade:

High level - no errors;

Medium level - 1 mistake;

Low level - more than 1 error.

If the child answers all the words in a row that the sound he is looking for is there, or that the sound he is looking for is nowhere, then the correct answers should be considered as random.

General results: child's readiness for school is determined by the predominance of high and medium levels for each of the four surveyed areas. The presence of a low level in one or two areas indicates an insufficient development of the relevant abilities. In this regard, parents are given appropriate recommendations on the development of lagging abilities, and at the end of August, a second test is carried out.

The form of the protocol filled out during the examination is presented below.

Survey protocol

FI child

Age Date of examination

Research of the affective-need sphere

1. Dominant motive: a) cognitive

b) gaming

Inner Position Conversation schoolboy

1 2 3 4 5 6 7 8 9 10

Study of an arbitrary sphere

a) Methodology "House"

high medium low

b) Methodology "Yes" And "No"

high medium low

Research of the intellectual sphere

a) Research methodology learnability A. Ivanova

b) Methodology "Story Pictures"

high medium low

IV. Research of the speech sphere

Methodology "Sound Hide and Seek"

high medium low

Diagnostic program 2

This program is quite time-consuming, but it gives the most complete picture of the formation of the most necessary for successful schooling mental and physical functions.

Description diagnostic procedures and evaluation of their implementation

General outlook (points "A" And "b" from protocol):

From the beginning of the examination, to establish contact with the child, a conversation is held, which is also diagnostic in nature. It includes 11 questions, of which the first eight are aimed at identifying the general stock of knowledge of the child, and 9-11 questions reveal the attitude to school:

What is your name?

How old are you?

What are your parents' names?

What is the name of the city (village where you live?

What pets do you know? And the wild ones?

At what time of the year do leaves appear on trees?

What remains on earth after rain?

How is day different from night?

Do you want to go to school?

What do you think will be good, interesting in school?

Do you think it is better to study at home with your mother or in school with teacher?

In the protocol, next to the question number, we mark the correct answer with a plus, and the wrong answer with a minus.

Orientation in the environment, reserve knowledge:

We evaluate the answers to questions 1-4 according to the information of the parents, put «+» , even if the child answered in a diminutive form. We consider the answer to question five correct if at least two domestic and two wild animals are named, and they are not mixed up. The answer to question six is considered correct if the child answered "spring", "when the winter ends" etc. The seventh answer will be correct if the child said "puddles", "dirt" etc. The eighth answer is counted as correct if the answer is of the type "bright day, sun", "dark at night", "work during the day and sleep at night" and so on.

answers:

High - 7-8 correct answers;

Medium - 5-6 correct answers;

Low - 4 or fewer correct answers.

Attitude to school:

The answer to the ninth question is considered correct if the child answered yes. The 10th answer will be correct if the child speaks "classes, lessons, new knowledge", but incorrect if it calls "changes, games with children, a new portfolio" etc. The correct answer to the 11th question is schooling better than homemade.

The final level is determined by the number of correct answers:

High - 3 correct answers;

Medium - 2 correct answers;

Low - 1 correct answer or 0.

Thinking and speech (para. "V" protocol).

The level of development of thinking and speech is determined by four tasks, each of which is evaluated.

A) Understanding grammatical structures.

The child is given the following instruction: “Now I will read the sentence. Listen carefully and then answer my question. Agreed?"

Offer: Petya went to the cinema after reading the book.

Question: What did Peter do earlier: Did you watch a movie or read a book?

If the child cannot immediately answer the question, then the sentence can be read again, and then ask the question again.

Evaluation of results:

«+» - if the child gave the correct answer

«–» - if the child gave the wrong answer

B) Performing verbal orders

Scatter pencils on the table and put a box next to them. The child is given instruction: "Gather your pencils, put them in a box and put them on the windowsill". After the child has completed the task, ask questions: where are the pencils now? Where did you get them from?

If the child does not understand the instruction and does not proceed to its implementation, then he is given a simplified exercise: "Take the pencils and put them in the box". Accordingly, it is set question: where are the pencils now?

Evaluation of results:

«+» - if the child followed the instructions correctly

«+-» - if you followed the simplified instructions

«–»

C) Changing nouns by number

The child is given instructions: “I will name one object for you, and you change it so that you get many objects. For example: if one, then a pencil, and if there are many, then pencils.

Words to Present: book, lamp, table, window, city, chair, ear, brother, flag, child.

Evaluation of results:

«+» - if the child made no more than two mistakes

«+-» - three to six errors

«–» - if the child made seven or more mistakes

D) Story by pictures

In front of the child, 4-5 pictures related to one plot are laid out randomly. The instruction is offered next: “I have pictures, but they are mixed up. You put them in order and come up with a story about them.

Evaluation of results:

«+» - if the child correctly laid out the pictures and made up a story based on them

«+-» - if the pictures are laid out correctly, but did not tell about them

«–» - if the child incorrectly laid out the pictures

The final level is determined by the results of all four assignments:

High - if four «+»

Low - if four «-» or two «-» and two «+-»

Figurative representations (item "G" protocol).

The child's ability for figurative representations is revealed with the help of two methodologies:

A) Collecting split pictures

The child is shown a cut picture (complex first) and is given instruction: “I had a picture, but it broke. Help me put it down.". If the child does not cope, then a simplified version is given.

Pictures must be at least 10*15 in size, in color, with large details. They are cut as follows. way:

Evaluation of results:

«+» - if the child completed a difficult option

«+-» - if you performed a simplified version

«–» - if the child did not complete the task at all

B) Drawing of a person

The child is given pencils and a piece of paper with words: “Draw me, please, in memory of a person. Draw the way you can."

The drawing is evaluated in three criteria: presence of major body parts (head, eyes, mouth, nose, torso, legs, arms); the presence of minor details (fingers, neck, ears, hair, hat, shoes, clothes, yes); way of depicting arms and legs (two or one dash).

Evaluation of results:

«+» - if the figure shows all seven main parts, at least 3 minor ones, arms and legs are shown with two lines

«–» - 5 or less major parts and 5 or less minor parts

«+-» - all other options

The final level is determined by the results of both assignments:

High - if two «+»

Low - if two «-» or one «-» and one «+-»

Medium - all other options

1. Sample analysis (item "d" protocol).

A figure of a man is laid out on a table of matches. To kid says: "What is this? That's right, it's a man. Let me give you matches, and you will do exactly the same. Look carefully and now do it. We cover our little man with a sheet of paper.

After the child has finished work, we remove the sheet from our figurine and offer to compare his work with the sample. Wherein talking: "That's it, are you done? Now look, your little man turned out exactly the same? If the child does not correct the mistakes made on his own, then we set suggestive questions: “Look what the little man has? Head. Does yours have a head? What's on his feet? Slippers. Where are your slippers?

The final level is determined by the way the child corrects the admitted mistakes:

High - if he corrected the mistakes himself

Low - if it doesn't fix anything

Medium - if corrects with questions

1. One-time perception of quantity (point "e" protocol).

Two piles are laid out on the table matches: around the child and around yourself.

Instruction: “You take as many matches from here as I will take. After that, we will hide the matches in a fist, and at the expense of one-two-three we will open our palms. First, one match is taken, shown to the child for several seconds, and the palm is clenched into a fist. The child does the same. The child's mistakes are not corrected. Thus, the child is presented with up to five matches randomly without repetition.

Final level:

High - if the child is able to perceive 4-5 matches at once

Medium - if the child simultaneously perceives 3 matches

Low - 1-2 matches

8. Small movements

Methodology "Riding the Tracks"

Material: 2 drawing options, pencil

Instruction: “Let's imagine that you are a driver and you need to drive up to this house (show on option B)". On option A, we draw, explaining: "You're going here So: the pencil should not come off the paper, otherwise it will turn out that the car has taken off. Try to drive carefully so that the car does not move off the road.

Final level:

High - there is no way out of the road, the pencil comes off the paper no more than 3 times;

Low - 3 or more exits outside the road or an uneven, trembling line, very weak, invisible, or vice versa, very strong pressure, tearing the paper and repeatedly drawing over the same place;

Medium - all other options.

9. Major moves

The level of development is checked by the implementation of the aggregate exercises:

Walk along a line 2-3 meters long heel to toe;

Stand on your left leg, right leg bent, eyes closed. You can balance with your hands. Norm 15 seconds;

A child at a distance of 3-4 meters catches a small ball and throws it back (6-7 throws).

Final level:

Inadequate: 1) uneven gait; 2) availability a large number movements that accompany the main task and interfere with its implementation; 3) violation coordination: the child cannot catch the ball, hold it or throw it back.

Sufficient - some minor violations of the instructions when performing tasks.

Protocol of individual psychological and pedagogical examination

Name Date of examination

Date of birth Did you attend kindergarten

a) Orientation in the surrounding, margin knowledge:

1 2 3 4 5 6 7 8 9 10

Final level: high medium low

b) Attitude towards school:

Final level: high medium low

c) Thinking and speech:

Final level: high medium low

d) Figurative representations: