Secrets of success preparing for school. Readiness of a child for schooling and adaptation at school The main indicator of a child's readiness for learning

The child is ready for a new school life or not, is determined by the combination of such features:

• morphological;
• psychological;
• personal.

The degree of their formation depends on:

• proper maturation of the body of a preschooler (especially the central nervous system);
• the level of development of his mental processes;
• the social environment in which the baby was brought up;
• personal qualities that he developed;
• availability of basic universal learning skills.

Let's present the main types of school readiness and their characteristics in the table.

Physical	Level of physical and biological development, state of health.
Psychological	intellectual	Availability of the necessary knowledge base, readiness to perceive and assimilate new information.
	Social	Willingness to interact with the surrounding society.
	Personal	A formed internal position, which is the basis for a conscious entry into the role of a schoolchild.
	Emotional-volitional	The ability to control your motives, desires, mood. The presence of moral attitudes.
Special	Basic learning skills

According to experts, readiness for schooling formed in children between six and seven years of age. However, each child has an individual pace of development. The decision on whether to send him to school should be made on the basis of an assessment of the entire list of necessary qualities.

Physical readiness

This type of readiness to study at school, as physical readiness, is determined on the basis of the correspondence of the level of development of the child's body to the basic age norms. A number of criteria must be taken into account.

1. Level of biological development:

• height;
• weight;
• performance;
• a system of conditional verbal reactions;
• maturity of the digestive and urinary systems.

1. The state of health and analyzer systems. To determine the state of health before entering school, the child must pass medical checkup and get a conclusion that he is healthy and can be trained in educational institution. Particular attention is paid to checking vision and hearing, which are of paramount importance for the perception of information.

If there are any medical deviations or contraindications, it is necessary to postpone enrollment in the first class, undergo a course of treatment or take care of creating special educational conditions for the child.

General physical development. Determined by the presence of the main physical qualities:

• dexterity;
• speed;
• force;
• movement coordination.

The level of development of the main types of movements:

• jumping;
• slopes;
• squats;
• crawl.

Development fine motor skills hands:

• hold a pen or pencil;
• draw clear lines;
• move small items
• fold a piece of paper.

Hygiene skills, self-care skills. The child must:

• wash;
• brush your teeth;
• to wash hands;
• use the toilet;
• dress;
• fasten and tie shoelaces;
• take care of your appearance;
• use cutlery;
• clean up the dishes;
• organize workplace;
• collect, fold and put away your belongings.

Knowledge of the basics of health. The child has knowledge of:

• the importance of being healthy;
• the need to protect health;
• daily routine;
• the importance of sports.

A physically healthy and prepared child, a changed daily routine and level of stress.

Psychological readiness

Consider the types of psychological readiness for school, which covers several aspects.

Mental readiness includes:

• sufficient knowledge of the world around;
• the ability to operate with existing knowledge to solve various problems;
• curiosity, the need for new knowledge;
• the level of mental activity that will ensure the assimilation of new knowledge;
• the presence of verbal-logical and figurative thinking;
• well-developed speech, sufficient vocabulary;
• developed sensory skills;
• sustained attention;
• strong memory.

Intellectual preparation for entering the school is a necessary condition for the successful mastery of the curriculum.

Social readiness is based on the following components:

• communication;
• the desire to communicate with peers, to establish friendly relations with them;
• the ability to listen to the interlocutor;
• willingness to follow the line;
• willingness to follow the leader or to show leadership qualities yourself;
• understanding of the social hierarchy, willingness to obey the requirements of elders.

The foundations of the relationship of the child with the outside world are laid in the family and develop in the process of visiting preschool. "Home" children are more difficult to adapt to the conditions of the school team.

Personal readiness to enter school is related to the degree of formation of the child's internal attitude to the fact that his role in society is changing, the attitude of adults and their system of requests to him is changing. A first-grader must consciously take the position of a student and have. It is important that his positive motivation is not based on external aspects (acquisition of new clothes, possession of office supplies, etc.), but on the fact that by attending school he will become smarter, will be able to develop his abilities and skills.

In addition, the child must be prepared that in the family he will be considered more mature and independent. Therefore, the number of demands and family responsibilities will increase. In this regard, the situation is especially difficult in families where there are still children. preschool age.

Emotional-volitional readiness implies the presence of such aspects:

• the joyful expectation of going to school;
• acceptance of goals educational activities and positive attitude towards them;
• the ability to subordinate their motives to the collective;
• the ability to consciously manage one's behavior in accordance with moral principles;
• desire to overcome difficulties;
• striving to achieve high results in their activities;
• conscious definition of some positive and negative qualities character and willingness to change;
• the presence of restraint, perseverance, independence, perseverance, discipline and organization.

A high level of emotional and volitional readiness for school is the key to successful learning. Indeed, in this case, even having problems on initial stage school adaptation, the child will be able to overcome them and will not experience difficulties in the future.

special readiness

Special readiness for schooling is that the child has some universal learning skills:

• name letters;
• read syllables or words;
• count, add and subtract within 10;
• write individual elements;
• draw simple objects;
• do light exercise.

This is just an indicative list. These skills are usually developed during special classes which are held in kindergarten. Their presence is necessary for the study school subjects provided by the curriculum.

It is important that all the basic types of a child's readiness for school are formed at a sufficient level. Only in this case, under conditions of systematic education, the child will not experience a deterioration in health, he will cope with the requirements, successfully learn school curriculum and socio-psychologically adapts to school life.

Entering school and the initial period of education cause a restructuring of the entire lifestyle and activities of the child. This period is equally difficult for children entering school from the age of 6 and from the age of 7. The observations of physiologists, psychologists and teachers show that among first-graders there are children who, due to individual psychophysiological characteristics, find it difficult to adapt to new conditions for them, only partially cope (or do not cope at all) with the work schedule and curriculum. Under the traditional system of education, these children, as a rule, form lagging behind and repeaters. The traditional education system is not able to provide an appropriate level of development for children with psychophysiological and intellectual capabilities for learning and development at a higher level of complexity.

A child entering school must be mature in physiological and social relations, he must reach a certain level of mental and emotional-volitional development. Educational activity requires a certain stock of knowledge about the world around us, the formation of elementary concepts. The child must master mental operations, be able to generalize and differentiate objects and phenomena of the world around him, be able to plan his activities and exercise self-control. A positive attitude to learning, the ability to self-regulate behavior and the manifestation of strong-willed efforts to complete the tasks are important. No less important are the skills of verbal communication, developed fine motor skills of the hand and hand-eye coordination. Therefore, the concept of “child readiness for school” is complex, multifaceted and covers all spheres of a child’s life; depending on the understanding of the essence, structure and components of the child's readiness for learning, its main criteria and parameters are identified.

modern school is in search of training models that can provide a versatile development of the individual, taking into account their individual psycho-physiological and intellectual capabilities. The most effective form of individualization educational process, providing the most comfortable conditions for the child (when selecting the appropriate content, observing the didactic principles of accessibility, feasibility), is differentiated learning, which is based on the acquisition of classes 1, 2, 3 levels based on deep psycho-physiological and psychological-pedagogical diagnostics.

The following are methods for diagnosing children when they enter school *. They will help the kindergarten teacher and the teacher primary school determine the level of school maturity of the child. All techniques have been tested in the acquisition of multi-level classes.

*Doshchitsyna Z.V. Evaluation of the degree of readiness of children to study at school in conditions of different levels of differentiation. M., 1994.

The readiness of children for school can be determined by such parameters as planning, control, motivation, and the level of intelligence development.

1. Planning- the ability to organize their activities in accordance with its purpose:

low level- the child's actions do not correspond to the goal;

average level- the actions of the child partially correspond to the content of the goal;

high level - the child's actions are fully consistent with the content of the goal.

2.Control- the ability to compare the results of their actions with the intended goal:

low level - complete discrepancy between the results of the child's efforts and the goal (the child himself does not see this discrepancy);

average level - partial correspondence of the results of the child's efforts to the goal (the child himself cannot see this incomplete discrepancy);

high level - compliance of the results of the child's efforts with the goal; the child can independently compare all the results obtained by him with the goal.

3. Teaching motivation- the desire to find hidden properties of objects, patterns in the properties of the surrounding world and use them:

low level- the child focuses only on those properties of objects that are directly accessible to the senses;

average level- the child seeks to focus on some generalized properties of the world around him - to find and use these generalizations;

high level- the desire to find the properties of the surrounding world hidden from direct perception, their patterns is clearly expressed; there is a desire to use this knowledge in their actions.

4.The level of development of intelligence:

short- inability to listen to another person, to perform logical operations of analysis, comparison, generalization, abstraction and concretization in the form of verbal concepts;

below the average- inability to listen to another person; errors in the performance of all logical operations in the form of verbal concepts;

average- inability to listen to another person, simple logical operations - comparison, generalization in the form of verbal concepts - are performed without errors, in the performance of more complex logical operations - abstraction, concretization, analysis, synthesis - errors are made;

high- there may be some errors in the understanding of another person and in the performance of all logical operations, but the child can correct these errors himself without the help of an adult;

very tall- the ability to listen to another person, to perform any logical operations in the form of verbal concepts.

The child is not ready for school

He does not know how to plan and control his actions, the motivation for learning is low (it focuses only on the data of the sense organs), he does not know how to listen to another person and perform logical operations in the form of concepts.

Child ready for school

He knows how to plan and control his actions (or strives for this), focuses on the hidden properties of objects, on the patterns of the world around him, strives to use them in his actions, knows how to listen to another person and knows how (or strives) to perform logical operations in the form of verbal concepts.

An in-depth examination of children is carried out before entering school (April - May). Based on the results of the survey, the final conclusion on the readiness of children for school is given by the psychological and pedagogical commission, which consists of a psychologist, physiologist, pediatrician and teacher. In conditions of different levels of differentiation, the commission can form classes of the 1st, 2nd, 3rd levels.

When determining the level of a child's readiness for schooling, a characteristic map can serve as a guideline, which contains three levels of readiness for learning according to the following parameters:

1. Psychological and social readiness.

2. Development of school-significant psychophysiological functions.

3. Development of cognitive activity.

4 Health status.

MAP-CHARACTERISTIC OF THE READINESS OF THE CHILD TO THE BEGINNING OF SCHOOL EDUCATION

1.Psychological and social readiness for school (corresponding level circled)

A. Desire to go to school

1. The child wants to go to school.

2. There is no special desire to go to school yet.

3. Doesn't want to go to school.

B. Learning motivation

1. Realizes the importance and necessity of learning, own learning goals have acquired or are acquiring independent attractiveness.

2. The own goals of the teaching are not realized, only the external side of the teaching is attractive (the ability to communicate with peers, have school supplies, etc.).

3. The goals of the teaching are not realized, the child does not see anything attractive at school.

IN. Ability to communicate, behave appropriately and respond to situations

1. Easily enters into contact, perceives the situation correctly, understands its meaning, behaves adequately.

2. Contact and communication are difficult, understanding the situation and responding to it is not always or not entirely adequate.

3. Poorly enters into contact, experiences severe difficulties in communication, in understanding the situation.

G. Organization of behavior

1. Organized behavior.

2. Behavior not organized enough.

3. Behavior disorganized.

General average assessment of the level of psychological and social readiness for school

above average, average

Below the average

Short

2. Development of school-significant psychophysiological functions

A . Phonemic hearing, articulatory apparatus

1. Violations in phonemic structure of speech, there is no sound pronunciation, speech is correct, distinct.

2. There are noticeable violations in the phonemic structure of speech, in sound pronunciation (examination by a speech therapist is necessary).

3. The child is tongue-tied (the supervision of a speech therapist is necessary).

B. Small muscles of the hand

1. The hand is well developed, the child confidently owns a pencil, scissors.

2. The hand is not well developed, the child works with a pencil, scissors with tension.

3. The hand is poorly developed, works poorly with a pencil, scissors.

b. Spatial orientation, coordination of movements, bodily dexterity

1. Sufficiently well oriented in space, coordinates movements, mobile, dexterous.

2. There are some signs of underdevelopment of orientation in space, coordination of movements, insufficient dexterity.

3. Orientation in space, coordination of movements are poorly developed, clumsy, inactive.

G. Coordination in the eye system - hand

1. Can correctly transfer the simplest graphic image (pattern, figure) visually perceived at a distance (from a blackboard) into a notebook.

2. The graphic image, visually perceived at a distance, is transferred to the notebook with minor distortions.

3. When transferring a graphic image visually perceived from a distance, gross distortions are allowed.

D.Volume visual perception(according to the number of selected objects in absurd pictures, pictures with many contours)

1. Corresponds to the average indicators of the age group.

2. Below the average for the age group.

3. Far below the average for the age group.

General average assessment of the level of development of school-significant psychophysiological functions

above average, average : most of the readiness indicators are assessed by the 1st level.

Below the average: most readiness indicators are assessed by the 2nd level.

Short: most readiness indicators are assessed at level 3.

3. Development of cognitive activity

A. Horizon

1. The ideas about the world are quite detailed and specific, the child can talk about the country, the city in which he lives, about animals and plants, the seasons.

2. Representations are quite specific, but limited to the immediate surroundings.

3. The outlook is limited, knowledge even about the immediate surroundings is fragmentary, unsystematic.

B. Speech development

1. Speech is meaningful, expressive, grammatically correct.

2. The child finds it difficult to find words, to express thoughts, there are separate grammatical errors in speech, it is not expressive enough.

3. Words have to be drawn out, answers are most often monosyllabic, there are a lot of mistakes in speech (concordance, word order are violated, sentences are not completed).

IN. Development cognitive activity, independence

1. The child is inquisitive, active, performs tasks with interest, independently, without needing additional external stimuli.

2. The child is not sufficiently active and independent, but when performing tasks, external stimulation is required, the range of issues of interest is rather narrow.

3. The level of activity, independence of the child is low, when performing tasks, constant external stimulation is required, interest in the outside world is not detected, curiosity is not manifested.

G. Formed, intellectual skills (analysis, comparison, generalization, establishment of patterns)

1. The child determines the content, the meaning (including the hidden one) of the analyzed, accurately and succinctly generalizes it in a word, sees and realizes subtle differences when compared, and discovers regular connections.

2. Tasks that require analysis, comparison, generalization and the establishment of regular relationships are performed with the stimulating help of an adult.

3. Tasks are performed with the organizing or guiding help of an adult; the child can transfer the mastered method of activity to perform a similar task.

4. When performing tasks that require analysis, comparison, highlighting the main thing, establishing patterns, training assistance is needed; help is perceived with difficulty, independent transfer of the mastered methods of activity is not carried out.

D. Arbitrariness of activity

1. The child holds the goal of the activity, outlines its plan, chooses adequate means, checks the result, overcomes difficulties in work, and brings the matter to the end.

2. Holds the goal of the activity, draws up a plan, chooses adequate means, checks the result, but in the process of activity is often distracted, overcomes difficulties only with psychological support.

3. The activity is chaotic, ill-conceived, certain conditions of the problem being solved are lost in the process of work, the result is not checked, interrupts the activity due to difficulties that arise, stimulating, organizing assistance is ineffective.

E. Activity control

1. The results of the child's efforts correspond to the goal, he can compare all the results obtained with the goal.

2. The results of the child's efforts partially correspond to the goal; the child himself cannot see this incomplete correspondence.

3. The results of the efforts do not correspond to the goal at all, the child does not see this discrepancy.

AND. Pace of activity

1 Corresponds to the average indicators of the age group,

2. Below the average for the age group,

3. Far below the average for the age group,

General average assessment of the level of development of cognitive activity

above average, average : most indicators are assessed at the 1st level.

Below the average: most indicators are assessed by the 2nd level.

Short:most of the indicators are assessed at the 3rd level.

Very low: intellectual skills are assessed at the 4th level with most indicators assessed at the 3rd level.

4. Health status

1. Features of the development of the child at the stage of preschool childhood (indicate the specific circumstances, if any, that influenced the development of the child: difficult births, injuries, long-term illnesses).

2. The pace of development in preschool childhood (whether the child began to walk, talk in time).

3. The state of somatic health (the nature of deviations in the systems and functions of the body, soreness, how many times in the past year I was sick, how many days in general).

Health group ________________

Conclusion_____________________________________

Another approach is possible when examining future first-graders. It is based on the principle of a sufficient minimum: only those mental properties (qualities) of the child are evaluated, without knowing which it is impossible to determine the degree of his readiness for the school start, and, consequently, the most favorable type of class for him. These indicators are:

The child's ability to mental activity (initiativity and perseverance in mental activity);

Ability to self-regulate learning activities(awareness of the goal, the ability to plan actions to achieve the goals, control the results, focus on the model);

The ability to retain in memory small portions of information, teacher instructions necessary to complete the task (short-term memory);

The ability to carry out elementary conclusions, to reason;

Vocabulary development and the ability of phonemic perception (hearing).

In this case, the degree of readiness of a child of 6-7 years old for learning is determined using a complex consisting of one complex and three simple tests. Simple tests include phonemic hearing, a nonsense syllables copy test, and a vocabulary test. The test of short-term memory and inferences is difficult. The test is carried out for 15-20 minutes.

PHONEMATIC HEARING TEST

The examiner suggests to the child: “Let's think of a word with you, for example,“ window ”. I will repeat it all the time, and then I will replace it with another word, for example "stool". As soon as you hear this other word, do like this (demonstrates). This is how you point out my mistake to me. And then you will name the word that I said by mistake. If I name only the word that we have chosen, then at the end you will say: "Everything is correct." It's clear?"

After a satisfactory answer, you can proceed directly to the test. It includes four tasks. The first task is introductory and training (its results are not taken into account when grading for this test). The remaining three tasks are credits.

First task-control phoneme P

Frame, frame, frame, frame, frame, frame, frame, lama, frame, frame, frame. Ramp, ramp, ramp, ramp, ramp, ramp, ramp, lamp, ramp. Boxes, buns, boxes, boxes, boxes, boxes, boxes. Shout, shout, shout, shout, shout, shout, shout, shout, shout.

Second task-control phoneme C

Sleep, sleep, sleep, sleep, sleep, sleep, sleep, sleep, tone, sleep, sleep, sleep, sleep. Braid, braid, braid, braid, braid, braid, braid, braid, goat, braid, braid. Dawn, dawn, dawn, dawn, dawn, dawn, dawn, dawn, dawn, dawn, dawn. Fed up, fed up, fed up, fed up, fed up, fed up, sewn up, fed up, fed up.

Third task-control phoneme Ch

Bangs, bangs, bangs, bangs, bangs, bangs, bangs, slits, bangs. Smoke, smoke, smoke, smoke, smoke, smoke, spare, smoke. Chick, Chick, Chick, Chick, Chick, Chick, Chick, Chick. Honor, honor, honor, honor, honor, honor, honor

Fourth task -control phoneme G

Mountain, mountain, mountain, mountain, mountain, mountain, mountain, it's time, mountain, mountain, mountain. Voice, voice, voice, voice, voice, voice, voice, ear, voice. Hornbeam, hornbeam, hornbeam, hornbeam, hornbeam, hornbeam, crab, hornbeam, hornbeam, hornbeam, hornbeam. Thresholds, thresholds, thresholds, thresholds, thresholds, vices, thresholds, thresholds.

If in one row or another, at the usual pronunciation rate (1 word per 10 s), the child could not identify the “extra” word or made a mistake, then after 1-2 next tasks you need to return to this row again, repeating it at a slower pace (1 word in 1.5 s).

Rating scale

The grading system in this test has a significant feature: on the one hand, the highest mark (3 points) is given only if all three test tasks are performed flawlessly, on the other hand, it does not matter how many test tasks the student made this or that mistake - in one or three. If there are errors, the mark for the test is assigned to the task that was performed in the worst way (i.e., errors made in several tasks are not summed up). A four-point rating scale is used:

0 points- if at least in one task the preschooler could not correctly notice the "extra" word, despite the repeated slow presentation of this series of words.

1 point- I noticed the “extra” word only when repeating the series in slow motion.

2 points- noticed the "extra" word at the usual pace of presentation, but did not slam his palm on the table in time - he named the "extra" word only after listening to the entire series.

3 points- in all tasks from the first presentation, he slapped his palm on the table in time and correctly named the “extra” word.

This scale applies to both six-year-olds and seven-year-olds. After all, age itself has little effect on the development of this ability. Its level is determined by the following uniform criteria:

The level of development of phonemic hearing Short Average High

COPY TEST OF NON-MEANING SYLLABLES

These may be meaningless syllables written in calligraphic handwriting. One set of syllables out of the five given is presented to the child on a special card. “Look,” says the inspector, “something is written here. You don't know how to write yet, but try to redraw it. Take a good look at how it is written here, and do the same on this piece of paper. At the same time, the task execution time is not limited.

It happens that a timid child declares that he cannot complete the task because he cannot write. In this case, you can offer him to redraw the house first, then a simple geometric pattern (squares, circles, rhombuses) and only then, after repeated encouragement of the actions performed, letter syllables. Of course, only this last task is evaluated.

Rating scale

1 point- doodle.

2 points- there is a similarity with the sample, but no more than three letters are recognized.

3 points- read at least four letters.

4 points- you can read all the letters.

5 points- each letter is written clearly, the whole phrase has a slope of no more than -30 °.

The level of development of self-regulation

Number of points received	The level of development of self-regulation
	Short
	Average High

DICTIONARY TEST

Like other tests of the verification complex, this test is built on the principle of sampling: a certain (standard) set of words is taken and it is determined which of them are inverted to the child. On the basis of the answers received, the vocabulary development of the child in general is judged. There are five standard interchangeable sets at the disposal of the inspectors. Therefore, in the process of examining future first-graders, inspectors can and should alternate these complexes: one child is given one set, another - another, etc.

word sets

1. Bicycle, nail, letter, umbrella, fur, hero, swing, connect, bite, sharp.

2. Plane, hammer, book, raincoat, feathers, friend, jump, split, beat, blunt.

3. Car, broom, notebook, boots, scales, coward, run, tie, pinch, prickly.

4. Bus, shovel, album, hat, fluff, sneak, twirl, scratch, soft, run away.

5. Motorcycle, brush, notebook, boots, hide, enemy, stumble, collect, stroke, rough.

Getting Started Checking vocabulary child, the teacher says: “Imagine that you met (met) with a foreigner - a person from another country who does not understand Russian well. And so he asked you to explain what the word "bicycle" means. How will you answer?

Since the child gives his answers in verbal form, one can judge his vocabulary - both passive (knows the meaning of only individual words) and active (uses certain words of active speech). If the child cannot give a verbal answer, then the tester invites him to draw an object or show the meaning of this word using gestures or movements.

It should be emphasized that the test does not involve testing the ability to master the concept denoted by a certain word. It happens that the child owns this concept, but, not being familiar with the corresponding word literary language, uses some other, most often dialectal word instead.

It is impossible in such a situation to offer children synonymous words that, in the opinion of the inspector, they know, since the test is not aimed at testing the mastery of a particular concept, but at knowledge of words, and precisely those that belong to the literary language.

The score for this test is the sum of points for each of the ten words in the set.

Evaluation scale

0 points- lack of understanding of the word. The child declares that he does not know the meaning of the word or incorrectly explains its content, for example: "Fur - they put it in a pillow and sleep on it."

1 point- understands the meaning of the word, but can express his understanding only with the help of drawing, practical actions or gestures.

1.5 points- the child verbally describes the object, for example: "A bicycle - they ride it, it has two wheels, and sometimes more - two large and one small." Or: "This is to ride on it." "Umbrella - to hide from the rain."

2 points- the child gives a definition that approaches the scientific one (that is, it contains an indication of the genus and individual species characteristics). For example: "A letter is paper on which you can write about yourself and send it in an envelope by mail."

Thus, the maximum possible score on this test is 2x10 = 20 points.

Since the vocabulary of a child is rapidly enriched with age, it is logical to evaluate the answers of six-year-olds and seven-year-olds differently. In this regard, to determine the levels of development of this ability, it is recommended to use the following table:

Age groups	Level of vocabulary development (sum of points scored)
	short	average	high
six year olds		7-12	12,5
Semiletki	11,5	12-15	15,5

SHORT-TERM MEMORY AND CONCLUSION TEST

As the name implies, this test is combined. This is expressed in the use of the same educational material for evaluating two, although interconnected, but qualitatively different abilities - short-term memory and logical thinking. The latter ability is represented by one of the types of inferences.

Testing begins with the tester addressing the child:

Do you like to listen to different stories? ( The child usually answers in the affirmative.)

Now I will start a short story, and you try to remember it well in order to repeat it exactly. Agree? (The child usually agrees.)

Once upon a time there were three boys: Kolya, Petya and Vanya. Kolya is lower than Petya. Petya is shorter than Vanya. Repeat.

If the child cannot reproduce these three phrases completely and without significant distortion, the inspector says: “Don't be discouraged. It won't work right away. Let's try again. Listen carefully... Once upon a time...”

The protocol records the number of repetitions that the child needed to complete the task. This indicator serves to assess the level of short-term semantic memory of the child being examined: the fewer repetitions required, the higher its level. The following table is used for this:

Age groups	The level of development of short-term semantic memory (the number of repetitions required)
	short	average	high
six year olds
Semiletki

As soon as the child gives the correct and complete answer, the tester proceeds to check his ability to carry out the simplest inferences:

Well done! Now you've done it right. Now think and say: which of the boys is the tallest?

If the child is not able to give the correct answer, the inspector says:

Well, let's think again: Kolya is lower than Petya, Petya is lower than Vanya. So which one is the tallest? ( Only the final part of the story is repeated - the question itself.)

After the child gives the correct answer, he is asked another question:

And which of the boys is the shortest?

When determining the level of development of a child's ability to carry out simple inferences, the total number of repetitions that he needed to complete this test as a whole (starting with memorization) is taken into account. The following table is used for this:

Age groups	The level of development of the ability to carry out the simplest inferences (the number of repetitions required to complete this test as a whole)
	short	average	high
six year olds
Semiletki

Observations of the child's performance of all four tests described above make it possible to judge the level of his mental activity. The following criteria are used for this:

1. Low level of mental activity: the child begins to complete tasks only after additional stimuli, and is often distracted during work; when performing a test of phonemic perception, the child’s interest is not the detection of errors in the articulatory actions of the tester, as the test design implies, but the possibility of a purely external reaction (for example, to slam the palm on the table).

2.Average level: the child does not show interest in completing the proposed tasks, although he is actively involved in the work (willingly). A variant is possible when the child first shows interest in work, which, however, then fades very quickly. He asks relatively few questions, and even those are most often directed not at the essence of the task, but at some secondary points: “Who drew these beautiful little letters?”, “Is the alien good or bad?” etc. There is no initiative in communicating with the teacher and completing assignments.

3. High level mental activity: the child shows a pronounced interest in the proposed tasks, the environment in which the interview is conducted, and the teacher.

Willingly maintains a conversation with him, he asks questions. In the performance of tasks is included without delay, makes efforts to overcome difficulties, often tries to continue communication with the teacher. When performing a test, the dictionary is willingly included in the game situation, introducing elements of fantasy into it.

Analysis of the results of checking the degree of readiness of the child for learning

So, as a result of the application of screening tests, six indicators are identified that characterize the degree of readiness of the child for schooling. For each of the indicators, the child belongs to one of the three levels of low, medium or high. These marks are recorded in a special card by putting a mark in the appropriate column.

Card of psychological examination of the first grader

Surname, name …………………………………………

Date of examination…………………………….

Psychological indicators of readiness	Estimated level
	short	average	high
1 . mental activity.
2. Self-regulation. 3. Phonemic hearing.
4. Vocabulary development. 5. Short-term memory. 6. Inference (thinking).

Based on these data, the issue of enrolling a child in a class of one type or another is decided. How is this done?

If the scores for all indicators for each child were the same (say, all - average level or - all - high level), there would be no problems: those with a low level would be sent to the class of increased individual attention, those with an average level - to the class of normal learning, and those who are assessed at a high level - in the class of accelerated learning. But this happens very rarely. More often, grades are distributed in two or even three levels, and two levels may be extreme. How to act in these cases? Consider everything possible options and sub-options.

Option IThe presence of indicators of the prevailing level (4-5 assessments of the same level).

1st sub-option.The prevailing is the average or low level. Regardless of how the remaining one or two marks are distributed, the child is recommended, respectively, to a class of a special type or to a class of increased individual attention. At the same time, the parents of the child should receive recommendations on how to develop lagging abilities in the conditions of family education.

2nd sub-option.The dominant level is high. There should be a more differentiated, balanced approach here. If the other one or two grades are average, the child is recommended for an accelerated learning class. If at least one indicator is at a low level, enrolling a child in such a class is called into question. We can recommend parents to train the lagging ability during the summer, at the end of August, check the child again.

Low scores on two indicators do not fundamentally change the situation, but should be considered as a more serious contraindication to the possible enrollment of this child in an accelerated class. Ultimately, the pre-fall re-examination of lagging abilities should be decisive. If, according to its results, at least one of them will still be at a low level, the child is still enrolled in a class of the usual type. His further status (as well as the status of all other children) will be determined by his academic success.

Option II. Absence of a predominant level (several sub-options are possible here).

1st sub-optioncan be expressed by the formula "2, 2, 2". The child is recommended for a regular class. Parents and future teachers take measures aimed at the accelerated development of lagging abilities.

2nd sub-optionhas the formula "3, 3, -". The child is recommended to a class of increased individual attention (provided that there are no more needy applicants for this place, i.e. children with a predominance of a low level).

3rd sub-optionexpressed by the formula "-, 3, 3". The child is recommended to a regular type class with the prospect of moving to an accelerated learning class (subject to the rapid development of abilities that are still at an average level). However, it should be borne in mind that such a prospect is associated with the need to catch up with the class that has gone ahead, and this is possible only if the child has good health and high mental activity.

4th sub-optionexpressed by the formula "3, -, 3". Unlikely, but if found, the child is recommended for a regular type class.

Parents and the teacher take measures to accelerate the development of lagging abilities in the child.

The presented methods for diagnosing a child's readiness for schooling (using a characteristic card and four tests) were chosen by us as the least laborious. The work done will help the teacher not only to properly organize the enrollment of students in the first grades, but also to implement a differentiated and individual approach to them during the entire period of study.

The readiness of the child for schooling is the ability of the child to fulfill the requirements that the school will present to him. An indicator of a child's readiness for learning is the level of his mental development. L. S. Vygotsky was one of the first to formulate the idea that readiness for schooling consists not so much in quantitative stock of representations, how many in the level of development cognitive processes. According to L.S. Vygotsky, to be ready for school education means, first of all, to generalize and differentiate objects and phenomena of the surrounding world in the appropriate categories. The concepts of readiness for schooling as a set of qualities that form the ability to learn were followed by A.V. Zaporozhets, A.N. Leontiev, V.S. Mukhina, A.A. Lublin. They include in the concept of readiness for learning the child's understanding of the meaning learning objectives, their difference from practical ones, awareness of how to perform an action, skills of self-control and self-esteem, development of volitional qualities, the ability to observe, listen, remember, and achieve the solution of tasks.

School readiness- the ability of the child to fulfill the requirements that the school will present to him. Readiness indicator reb. to training yavl. his level of intelligence. development. L S. Vygotsky was one of the first to formulate the idea that readiness for school. training zakl. not so much in quantity stock of representations, how many in the level developed. knowing. processes. According to L.S. Vygotsky, to be ready for school education means, first of all, to generalize and differentiate objects and phenomena of the surrounding world in the appropriate categories. The concepts of readiness for schooling as a set of qualities that form the ability to learn were followed by A.V. Zaporozhets, A.N. Leontiev, V.S. Mukhina, A.A. Lublin. They include in the concept of readiness for learning the child's understanding of the meaning of learning tasks, their difference from practical ones, awareness of the ways to perform an action, skills of self-control and self-esteem, development of volitional qualities, the ability to observe, listen, remember, achieve the solution of tasks.

Readiness for school and methods for determining itMarkova

Physical

▪ health(characterized on the basis of studying the medical record, appearance reb., features of his physical. development (weight, height), muscle tone, skin, vision, hearing,

▪ dexterity movements (observed during his movement around the class, during any activity)

▪ accuracy(analysis of how accurately the child copies images in copybooks, in notebooks, throws the ball at Right place and etc.)

▪ movement coordination(observed during physical activity a) whether the child’s different types of movements are coordinated, b) whether the teacher’s instructions are correctly followed, aimed at coordinating the movements of the arms, legs, torso, head, etc.)

▪ motor skills of the hand(children are asked to cut out the image of the figure using scissors)

mental

1) intellectual- this is the corresponding age. the level of maturity of all cognitive mental processes (sensation, perception, attention, memory, thinking).

Approximate school maturity test (Irasek test - verbal thought) (The sky is blue, and the grass ...? What time is it? (show on a paper clock) Why do all cars have brakes?) Study of the thinking process: "Opposite concepts" (large - ..., loud - ...) study of short-term memory (repeat a series of numbers: 3-1-7-5-9) a technique for studying the intellectual readiness of children L.I. Peresleni, L.F. Chaprova (1 subtest for awareness (name the months of winter), 2 subtest for classification, formation of concepts (Sasha, Vitya, Stasik, Petrov, Kolya), 3 subtest for verbal-logical thinking (cucumber - vegetable, cloves - ...) 4 subtest on a generalizing word, the formation of concepts (perch, crucian carp - ...) the Kern-Irasek test (Drawing a male figure - dependence between the image. behavior).house technique

2) personal readiness is the maturity of the system of relations. : rel. to vzr., rel. to peers (the ability to communicate with peers); rel. to oneself (lack of low self-esteem and fear of failure); attitude towards school and learning. Techniques: content conversation: Did you want to go to school? If you stopped going to school, what would you do? studying a general understanding of the meaning of life situations: Determine if the phrases are stupid or not: You answered very well during the lesson, so I give you a 2. Determining the orientation of the reb. to school: riddles.

3)Motivational- development of cognitive motivation and achievement motivation)

4) Emotional-volitional: considered formed, if reb. knows how to set a goal, make decisions, outline a plan of action, make efforts to implement it, overcome obstacles.

5) social: communication skills - the ability to adequately establish contacts with peers and adults.

Levels: each type of readiness is evaluated at three levels: low, medium, high.

There are three main lines along which preparation for school should be carried out:

1) This general development. By the time the child becomes a schoolboy, his general development should reach a certain level. It is primarily about the development of memory, attention and especially intelligence. And here we are interested in both the stock of knowledge and ideas that he has, and the ability, as psychologists say, to act in the inner plane, or, in other words, to perform certain actions in the mind; 2) This is the cultivation of the ability to voluntarily control oneself. A child of preschool age has vivid perception, easily switched attention and a good memory, but he still does not know how to manage them arbitrarily. He can remember for a long time and in detail some event or conversation of adults, perhaps not intended for his ears, if he something attracted his attention, but it is difficult for him to concentrate for any long time on something that does not arouse his immediate interest. Meanwhile, this skill is absolutely necessary to develop by the time you enter school. As well as the ability to cry more broadly - to do not only what you want, but also what you need, although, perhaps, you don’t really want to, or even don’t want to at all; 3) the formation of motives that encourage learning. This does not mean the natural interest that preschool children show in school. It is about cultivating a real and deep motivation that can become an incentive for their desire to acquire knowledge.

It is possible to single out separate aspects of readiness for school: physical, intellectual, emotional-volitional, personal and socio-psychological.

General physical development: normal weight, height, chest volume, muscle tone, proportions, skin and other indicators that correspond to the standards of physical development of boys and girls of 6-7 years of age in the country. The state of vision, hearing, motor skills (especially small movements of the hands and fingers). The state of the child's nervous system: the degree of its excitability and balance, strength and mobility. General health.

Personal and socio-psychological readiness is understood as the formation of a new social position (“internal position of the student); the formation of a group of moral qualities necessary for learning, the formation of arbitrariness of behavior, the qualities of communication with peers and adults.

Emotional-volitional readiness is considered formed if the child is able to set a goal, make a decision, outline an action plan, make efforts to implement it, and overcome obstacles. The arbitrariness of mental processes is formed in him, including motivational readiness, they combine the term psychological readiness, in contrast to moral and physical readiness.

Depending on the choice of one or another concept of a child's readiness for systematic schooling, a practical psychologist chooses its main criteria and selects appropriate methods for diagnosing them.

For example, the intellectual readiness of a child for learning can be studied using the methods of L. A. Wenger and V. V. Kholmovskaya, the scale for studying the intelligence of preschoolers and junior schoolchildren D. Wexler, progressive matrices J, Raven (color version), orientation test of school maturity I. Jirasek and V. Tikhoy, A Kern's school maturity test will help to check the general readiness for school (general development, the ability to imitate a model, the development of fine motor skills of the hand, coordination of vision and hand movements).

The following indicators can be taken as criteria for a child's readiness for school; 1) normal physical development and coordination of movements. Readiness according to the first criterion presupposes sufficiently developed muscles, accuracy of movements, readiness of the hand I to perform small, precise and varied movements, consistency of the movement of the hand of the first eye, the ability to use a pen, pencil, brush. 2) desire to learn; The second criterion includes the presence of motives for learning, the attitude to it as a very important, significant matter, the desire to acquire knowledge, and interest in certain studies. 3) managing your behavior; The content of the third criterion includes the arbitrariness of external motor behavior, which provides the ability to withstand the school regime, organize oneself in the lesson; arbitrary control of internal mental actions for purposeful observation of phenomena, concentration of attention for memorizing the information presented by the teacher or contained in the textbook. 4) possession of methods of mental activity; The fourth criterion includes mastery of the methods of mental activity, which presupposes a certain level of development of the child's cognitive processes. This is a differentiation of perception that allows you to observe objects and phenomena, highlight certain properties and aspects in them, master logical operations, ways of meaningful memorization of material 5) manifestation of independence; The fifth criterion - the manifestation of independence - can be considered as the desire to look for ways to solve and explain everything new and surprising, the urge to use different ways, give different solutions, do without outside help in practical activities 6) attitude towards comrades and adults; The sixth criterion involves the formation in children of the desire and habit to work for themselves and others, awareness of the responsibility and importance of the task being performed 7) attitude towards work; The content of the seventh criterion includes the ability to work in a team, to take into account the interests and desires of comrades, to have the skills to communicate with peers and adults. 8) the ability to navigate in space and notebooks. The eighth criterion is associated with orientation in space and time, knowledge of units of measurement, the presence of sensory experience, an eye.

School readiness implies the presence of certain components: the development of all types of children's activities (objective, play, labor, visual, especially constructive), ensuring in unity the development of all the internal forces of preschoolers - thinking, volitional qualities, feelings, creativity, speech, as well as the assimilation of ethical norms and the development of moral behavior.

The term " school readiness» is traditionally perceived by teachers of preschool education and school teachers quite unambiguously, mainly from the point of view of readiness to study specific school subjects, which gave rise to the actual system of preliminary testing of knowledge, skills and abilities of preschoolers when entering school on specific content material (counting, solving examples “in the mind” and solving simple tasks, reading texts, copying words and phrases, etc.).

Build readiness for school means to create conditions for the successful assimilation of children curriculum and their normal entry into the student team.

One of important indicators special (mathematical) readiness is preschoolers have certain knowledge, skills and abilities. As the analysis of pedagogical work shows, the level of assimilation of this knowledge, skills and abilities depends on age, individual features children, as well as the state of the educational process in kindergarten.

For a preschool teacher, it is of particular importance identifying this level before children enter school. This is facilitated by diagnostic tests: individual conversations, didactic games and exercises with children, their performance of special tasks, etc.

At the same time, it should be noted the main components of a child's readiness to master mathematics in schools e: motivational, content and procedural.

Motivational component of readiness includes:

Positive attitude towards school and learning activities in general;

Interest in the mathematical side of reality;

Desire to study mathematics.

The volume and quality of mathematical knowledge: awareness, strength of memorization, the possibility of mastering them in independent activity (flexibility);

Features of speech development (learning mathematical terminology);

The level of cognitive activity in general.

Procedural Component- This:

Skills and abilities of educational activities (planning, independently performing activities, exercising self-control and self-assessment).

The level of assimilation of knowledge is easier to determine than the degree of mastery of the methods of educational activity, the more so the degree of formation of cognitive activity.

Due to this to identify general educational skills must be selected tasks in pairs: for example, the first task - guess, tell, count, show, etc., the second - compare, explain, prove, tell, etc. The second task for children is more difficult, but it is the performance of such tasks that indicates the level of preparedness of the child for learning school.

Important indicators readiness for school attention productivity(according to adapted correction tables), features of mental development and educational activity.

In preparation for school great importance has the correct organization and purposeful development of children's attention in the learning process. In children of older preschool age, a significant place in the activity is occupied by voluntary attention . At this age, the volume and stability of attention increase significantly. The kindergarten teacher organizes the educational activities of the child, teaches him to understand the tasks, goals and conditions for performing cognitive tasks.

The success of teaching children at school is associated not only with the presence of a certain amount of knowledge in preschoolers. Even the ability to count and solve problems is not of decisive importance in this case. School education makes the main demands primarily on mental activity.

Due to this the level of development of mental abilities is one of the important indicators of a child's readiness for school. It is necessary to teach children to observe, analyze, generalize, draw conclusions. Intellectual possibilities are expanded in the process of active and purposeful acquaintance with the objects and ideas of the environment, the laws of nature, and the peculiarities of relations between people.

Studies show that a high level of intellectual development of a child does not always coincide with his personal readiness for school. In some cases at the beginning of schooling, children do not have a positive attitude to a new way of life, involving appropriate changes in conditions, rules, requirements of the mode of study, life and activity in general.

Therefore, in kindergarten, teachers should also to form a positive attitude of preschoolers to learning, which includes the desire of the child to achieve a new social position - i.e. become a schoolboy. The child must understand the importance of schooling, respect teachers and their work, respect older schoolmates, love a book, treat it conscientiously.

Study readiness level children of six-, seven-year-old age to study at school, you can use both group and individual surveys.

Individual examination enables the educator to create an idea about the peculiarities of thinking, speech of children, general level knowledge and special mathematical training.

As diagnostic (test) exercises you can use this type of task.

1. The child is asked to answer the questions: “When will you go to school? What do you know about school? Do you want to go to school?"

2. The child is offered to answer the questions: “Do you like math classes? What do you think students do in math class?

3. The child is shown a card with numbers placed in random order and asked to name and show them.

4. The child is asked to name the numbers adjacent to those named - the game "Find the neighbors."

5. In front of the child is a sheet of paper with two rows of circles on it. The top row - eight large circles, the bottom - nine small ones, which are placed at a smaller distance one from one than the large ones. The question is posed: “Which circles are more? Which ones are less?

6. The child is shown three pictures in turn: “Apple tree”, “Airport”, “Girl with flags”. Ask them to come up with a problem for each picture and solve it.

7. The child is shown the picture "Houses". Please look at the picture carefully and say which geometric figures he recognizes in the picture. (Windows are square, doors are rectangular, etc.)

8. In front of the child lies eight figures of four colors: three are red, two are green, two are blue, one is yellow. The teacher asks: “How many different colors are there?”

9. There is a picture in front of the child, which shows ten different objects placed in a row. The child is asked to answer the question: “How many objects are there? How did you count? On which place is the house? How many pyramids are there? etc.

10. The child is offered to consider a drawing (pattern), then draw in a notebook in a box. After that, the children compare their own results with the sample, that is, they demonstrate the skills of self-control and self-esteem.

Children draw a flag at the bottom in the corner of the page: if done correctly, red, if wrong, blue.

11. The child is offered to lay out from colored sticks: a square, a triangle, a pentagon, a boat, a Christmas tree, etc.

According to the degree of success of the task can be identified the level of mathematical readiness of the child for schooling. These data should be supplemented by systematic observations, individual conversations with children.

It is conditionally possible to distinguish three levels of readiness of children for school.

To the first level should be attributed the readiness of children who have mastered the program requirements well previous groups, have good skills in counting, examination, measurement, dividing the whole into parts, solving problems, etc. At the same time, children preparatory group are able to perform simple actions in the mind without relying on visualization, when comparing objects in shape, use a geometric figure as a standard, are able to classify, generalize, act in accordance with the instructions of the teacher, have self-control skills, show interest in learning, are able to work with concentration, without being distracted, adequately use mathematical terminology, correctly, qualitatively, complete tasks on time, objectively evaluate their work.

To the second level can be attributed the readiness of children who have mastered the program of this group; have certain skills in counting, measuring quantities, dividing the whole into parts. However, they are underdeveloped mental activity: it is difficult for them to explain the choice of an arithmetic operation, to generalize and classify; self-control in these children is unstable, they do not show interest in learning activities; their mathematical vocabulary is poor; self-esteem is most often underestimated, sometimes overestimated.

To the third level applies the readiness of children who have poorly mastered the program in mathematics. These children have some skills in performing counting operations, but have little or no skills in all other types of mathematical activities. Children who belong to the third level of mastering mathematical knowledge experience significant difficulties in performing mental operations of comparison, generalization, and classification. These children do not show interest in learning activities, incorrectly use special mathematical terminology, often cannot complete the task of the educator, compare it with the model.

Pedagogical work to prepare children should be sent to the school to the complete elimination of the third, lower, level of formation mathematical knowledge, skills and abilities and to achieve enough high-quality mathematical readiness for school.

The efforts of the teaching staff should ensure the formation of strong knowledge and skills in children in the scope of the Kindergarten Education Program, the development of their speech, thinking, cognitive activity, interests and abilities.

Many parents often associate the issue of a child’s readiness for school only with the formation of purely educational skills and abilities: the development of primary mathematical concepts, logical thinking, the ability to navigate in space, the development of speech, phonemic hearing, etc. But even if a preschooler has the necessary stock of knowledge and skills, the level of intellectual and volitional development, it will be difficult for him to study at school without a certain social, psychological and physical readiness for learning. What should parents and adults know about this in order to help the child if necessary?

School readiness indicators for children include:

1. Motivational readiness. It is important for parents to know the level of formation of the bridge in the child's positive attitude towards school. It can be expanded with your story about your favorite teachers, school friends, classes.

2. Physical readiness. Studying at school will require a lot of physical activity from the child, the ability to control their movements and body. Therefore, success in educational activities largely depends on the development of such physical qualities in a child as dexterity, coordination, flexibility, strength, and endurance.

3. Emotional readiness. It is still difficult for a child at the age of 6-7 to control his behavior, since his will is not sufficiently developed at this age. He must be taught to establish a relationship between the purpose of actions and their motives, developing the ability to observe, listen, achieve the solution of the tasks set.

4. Social readiness (readiness in the field of communication). When entering school, the system of relations in interpersonal communication children. If in kindergarten relations were more emotional, individual-personal, then at school they become more business-like, when the child is evaluated according to completed tasks. A future student should be ready for a new level of interpersonal relationships with both peers and adults.

5. mental readiness. What does your child need to know and be able to do when entering school?

1. Your name, surname, patronymic.

2. Your age (preferably date of birth)

3. Your home address

4. Your city and its main attractions

5. The country in which he lives

6. Surname, name, patronymic of parents

7. Seasons (their sequence, months, the main signs of each season, riddles and poems about the seasons)

8. Pets and their babies

9. Wild animals of our forests, hot countries, the north, their habits, cubs

10. Transport land, water, air

11. Distinguish between shoes, clothes and hats; wintering and migratory birds; vegetables, fruits, berries

12. Know and be able to tell Russian folk tales

13. Know the great Russian poets and writers - A.S. Pushkin, L.N. Tolstoy, S.A. Yesenin, F.I. Tyutchev and others, as well as some of their works for children.

14. Distinguish and correctly name planar geometric shapes: circle, square, rectangle, triangle, oval.

15. Freely navigate in space and on a sheet of paper (right - left-hand side, top - bottom, etc.)

16. Be able to fully and consistently retell the story you heard or read, compose (invent) a story from the picture

17. Remember and name 6-10 objects, pictures, words

18. Distinguish between vowels and consonants

19. Divide words into syllables using claps, steps, by the number of vowels

20. Determine the number and sequence of sounds in words like "poppy", "house", "soup", "oaks", "sleigh", "teeth", "wasps"

21. Use scissors well (cut strips, squares, circles, rectangles, triangles, ovals, cut an object along the contour).

22. Use a pencil: draw vertical and horizontal lines, draw geometric shapes, people, hatch objects with a pencil, without going beyond the contours of objects

Dear parents! If you feel that your future first grader has some difficulties that may complicate his adaptation to school life, help him resolve them in a timely manner.