The main indicator of a child’s readiness for school. Secrets of success in preparing for school. Intellectual readiness indicators

Entering school and the initial period of education cause a restructuring of the child’s entire lifestyle and activity. This period is equally difficult for children entering school at both 6 and 7 years of age. Observations by 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, and only partially cope (or cannot cope at all) with the work schedule and curriculum. Under the traditional education system, these children, as a rule, become lagging children and repeaters. The traditional education system is not able to provide an appropriate level of development for children who have the psychophysiological and intellectual capabilities for learning and development at a higher level of complexity.

A child entering school must be mature physiologically and socially, he must reach a certain level of mental and emotional volitional development. Educational activities require a certain amount of knowledge about the world around us and the development of elementary concepts. The child must master mental operations, be able to generalize and differentiate objects and phenomena of the surrounding world, be able to plan his activities and exercise self-control. A positive attitude towards learning, the ability to self-regulate behavior and the manifestation of volitional efforts to complete assigned tasks are important. Equally important are verbal communication skills, developed fine motor skills and hand-eye coordination. Therefore, the concept of “child’s readiness for school” is complex, multifaceted and covers all areas 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 schools are in search of learning models that can ensure the diversified development of individuals, taking into account their individual psychophysiological and intellectual capabilities. The most effective form of individualization of the educational process, providing the most comfortable conditions for the child (when selecting appropriate content, observing the didactic principles of accessibility and feasibility), is differentiated learning, which is based on the recruitment of classes of levels 1, 2, 3 on the basis of in-depth psychophysiological and psychological-pedagogical diagnostics.

Below are methods for diagnosing children when entering school*. They will help the kindergarten teacher and teacher primary classes determine the degree of school maturity of the child. All methods have been tested in teaching multi-level classes.

*Doshchitsyna Z.V. Assessing the degree of readiness of children to study at school in conditions of multi-level differentiation. M., 1994.

Children's readiness for school can be determined by such parameters as planning, control, motivation, and level of intellectual development.

1. Planning- ability to organize one’s activities in accordance with its purpose:

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

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

high level - the child’s actions fully correspond to the content of the goal.

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

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

average level - partial compliance of the results of the child’s efforts with the set goal (the child cannot independently see this incomplete discrepancy);

high level - compliance of the results of the child’s efforts with the set goal; the child can independently compare all the results he receives with the goal.

3. Motivation for learning- 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 strives to focus on some generalized properties of the surrounding world - to find and use these generalizations;

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

4.Level of intelligence development:

short- inability to listen to another person, 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 performing 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 performing more complex logical operations - abstraction, concretization, analysis, synthesis - mistakes are made;

high- there may be some errors in understanding another person and in performing 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, 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, his learning motivation is low (focuses only on sensory data), he does not know how to listen to another person and perform logical operations in the form of concepts.

The child is ready for school

He is able to plan and control his actions (or strives to do so), focuses on the hidden properties of objects, on the patterns of the surrounding world, 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 examination, the final conclusion on the readiness of children for school is given by a psychological and pedagogical commission, which consists of a psychologist, physiologist, pediatrician and teacher. In conditions of multi-level differentiation, the commission can form classes of levels 1, 2, 3.

When determining a child’s level of readiness for schooling, a guideline can be a characteristic map, 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 State of health.

CHARACTERISTIC CARD OF A CHILD'S READINESS TO START SCHOOL

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

A. Desire to study at school

1. The child wants to go to school.

2. There is no particular 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; the learning’s own goals have acquired or are acquiring independent attractiveness.

2. One’s own goals of learning are not realized; only the external side of learning is attractive (the opportunity to communicate with peers, have school supplies, etc.).

3. The goals of learning are not realized; the child does not see anything attractive in school.

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

1. Makes contact quite easily, perceives the situation correctly, understands its meaning, and behaves adequately.

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

3. Poor communication, experiencing severe difficulties in communication and understanding the situation.

G. Organized behavior

1. Organized behavior.

2. Behavior is not well organized.

3. Disorganized behavior.

Overall 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. There are no violations in the phonemic structure of speech or sound pronunciation, speech is correct and distinct.

2. There are noticeable disturbances in the phonemic structure of speech and sound pronunciation (an examination by a speech therapist is required).

3. The child is tongue-tied (observation by a speech therapist is required).

B. Small muscles of the hand

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

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

3. The hand is poorly developed; it does not work well with a pencil or scissors.

B. Spatial orientation, motor coordination, bodily agility

1. Orients himself in space quite well, coordinates movements, is mobile, and dexterous.

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

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

G. Coordination in the eye-hand system

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

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 of visual perception (by the number of highlighted objects in absurd pictures, pictures with many contours)

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

2. Below the age group average.

3. Far below age group averages.

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

Above average, average : Most readiness indicators are rated Level 1.

Below the average: Most readiness indicators are rated at level 2.

Short: Most readiness indicators are rated at level 3.

3. Development of cognitive activity

A. Horizon

1. 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, and the seasons.

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

3. Outlook is limited, knowledge even about the immediate surroundings is fragmentary and unsystematic.

B. Speech development

1. Speech is meaningful, expressive, and grammatically correct.

2. The child has difficulty finding words, expressing thoughts, there are some grammatical errors in his speech, and he is not expressive enough.

3. Words have to be drawn out, answers are most often monosyllabic, there are many errors in speech (concordance, word order are broken, sentences are not completed).

IN. Development of cognitive activity, independence

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

2. The child is not active and independent enough, but when completing tasks, external stimulation is required, the range of issues of interest is quite narrow.

3. The child’s level of activity and independence is low; when performing tasks, constant external stimulation is required, interest in to 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, meaning (including hidden) of what is being analyzed, accurately and succinctly summarizes it in words, sees and realizes subtle differences when compared, and discovers natural connections.

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

3. Tasks are completed 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 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 the work himself, and brings the task to the end.

2. Maintains the goal of the activity, outlines a plan, selects adequate means, checks the result, but during the process of activity he is often distracted and overcomes difficulties only with psychological support.

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

E. Activity control

1. The results of the child’s efforts correspond to the set goal; he can himself compare all the results obtained with the set goal.

2. The results of the child’s efforts partially correspond to the set goal; the child cannot independently see this incomplete correspondence.

3. The results of the efforts do not at all correspond to the set goal; 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,

Overall average assessment of the level of development of cognitive activity

Above average, average : Most indicators are assessed at level 1.

Below the average: Most indicators are assessed at level 2.

Short:Most indicators are assessed at level 3.

Very low: Intellectual skills are assessed at level 4 with most indicators assessed at level 3.

4. Health status

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

2. Rate of development in preschool childhood (did the child begin to walk and talk in a timely manner).

3. State of somatic health (the nature of deviations in the systems and functions of the body, pain, how many times in the past year were you sick, how many days in total).

Health group ________________

Conclusion_____________________________________

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

The child’s ability to be mentally active (initiative and perseverance in mental activity);

The ability to self-regulate educational activities (awareness of the goal, the ability to plan actions to achieve goals, monitor results, focus on a model);

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

The ability to carry out basic inferences and reason;

Vocabulary development and phonemic awareness (hearing) ability.

In this case, the degree of readiness of a 6-7 year old child for learning is determined using a complex consisting of one complex and three simple tests. Simple ones include a phonemic awareness test, a nonsense syllable copying test, and a vocabulary test. The test of short-term memory and inference is difficult. The test is carried out within 15-20 minutes.

PHONEMATIC HEARING TEST

The examiner suggests to the child: “Let’s think of a word, for example, “window.” I will repeat it all the time, and then replace it with another word, for example “stool”. As soon as you hear this other word, do this (shows). This will kind of show me my mistake. And then you will name the word that I said by mistake. If I only name 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 an introductory and training task (its results are not taken into account when assigning a grade for completion this test). The remaining three tasks are test assignments.

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

Dream, dream, dream, dream, dream, dream, dream, dream, tone, dream, dream, dream, dream. Braid, braid, braid, braid, braid, braid, braid, braid, goat, braid, braid. Dawn, dawn, dawn, dawn, dawn, dawn, dawn, dawn, dawn, dawn, dawn. Full, full, full, full, full, full, well-fed, full, full.

Third task-control phoneme Ch

Bangs, bangs, bangs, bangs, bangs, bangs, bangs, bangs, bangs. Smoke, smoke, smoke, smoke, smoke, smoke, spare, smoke. Tick, tick, tick, tick, tick, tick, tick, tick. Honor, honor, honor, honor, honor, honor, honor

Fourth task -control phoneme G

Mountain, mountain, mountain, mountain, mountain, mountain, mountain, 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 a particular row at the usual rate of pronunciation (1 word per 10 s) the child was unable to 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).

Grading scale

The scoring system in this test has a significant feature: on the one hand, highest score(3 points) is awarded only if all three test tasks are completed flawlessly; on the other hand, it does not matter in how many test tasks the student made one or another mistake - in one or three. If there are errors, the mark for completing the test is given for the task that was completed 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 in at least one task the preschooler was unable to 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 slammed 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 unified criteria:

Level of development of phonemic hearing

Short

Average

High

COPYING TEST OF MEANINGLESS SYLLABLES

These may be nonsense syllables written in calligraphic handwriting. One set of syllables from the given five 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 what’s written here, and do the same on this piece of paper.” In this case, the time for completing the task is not limited.

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

Grading scale

1 point- doodles.

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

3 points- at least four letters are read.

4 points- you can read all the letters.

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

Level of development of self-regulation

Number of points received

Level of development of self-regulation

Short

Average

High

DICTIONARY TEST

Like other tests of the screening 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 perverse for the child. Based on the answers received, the child’s vocabulary development in general is judged. Inspectors have five standard interchangeable sets at their disposal. 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, cloak, feathers, friend, jump, divide, hit, stupid.

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

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

5. Motorcycle, brush, notebook, boots, skin, enemy, stumble, collect, iron, rough.

Getting started checking vocabulary child, the teacher says: “Imagine that you met (met) 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 examiner asks 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 a concept designated by a specific word. It happens that a child knows this concept, but without being familiar with the corresponding word literary language, uses some other, most often dialect, word instead.

In such a situation, it is impossible to offer children synonymous words that, in the opinion of the tester, they know, since the test is not aimed at testing mastery of one or another 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 awarded for each of the ten words in the set.

Price scale

0 points- there is no understanding of the word. The child states 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 a word, but can express its understanding only through drawing, practical actions or gestures.

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

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

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

Since a child’s vocabulary quickly enriches 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)
Age groups	short	average	high
Six-year-olds		7-12	12,5
Seven year olds	11,5	12-15	15,5

TEST OF SHORT-TERM MEMORY AND INFERENCE

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

Testing begins with the examiner addressing the child:

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

I'll start now short story, and try to remember it well so that you can repeat it exactly. Agree? (The child usually agrees.)

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

If the child cannot reproduce these three phrases completely and without significant distortion, the examiner says: “Nothing, 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 required for the child 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:

Age groups	Level of development of short-term semantic memory (number of repetitions required)
Age groups	short	average	high
Six-year-olds
Seven year olds

As soon as the child gives the correct and complete answer, the examiner proceeds to test his ability to make simple inferences:

Well done! Now you repeated it correctly. Now think and tell me: which of the boys is the tallest?

If the child is unable to give the correct answer, the examiner says:

Well, let's think again: Kolya is shorter than Petya, Petya is shorter 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:

Which boy 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 were required for him to complete this test as a whole (starting with memorization) is taken into account. The following table is used:

Age groups	Level of development of the ability to carry out simple inferences (number of repetitions required to complete this test as a whole)
Age groups	short	average	high
Six-year-olds
Seven year olds

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

1. Low level of mental activity: the child begins to complete tasks only after additional prompting, and during work is often distracted; When performing a phonemic perception test, the child’s interest is not in detecting errors in the examiner’s articulatory actions, as is assumed by the design of the test, but in the possibility of a purely external reaction (for example, slamming his palm on the table).

2.Average level: the child does not show interest in completing the proposed tasks, although he is involved in the work quite actively (willingly). It is possible that a child initially shows interest in work, which, however, then fades away very quickly. He asks relatively few questions, and even those are most often aimed not at the essence of the task, but at some minor points: “Who drew these beautiful 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.

He willingly carries on a conversation with him and asks questions himself. He gets involved in completing tasks without delay, makes efforts to overcome difficulties, and often tries to continue communicating with the teacher. When performing a vocabulary test, he willingly joins in a game situation, introducing elements of fantasy into it.

Analysis of the results of checking the child’s readiness for learning

So, as a result of the use of screening tests, six indicators are identified that characterize the degree of readiness of the child for school education. For each indicator, the child falls into one of three levels: low, medium or high. These assessments are entered on a special card by placing a mark in the appropriate column.

First-grader psychological examination card

Last name, first name…………………………………………

Date of examination…………………………….

Psychological indicators of readiness	Evaluation level
Psychological indicators of readiness	short	average	high
1 . Mental activity.
2. Self-regulation. 3. Phonemic hearing.
4.Vocabular 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 on 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 training, and those assessed at a high level are placed in an accelerated learning class. But this happens extremely rarely. More often, grades are distributed in two or even three levels, and two levels may be extreme. What to do in these cases? Let's consider all possible options and sub-options.

Option I.Availability of indicators of the prevailing level (4-5 assessments of the same level).

1st sub-option.The predominant level is medium or low. Regardless of how the remaining one or two marks are distributed, the child is recommended for the class accordingly special type or to a class with increased individual attention. At the same time, the child’s parents should receive recommendations on how to develop lagging abilities in the context of family education.

2nd sub-option.The predominant level is high. There should be a more differentiated, balanced approach here. If the remaining one or two scores are average, the child is recommended for accelerated learning. If at least one indicator is at a low level, the child’s enrollment in such a class is called into question. We can recommend that parents practice lagging abilities over the summer and check the child again at the end of August.

Low scores on two indicators do not fundamentally change the situation, but should be considered as a more serious contraindication regarding the possible enrollment of a given child in an accelerated education class. Ultimately, the pre-autumn recheck of lagging abilities should be decisive. If, according to its results, at least one of them is still at a low level, the child will be enrolled in a regular class for now. His further status (like the status of all other children) will be determined by his educational 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 accelerating the development of lagging abilities.

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

3rd sub-optionexpressed by the formula “-, 3, 3”. The child is recommended for a regular class with the prospect of moving to an accelerated class (subject to the rapid development of abilities, which are still at an average level). It should, however, be taken into account that such a prospect is associated with the need to catch up with the class that has gone ahead, and this is only possible if the child has good health and high mental activity.

4th sub-optionexpressed by the formula “3, -, 3”. Unlikely, but if it occurs, the child is recommended for a regular class.

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

The presented methods for diagnosing a child’s readiness for school (using a characteristic card and four tests) were chosen by us as the least labor-intensive. The work carried out will help the teacher not only to properly organize the enrollment of students in the first grades, but also to carry out a differentiated and individual approach to them throughout the entire period of study.

Many parents often associate the issue of a child’s readiness for school only with the formation of his purely educational skills and abilities: the development of primary mathematical concepts, logical thinking, ability to navigate in space, speech development, phonemic hearing, etc. But even if a preschooler has the necessary stock of knowledge and skills, 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 their child if necessary?

Indicators of children's readiness for school include the following:

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

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

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

4. Social readiness (readiness in the field of communication). When entering school, the system of relationships in children's interpersonal communication changes. If in kindergarten the relationship was more emotional, individual and personal, then at school they become more business-like, when the child is evaluated on the tasks completed. The future student must be ready for a new level interpersonal relationships both with peers and with adults.

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

1. Your first name, last name, 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. Last name, first name, patronymic of parents

7. Seasons (their sequence, months, 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 a story you have heard or read, compose (invent) a story based on a picture

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

18. Distinguish between vowels and consonants

19. Divide words into syllables using claps, steps, and the number of vowel sounds

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

21. Good use of scissors (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, shade 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.

Ready for school implies presence of certain components: development of all types of children’s activities (subject, play, work, visual, especially constructive), ensuring the unity of the development of all the internal forces of preschoolers - thinking, volitional qualities, feelings, creativity, speech, as well as the assimilation of ethical standards and the development of moral behavior.

The term " readiness for school"is traditionally perceived by preschool teachers 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, abilities and skills of preschoolers upon admission to school on specific content material (counting, solving examples " in mind" and the solution simple tasks, reading texts, copying words and phrases, etc.).

Build readiness for school means creating conditions for children to successfully learn curriculum and their normal entry into the student body.

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

For the teacher preschool takes on special significance identifying this level before children enter school. This is facilitated by diagnostic tests: individual conversations, didactic games and exercises with children, their performance special tasks and so on.

In this case it is necessary to highlight the main components of a child’s readiness to master mathematics in school e: motivational, substantive and procedural.

Motivational component of readiness includes:

Positive attitude towards school and educational activities in general;

Interest in the mathematical side of reality;

Desire to study mathematics.

Volume and quality of mathematical knowledge: awareness, strength of memorization, the ability to assimilate them in independent activity (flexibility);

Features of speech development (mastery of mathematical terminology);

Level of cognitive activity in general.

Procedural component- This:

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

The level of knowledge acquisition is easier to determine than the degree of mastery of the methods of educational activity, especially the degree of formation of cognitive activity.

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

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

In preparing for school, proper organization and targeted development of children’s attention during the learning process is of great importance. In older children preschool age occupies a significant place in the activity voluntary attention . At this age, the volume and stability of attention increases significantly. The kindergarten teacher organizes the child’s educational activities, teaches him to understand tasks, goals and conditions for completing cognitive tasks.

The success of children's education 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. School education places basic 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. We need to teach children to observe, analyze, generalize, and draw conclusions. Intellectual capabilities expand in the process of active and purposeful familiarization with objects and ideas of the environment, the laws of nature, and the peculiarities of relationships between people.

Research shows that a child's high level of intellectual development does not always coincide with his personal readiness for school. In some cases At the beginning of school, children lack a positive attitude to a new way of life, involving appropriate changes in conditions, rules, requirements of the training regime, life and activity in general.

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

Study readiness level six- and seven-year-old children can be enrolled in school with the help of both group and individual examinations.

Individual examination allows the teacher to create an idea of the characteristics of children’s thinking, speech, general level knowledge and special mathematical training.

As diagnostic (test) exercises You can use tasks of this type.

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 asked to answer the questions: “Do you like math classes? What do you think students do in math lessons?”

3. The child is shown a card with numbers placed in a random sequence 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 depicted on it. The top row is eight large circles, the bottom row is nine small ones, which are placed at a smaller distance from each other than the large ones. The question is asked: “Which circles are there more? Which ones are smaller?

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

7. The child is shown the picture “Houses”. He is asked to look carefully at the picture and say what geometric shapes he recognizes in the picture. (Windows are square, doors are rectangular, etc.)

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

9. In front of the child is a picture that shows ten different objects placed in a row. The child is asked to answer the question: “How many objects are there in total? How did you calculate? What location is the house on? How many pyramids are there in total? etc.

10. The child is asked to look at the drawing (pattern), then draw it in a checkered notebook. After this, children compare their own results with the model, that is, they demonstrate the skills of self-control and self-esteem.

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

11. The child is asked to make a square, a triangle, a pentagon, a boat, a Christmas tree, etc. from colored sticks.

According to the degree of success in completing the task can be identified child's level of mathematical readiness for schooling. These data should be supplemented with systematic observations and individual conversations with children.

Conditionally we can distinguish three levels of children's readiness for school.

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

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

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

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

The efforts of the teaching staff must 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.

Children's readiness for school can be determined by such parameters as planning, control, motivation, level of intellectual development (Ovcharova R.V.).

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

Low level- the child’s actions do not correspond to the goal;

Average level- the child’s actions partially correspond to the content of the goal;

High level- the child’s actions fully correspond to the content of the goal.

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

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

Average level- partial compliance of the results of the child’s efforts with the set goal (the child cannot independently see this incomplete discrepancy);

High level- compliance of the results of the child’s efforts with the set goal; the child can independently compare all the results he receives with the set goal.

3. Motivation for learning is 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 strives to focus on some generalized properties of the surrounding world - to find and use these generalizations;

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

4. Level of intelligence development:

Short- inability to listen to another person, 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 performing 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 performing more complex logical operations - abstraction, concretization, analysis, synthesis - errors are allowed;

High- there may be some errors in understanding another person and in performing 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, perform any logical operations in the form of verbal concepts.

Therefore, if child is not ready for school

If your child is ready for school

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

When determining a child’s level of readiness for school, a guide can be the characteristic map /Appendix 3/, 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. State of health.

L.I. Back in the 50s, Bozhovich pointed out that readiness for schooling consists of a certain level of development of mental activity, cognitive interests, readiness for voluntary regulation of one’s cognitive activity and the student’s social position. The main criterion for readiness for school is L.I. Bozhovich considers a special new formation - “the internal position of the schoolchild” as an alloy of cognitive needs and the need for communication at a new level (L.I. Bozhovich, 1948).

Similar views were developed by A.V. Zaparozhtsev, noting that readiness to learn at school is a whole system of interconnected qualities of a child’s personality, including characteristics of motivation, level of development of cognitive, analytical and synthetic activity, the degree of formation of mechanisms of volitional regulation of actions, etc. (A.V. Zaparozhtsev, 1971).

The ideas of this approach are reflected in the works of N.I. Gutkina, which also emphasizes the decisive role of motivation in children’s readiness for school (N.I. Gutkina, 1993). The author pays special attention to the arbitrariness of mental processes and behavior, the weak development of which is considered as the main prerequisite for difficulties arising in school education.

In the works of L.A. Wenger (1978), D.B. Elkonina (1971, 1981) and A.L. Wenger (1985) names the following as the most important parameters of children’s psychological readiness for learning: the presence of prerequisites for the formation of educational activity (the ability to focus on a system of rules, the ability to listen and follow instructions, work according to a model), determined by the movement of a new level of mental regulation, as well as development of visual-figurative and logical thinking, motivational and emotional spheres of the individual.

Thus, readiness for school learning is a multicomponent structure that requires complex psychological research. The following components can be distinguished in the readiness structure:

1. Intellectual readiness, the main parameters of which are: the development of visual-figurative thinking, the perceptual sphere, coherent speech, fine motor skills of the hands and hand-eye coordination, as well as the arbitrariness of mental processes.

This component of readiness presupposes that the preschooler has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, generalized forms of thinking and basic logical operations, and semantic memorization. However, at this age stage, the child’s thinking mainly remains figurative, based on real actions with objects and their “substitutes.” The child must also have sufficiently pronounced cognitive activity.

2. Personal readiness includes the formation in a preschooler of readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities - and is manifested in the presence of educational motivation, the ability to communicate with peers and adults. A child who is ready for schooling is one who is attracted to school externally and by the opportunity to acquire new knowledge, which involves the development of cognitive interests. The future schoolchild needs to manage his behavior and cognitive activity, which requires the formation of a hierarchical system of motives.

Personal readiness also presupposes a certain level of development of the child’s emotional sphere. By the time he starts school, he should have a relatively good emotional stability(absence of impulsive reactions, the ability to perform not very attractive tasks for a long time), against the background of which the development and course of educational activities is possible.

3. Physical fitness presupposes the physical development of the child, corresponding to age standards.

The above characteristics of preschoolers with mental retardation lead to the fact that these children experience great difficulties in learning and adapting to school.