Test

on the topic: "The main indicators that determine the child's readiness for school"

Introduction

Before our society on the present stage its development is the task of further improving educational and educational work with children preschool agepreparing them for school. To successfully solve this problem, a psychologist is required to be able to determine the level of mental development of a child, diagnose his deviations in time and, on this basis, outline ways correctional work... The study of the level of development of the psyche of children is the basis for both the organization of all subsequent educational and educational work, and the assessment of the effectiveness of the content of the upbringing process in a kindergarten.

Most domestic and foreign scientists believe that the selection of children for school should be carried out six months or a year before school. This makes it possible to determine the readiness for systemic schooling of children and, if necessary, to carry out a complex of correctional classes.

According to L.A. Venger, V.V. Kholmovskaya, L.L. Kolominsky, E.E. Kravtsova and others, it is customary to distinguish the following components in the structure of psychological readiness:

1. Personal readiness, which includes the formation of the child's readiness to accept a new social position - the position of a student who has a range of rights and responsibilities. Personal readiness includes determining the level of development of the motivational sphere.

2. Intellectual readiness of the child for school. This component of readiness presupposes that the child has an outlook and development of cognitive processes.

3. Socio-psychological readiness for schooling. This component includes the formation of moral and communication skills in children.

4. Emotional-volitional readiness is considered formed if the child knows how to set a goal, make decisions, outline a plan of action and make an effort to implement it.

Key indicators of a child's readiness for school

Recently, the task of preparing children for school education has taken one of the important places in the development of ideas in psychological science.

The successful solution of the problems of the development of the child's personality, the increase in the effectiveness of education, a favorable professional development is largely determined by how correctly the level of preparedness of children for school education is taken into account. AT modern psychology, unfortunately, there is still no single and clear definition of the concept of "readiness", or " school maturity".

A. Anastazi interprets the concept of school maturity as "mastering skills, knowledge, abilities, motivation and other behavioral characteristics necessary for the optimal level of mastering the school curriculum."

I. Shvantsara more succinctly defines school maturity, as the achievement of such a degree in development, when the child becomes able to take part in school education. ”I. Shvantsara singles out mental, social and emotional components as components of readiness to learn at school.

LI Bozhovich pointed out back in the 60s that the readiness to study at school is formed from a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of his cognitive activity and for the social position of the student. A.I. Zaporozhets developed similar views, noted that the readiness to learn at school "is an integral system of interrelated qualities of a child's personality, including the features of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of mechanisms of volitional regulation of actions, etc. etc. "

Today it is practically generally accepted that school readiness is a multi-complex education that requires complex psychological research. In the structure of psychological readiness, it is customary to distinguish the following components (according to L.A. Venger, A.L. Venger, V.V. Kholmovskaya, Ya.Ya. Kolominsky, E.A. Pashko, etc.)

Personal readiness

Includes the formation of the child's readiness to accept a new social position - the position of a student who has a range of rights and responsibilities. This personal readiness is expressed in the child's attitude to school, to learning activities, teachers, myself. Personal readiness also includes a certain level of development of the motivational sphere. A child ready for schooling is a child who is attracted by the school not by the outside (attributes school life - portfolio, textbooks, notebooks), and the opportunity to acquire new knowledge, which implies the development of cognitive interests. The future student needs to arbitrarily control his behavior, cognitive activities, which becomes possible with the formed hierarchical system of motives. Thus, the child must have a developed learning motivation. Personal readiness also presupposes a certain level of development of the child's emotional sphere. By the beginning of schooling, the child should have achieved relatively good emotional stability, against which the development and course of educational activity is possible.

Child's intellectual readiness for school

This component of readiness presupposes that the child has an outlook, a stock of specific knowledge. The child must possess a systematic and dismembered perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. However, basically, the child's thinking remains figurative, based on real actions with objects, their substitutes. Intellectual readiness also presupposes the formation of the child's initial skills in the field of educational activity, in particular, the ability to single out an educational task and turn it into an independent goal of activity. Summarizing, we can say that the development of intellectual readiness for learning at school involves:

Differentiated perception;

Analytical thinking (the ability to comprehend the main features and connections between phenomena, the ability to reproduce a sample);

A rational approach to reality (weakening the role of fantasy);

Logical memorization;

Interest in knowledge, the process of obtaining it through additional efforts;

Mastering by ear of colloquial speech and the ability to understand and use symbols;

Development of fine hand movements and visual-motor coordination.

Socio-psychological readiness for schooling

This component of readiness includes the formation of qualities in children, thanks to which they could communicate with other children, teachers. A child comes to school, a class where children are busy with a common cause, and he needs to have sufficiently flexible ways to establish relationships with other people, he needs the ability to enter children's society, act together with others, the ability to give in and defend himself. Thus, this component presupposes the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, the developing ability to cope with the role of the student in a school situation.

In addition to the above-mentioned components of psychological readiness for school, we will also highlightphysical, speech and emotional-volitional readiness.

Under physical fitness means general physical development: normal height, weight, chest volume, muscle tone, body proportions, skin and indicators that correspond to the standards of physical development of boys and girls 6-7 years of age. The state of vision, hearing, motor skills (especially small movements of the hands and fingers). condition nervous system child: the degree of her excitability and poise, strength and mobility. General health.

Under speech readiness the formation of the sound side of speech, vocabulary, monologue speech and grammatical correctness is understood.

Emotional-volitional readiness considered formed if

the child knows how to set a goal, make a decision, outline a plan of action, make efforts to implement it, overcome obstacles, the arbitrariness of psychological processes is formed in him.

Sometimes various aspectsconcerning development mental processes, including motivational readiness, are united by the term psychological readiness, in contrast to moral and physical readiness.

Psychological readiness for school is a complex indicator that makes it possible to predict the success or failure of a first grader's education. Psychological readiness for school includes the following parameters of mental development:

1) motivational readiness to study at school, or the presence of educational motivation;
2) a certain level of development of voluntary behavior, allowing the student to fulfill the teacher's requirements;

3) a certain level of intellectual development, implying the child's possession of simple generalization operations;

4) good development of phonemic hearing.

Let us dwell on each of these indicators in more detail.

1. Motivational readiness to learn at school, or the presence of educational motivation. When we talk about motivation, we are talking about motivation to do something. In this case, about the motivation to study. And this means that the child should have a cognitive interest, he should be interested, learn new things. But since learning at school consists not only of interesting and entertaining activities, the student should have an incentive to complete unattractive, and sometimes even boring and tedious tasks. When is this possible? When a child understands that he is a student, knows the duties of a student, and also tries to perform them well. Often, at first, a first grader tries to be an exemplary student in order to earn the teacher's praise.

Learning motivation develops in a first-grader with a pronounced cognitive need and ability to work. A baby's cognitive need exists from birth, and then it is like a bonfire: the more adults satisfy the child's cognitive interest, the stronger it becomes. Therefore, it is very important to answer the questions of little "why", read them art and educational books as much as possible, play educational games with them. When studying with preschoolers, it is important to pay attention to how the child reacts to difficulties: he tries to complete the work he has begun or abandons it. If you see that the child does not like to do what he cannot do, try to come to his aid in time. The help you offer will help your child cope with a difficult task and at the same time feel the satisfaction that he was able to overcome a difficult task. At the same time, the adult must emotionally praise the child for completing the work begun. The necessary, timely help provided by an adult, as well as emotional praise, allow the child to believe in his capabilities, increase his self-esteem and stimulate the desire to cope with what is not immediately possible. And then show an adult how great he is in order to hear praise addressed to him.

2. A certain level of development of voluntary behavior, allowing the student to fulfill the teacher's requirements. Voluntary behavior is defined as deliberately controlled purposeful behavior, that is, carried out in accordance with a specific goal, or an intention formed by the person himself. At school, the weak development of voluntary behavior is manifested in the fact that the child:

Does not listen to the teacher in class, does not complete assignments;

Doesn't know how to work according to the rule;

Doesn't know how to work according to the model;

Violates discipline.

My research has shown that the development of voluntary behavior directly depends on the development of the child's motivational sphere. You can read more about this in my book "Psychological Readiness for School". So, basically, those children who are not interested in school and who are indifferent to how the teacher evaluates them do not listen to teachers in the classroom. The same applies to misconduct. Recently, the number of first-graders who cannot cope with the work according to the model has increased. It is on the work of the model that the teaching in the first grade is mainly based. On the one hand, all the same motivational reasons are manifested here: unwillingness to perform difficult, unattractive tasks, indifference to the assessment of one's work. On the other hand, those children who practically did not engage in this type of activity in preschool childhood do poorly with working according to the model. From conversations with their parents, it turned out that they did not add blocks with fragments of the drawing according to the samples of the drawings, did not lay out the mosaics according to the sample, did not assemble the constructors according to the given pictures and simply never copied anything. I would like to note that the popular puzzle games today do not always teach the child to work according to the model. It all depends on how you collect them. If the color scheme of the picture is first analyzed, the background is highlighted, the primary grouping of elements is carried out, then such work contributes to the development of the ability to work with the sample. But if the picture is assembled by trial and error, that is, if the child randomly tries one by one elements, which one will fit with which, then this way of working does not lead to the ability to work with a sample.

The work by the rule is also generally not coped with by those guys who did not play games with the rules before school. For the first time in a game, a child learns to obey a rule when, while playing role-playing games with other children, he must fulfill his role according to the rules established by children or according to a pattern seen in the lives of adults. A child who plays role-playing games easily assumes the role of a student, if he likes it at school, and follows the rules prescribed for this role.

3. A certain level of intellectual development, implying the child's mastery of simple generalization operations. Generalization allows a person to compare different objects, to highlight something in common, while taking into account their differences. On the basis of generalization, a classification is carried out, that is, the selection of a class of objects that have common properties for which they are applicable general rules working with them (for example, solving problems of one type or another). The learning ability of the child depends on the generalization process. Learnability involves two phases of intelligent operations. The first is the assimilation of a new rule of work (solving a problem, etc.); the second is the transfer of the learned rule for performing the task to similar, but not identical to it. The second stage is impossible without the ability to generalize.

Basically, by the time of entering school, the child has an empirical, that is, experience-based, generalization. This means that comparing objects, he finds, highlights and designates by word their outwardly identical, general properties, which make it possible to attribute all these objects to some one class or concept. So, for example, the child understands that a car, train, plane, bus, trolleybus, tram, etc. is all transport, or means of transportation.

Generalization develops in the process of the child's cognition of the properties of various objects. Therefore, it is very important to give your baby the opportunity to explore the world around him. Children love to play with sand, water, clay, pebbles, pieces of wood, etc. It is interesting for them to cook dough with their mother or grandmother, and then bake a pie. They are interested in what smells like, what is edible and what is not, what will happen if something is planted, etc.
For the development of generalization with children, it is necessary to play educational games such as loto. In the course of such games, the child learns various concepts and learns to classify objects. At the same time, his horizons and ideas about the world expand significantly.

4. Good development phonemic hearing. Phonemic hearing refers to the ability of a person to hear individual phonemes, or sounds in a word. So, a child entering school must distinguish between individual sounds in a word. For example, if you ask him if there is a sound "a" in the word "lamp", then he must answer in the affirmative. Why does a first grader need good phonemic hearing? This is due to the methodology of teaching reading existing today at school, based on the sound analysis of a word. How to develop phonemic hearing in a child? This is best done in-game. For example, here is one of the games I invented. It is called "Disenchant the Word".

An adult tells a child a tale about an evil wizard who bewitches words in his castle. Enchanted words cannot leave the castle until someone frees them. To disenchant a word, you need no more than three attempts to guess it sound composition, that is, name in order the sounds of which it consists. This can only be done when the wizard is not in the castle. If the wizard finds the savior of words in his castle, he will enchant him too. After a fabulous introduction, the child is explained what sound is and how it differs from a letter. (This game is played with children who already know the names of letters and their spelling.) To do this, he is told that all words sound, and we hear them, because they consist of sounds. For example, the word "mom" consists of the sounds "m-a-m-a" (the word is pronounced in a chant for the child, so that each sound is heard very clearly).

Conclusion

Probably, every child goes to first grade with the hope that everything will be fine at school. And the teacher will be beautiful and kind, and classmates will be friends with him, and he will study at the five. But now several weeks pass, and the baby is already reluctantly going to school in the morning. From Monday he starts dreaming of a weekend, and from school comes boring and stressful. What's the matter? But the fact is that the child's expectations associated with the new interesting life, and he himself turned out to be not quite ready for the reality called "school days".

Why could this happen? Because children imagine school as something very interesting and associate entering the first grade with positive changes in their lives. Not all children understand that school life is, first of all, work. The same work as labor activity adults, not always interesting and not always pleasant.

Psychological readiness for schooling - the formation of the child's psychological properties, without which it is impossible to successfully master the educational at school. Allocate: general psychological readiness, as evidenced by the indicators of intellectual and development, and special, as evidenced by achievements in preschool education programs (counting within ten, reading speed) and general personal readiness as an integrative indicator of mental development already achieved (randomness of activity, adequacy with an adult and a peer, a positive attitude towards school and learning). Individual indicators of these forms of readiness are assessed by comparing them with indicators of the age norm.

Psychological readiness for schooling is determined primarily to identify children who are not ready for schooling, with the aim of carrying out developmental work with them, aimed at preventing school failure and maladjustment.

Psychophysical readiness is understood as the physical maturation of the child, as well as the maturation of brain structures, which provides the level of development of mental processes corresponding to the age norm.

Intellectual readiness is understood as the development of thought processes - the ability to generalize, compare objects, classify them, highlight essential features, draw conclusions. The child must have a certain breadth of ideas, including figurative and moral, appropriate speech development, cognitive activity.

Personal readiness is understood as the presence of developed educational motivation, communication skills and joint activities. The child should achieve relatively good emotional and volitional stability, against which the development and course of educational activity is possible.

The lack of formation of one of the components of school readiness is not a favorable development option and leads to difficulties in adapting to school: in the educational and socio-psychological spheres.

There are various approaches to preparing a child for successful schooling: special classes in the kindergarten at the stage of adaptation to school, diagnostics of school readiness and preparation before school.

Bibliography

1. Wenger L.A. "Psychological issues of preparing children for school," Preschool education. M 1970 - 289 p.

2. Zaporozhets A.V. Preparing children for school. The basics preschool education / Edited by A.V. Zaporozhets, G.A. Markova M. 980 - p. 250-257.

3. Kravtsov E. E. "Psychological problems, readiness of children to learn at school", M., 1991 - 145 p.

4. Ovcharova R. V. " Practical psychology in elementary school ", M. 1999 - 261 p.

5. Petrochenko G. G. "Development of children 6 - 7 years of age and their preparation for school", M. 1978 - 291 p.

Before making certain requirements, you need to know the child's capabilities and objectively assess his abilities, since each child has his own physiology, his own developmental characteristics and his own learning abilities.

So school readiness has biological, psychological and social dimensions. We consider only biological, in particular - morphological and physiological. Morphologically, the child should be of sufficient size to fit at the desk (desk). His proportions should correspond to the motor tasks that he will have to solve in the learning process, and should also reflect the fact that the half-height leap has already passed. The physiological systems of the body must acquire properties that provide the necessary level of reliability, that is, the child's ability to function in a mode of moderate mental and physical stress. The nerve centers that control various kinds of activity must mature. In particular, the ability for sufficiently fine coordination of movements is a property of the nervous system, which is realized only at a certain level of its maturity. It is with these abilities that writing is associated. And finally, qualitative changes in metabolic processes must occur, due to which the child approaches the adult in terms of the inner sense of time. The fact is that our "internal clock" works from those biochemical reactions that occur continuously in the cells of our body. But in children before the half-height jump, the rate of these reactions is much higher than in adults. Therefore, they cannot do the same thing for a long time, it is difficult for them to sit in the lesson, even if it is shortened to 30-35 minutes. A new quality is acquired by children in this regard precisely at the age of 6-7 years, and this is very important in order to be able to successfully organize joint activities of adults and children.

Most children who do not have sufficient functional readiness for school do not cope with the requirements curriculum and school routine. Children's unpreparedness for school adversely affects their performance, academic performance and health. Therefore, in order to facilitate the most favorable organization of the educational process at the initial and subsequent stages of education, to find the causes of certain deviations in the development of the child, to provide him with appropriate assistance, it becomes necessary to thoroughly timely diagnose the degree of readiness of a 6-7 year old preschooler before entering school.

The purpose of the diagnosis? identify the patterns of development of each child and give recommendations for correcting the educational process, its formation and organization, so that each child reaches a higher level of development.

The main indicators of morphological and functional readiness are as follows.

1) Health status. Criteria: analyzed on the basis of four criteria: presence or absence of chronic diseases at the time of examination; the functional state of the main organs and systems (especially the nervous, cardiovascular); the body's resistance to the occurrence of acute chronic diseases; the level of development and the degree of harmonization of all body systems;

2) Physical development. Criteria: determined by parameters of body length (height), body weight (weight) and chest circumference in comparison with local age and sex standards.

3) Development of analyzers. Criteria: functionality; deviation from the norm.

4) Neurodynamic properties. Criteria: the properties of the nervous system, such as speed characteristics, balance, mobility, dynamism, etc. are studied using special techniques.

5) Development of the speech apparatus. Criteria: diagnosed based on the analysis of the correct pronunciation (frequency of speech), the presence of speech defects.

6) Development of the muscular apparatus. Criteria: accuracy, coordination of movements; hand-eye coordination; the development of fine motor skills of the fingers, which acts as an important indicator of the readiness of preschoolers to master writing skills.

7) Efficiency-fatigue. Criterion: determined on the basis of studying the ability of children to withstand physical and intellectual stress for a certain time; since increased fatigue interferes with the assimilation of the material, ultimately leading to low performance.

When diagnosing, it is very important to use a whole range of techniques that would allow us to examine the personality of the child from different angles and to form a holistic idea of \u200b\u200bhis mental and physical development; it helps to identify those areas in which the child is not ready for school; identify the causes of the violation; identify the qualities that are worst formed.

Determination of children's readiness for schooling is carried out according to medical and psychophysiological criteria.

1) Medical criteria

Medical examination of children is of particular importance for preparing a child for school, as it allows not only to timely identify deviations in his state of health, but also to carry out the most complete recovery.

When deciding on the possibility of learning from 6 or 7 years old, one of the main medical criteria is the biological maturation of the body. Biological maturity is regarded as a slowdown corresponding to age or accelerated development, a state of health at the time of examination, an acute morbidity in the previous year. It was found that children with a slower pace of development adapt to classes for a long time and have a reduced performance in the first year of schooling.

One of the indicators is the rate of eruption of permanent teeth (Table 2):

Table 2. Assessment of biological age (the appearance of permanent teeth, according to the dental formula)

The study of the physical development of children is carried out according to the generally accepted anthropometric method: body length, weight, (correspondence of body length to age, correspondence of body weight to body length) chest circumference, to assess the harmony of physical development, the Vervek and Quetelet indices were calculated. The data obtained are compared with tables of biological development, where there are average indicators for a given age, the degree of harmony of development. This technique allows, first of all, to determine the size and ratio of the main dimensions of the child's body, characterizing the processes of growth and development of his body, as well as functional capabilities, indicating the degree of his capacity.

The main indicators of hemodynamics are also studied: heart rate (HR) and blood pressure (BP). To assess the state of the CVS, the method of variation pulsometry was used, which is an indicator of the state of the body's regulatory mechanisms.

To determine the biological maturity of a child's readiness for schooling, as mentioned above, the "Filipino" test is used, since biological maturity is closely correlated with the type of physique and the development of mental functions. It has been established that there is a certain pattern between the physical and mental development of children. The essence of the "Filipino test" boils down to the fact that the child must touch the lobe of the opposite ear with his fingertips over his head and close the ear with his palm). By the age of five, the child's fingers only come close to the ear; by the age of seven, he closes the ear (the test is positive).

a) growth below M-1 sigma according to local standards of physical development;

b) an increase in height over the last year of less than 4 cm;

c) complete absence of permanent teeth.

The level of resistance is determined, taking into account the frequency and duration of the disease. In the case of frequent (more than 4 times a year) and long-term (more than 25 days for one disease), children belong to the group with reduced resistance. Resistant health: good - no more than 3 acute illnesses per year prior to school enrollment.

The state of health, functional deviations and the presence (absence) of chronic diseases over the past year are assessed.

Based on a set of signs (presence or absence of a chronic disease, the level of the functional state of the main body systems, the frequency of diseases, the level of physical and neuropsychic development), determines the health group:

Group 1 includes healthy children with good functional indicators, normal physical development.

Group 2 also consists of healthy children, but with lower indicators of muscle strength, vital capacity of the lungs, with slight deviations from the side of vision, speech, posture and are often ill.

Groups 3-4 include children who have any chronic diseases. It was found that the best adaptation is carried out in children belonging to the 1st health group (about 12%), the worst results were observed in children of the 3rd health group. In 88% of children from this group, adaptation was proceeding unfavorably: neuropsychic abnormalities and a decrease in hemoglobin content were observed. In 40% of them during this period, their health deteriorated, and they were assigned to group 4 (frequent exacerbations of the underlying disease). In children with diseases of the neuropsychic sphere, good adaptation is a very rare phenomenon (8%), 42% have difficulty in adaptation, and 50% do not occur at all.

Scheduled examinations at the preschool educational institution are carried out every 3 months, monitoring the state of health of children is necessary in order to identify the slightest deviations at the earliest stages, provide the child with the necessary assistance in a timely manner and fully recover by the time of transfer to school. For children with developmental delay, a temporary delay from admission to school is recommended:

1) growth below average according to local standards of physical development;

2) an increase in growth over the last year of less than 4 cm;

3) complete absence of permanent teeth.

Recall that the lag in biological development has a deep meaning and indicates the morphological and functional immaturity of various structures (for example, the brain) and organs.

2) Psychophysiological criteria .

The level of functional maturity of children is assessed. Currently, there are a number of methods for identifying the relationship of morpho-functional indicators with psychophysiological ones.

One of the most widespread is A. Kern's orientation test (1955) modified by J. Irasek (1966). According to many authors, the test is very informative and characterizes the state of the main functional systems of the body. The success of the tasks of this test indicates the level of observation, attention, memory, characterizes the degree of development of small muscles of the hand, and also gives an idea of \u200b\u200bthe level social development child. Psychophysiological examination of children is carried out in order to identify their lag in the development of school-necessary functions of motor activity, analytical and synthetic functions of the cerebral cortex.

Determination of the degree of "school maturity" according to the Kerna-Irasek test can be carried out individually or simultaneously with a group of 10-15 children. The rest of the research is carried out with each child separately in a specially designated room. Kern-Irasek test includes 3 tasks:

Drawing a male figure (it should have a head on which hair is drawn (a hat or hat is possible), a neck connecting the head to the body, eyes, nose, mouth on the face; limbs, arms should end with five fingers. Clothes should have signs of men's clothing );

Graphic copying of a phrase of three short words (she ate soup);

Draw 10 points in a pentagon.

These tasks give a general idea about the level of mental development of the child, about his eye and ability to imitate, the degree of development of coordination movements, the ability to purposeful action.

One of the criteria for a child's readiness for school is also the character sound pronunciation (presence of defects), reflecting the function of a complex speech-motor apparatus. To determine the purity of speech, the child is invited to enumerate aloud consecutively objects in the names of which there are sounds related to the groups:

1) sonorous - [P] - hard and soft; [L] - hard and soft;

2) sibilant - [S] - hard and soft; [З] - hard and soft;

3) hissing - [F], [W], [H], [U].

Pictures or drawings are selected in such a way that each of the listed sounds occurs at the beginning, middle and end of a word. The presence of pronunciation defects makes learning difficult and is regarded as unpreparedness for school.

One of the important indicators of readiness for schooling is the level of development of fine motor skills of the child's hand. There are many methods for the development of this indicator, let's name some.

Study hand coordination when the child is circling a drawn circle (V.V. Orlova) determines the level of development of the readiness of the hand for learning to write. Children 6 and 7 years old are examined. In front of each child sitting at the table, a card is placed with two circles with a diameter of 2.5 cm depicted on it. The child is asked to draw a circle around the contour without lifting his hands. If the entire line of the circle depicted by the child is winding, this indicates the presence of a tremor, i.e. slight shaking of the hand, which dramatically reduces the quality of writing when teaching at school and, in addition, serves as a sign of a dysfunctional state of the central nervous system. This test measures the child's ability to perform a task under visual control, as well as the maturity of fine motor skills. If a child has insufficiently flexible and mobile small muscles of the hands, weak motor (motor) skills, then he will not be able to successfully master writing. From the very first days, such a child can be among the unsuccessful.

Assessment of fine motor skills according to N.I. Ozeretskyis a test battery for studying the level of development of motor skills, individual components of motor skills in children and adolescents. The technique was proposed by N.I. Ozeretsky in 1923 under the title "Method of mass assessment of motor skills in children and adolescents." The scaling principle is similar to traditional intelligence tests. The possibility of both individual and group examination is provided. The tests are grouped into five groups (5 tests each). The composition and orientation of tests for individual components of the development of the motor sphere are as follows:

Static coordination (the ability to stand with eyes closed for 15 seconds; the same alternately on the right and left legs; on tiptoe, on toes, with different torso positions);

Dynamic coordination and proportionality of movements (movement by jumping on the right and left legs; passing the labyrinths alternately with the right and left hands; cutting a circle out of paper (time is limited: 1 min for the right hand and 1.5 for the left); drawing lines; jumping from place to height);

Speed \u200b\u200bof movement (placing 20 coins, one kopeck at a time in a box (time 15 s); drawing vertical lines; unfolding matches; punching holes in a sheet of paper with circles printed on it (Rossolimo attention test form); drawing dots on paper;

Strength of movement (flexion, straightening of various objects). Accompanying movements (synkinesis) - raising the eyebrows; wrinkling of the forehead; movements of the hands. Tests are considered unfulfilled if, in addition to those required by the subject, other movements are noted, for example, movement with a brush along with movement of the entire arm, raising eyebrows and lip movements, etc.

The tests begin with tests for dynamic coordination, followed by an assessment of movement speed, strength, synkinesia, and static coordination. The examination protocol records the number of tests performed for all five groups of motor qualities (for each test performed - 1 point) and the total score. The duration of the examination procedure is 45-65 minutes. According to the total result, in accordance with the tables of norms for the subjects, one or another age level of motor development is determined. As a result of the test, the general factor of motor development is clearly revealed.

An important addition to information about "school maturity" is the concept of mental performance of children and its dynamics in the learning process, which characterize the functional states of the central nervous system. When studying mental performance in preschoolers, it is recommended to use curly tables. The assessment of the completed task is carried out in terms of volume (the number of viewed figures for a certain period of time) and the quality of work (the number of errors made per 100 viewed characters).

Define coordination of movements of the fingers of the hand it is possible and according to the motometric test N.I. Ozeretskiy "cutting a circle". The test allows you to determine the child's ability to perform a task under visual control, as well as the maturity of fine motor skills of the hand. The card depicts a circle with a diameter of 30 mm, divided into 8 sectors with a thick line. Around it there are 3 large and 3 small circles in diameter, depicted by a thin line at a distance of 1 mm from each other. The main circle is cut out. The work must be completed in 1 minute. In this case, at least 68 circles and deviations must be cut out no more than 2 times. A test is considered failed if it took more than 1 minute to complete and if there are a lot of errors.

Study of features of hand-eye coordination, usingthe "Snake" technique (test by NL Lokalova). On a sheet of paper, a drawing of a winding path 5 mm wide. The child should draw a line inside this path with a pencil as quickly as possible, without touching its walls. The quality of the assignment is assessed by the number of touches.

Diagnostics of fine motor skills according to the “House” method (by NN Gutkina), it is a task for sketching a picture depicting a house, individual details of which are made up of capital letters. The task allows you to reveal the child's ability to orientate himself in his work to a sample, the ability to accurately copy it, reveals the features of the development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand. In the course of the child's work, it is necessary to fix: with which hand he draws - right or left; how he works with the sample: does he often look at it, does he draw air lines over the sample drawing, repeating the contours of the picture, does he check what he has done with the sample or, having glanced at it, draws from memory; draws lines quickly or slowly; is distracted while working; speaks up and asks questions while drawing; Does the subject check his drawing with the sample after finishing work? At the end of the work, the adult invites the child to check if everything is correct. The child can correct inaccuracies (this should be noted by the psychologist). The experimental material is processed by calculating the points assigned for errors. Depending on the amount of points, a conclusion is made about the level of formation of voluntary attention, the ability to act according to the model, etc.

Technique "Paths" (according to L.A. Wenger) is a task for the child to draw lines connecting different elements of the drawing. The technique allows you to determine the level of development of the accuracy of movements, the degree of preparedness of the hand for mastering writing, the formation of attention and control over their own actions. The figure shows paths with cars at one end and a house at the other. The car should "drive" along the path to the house. The width of the tracks is selected so that it is difficult enough, but accessible to the child. The type of tracks gets more complex from the first to the last. A high level of performance is considered if there are no exits outside the track, the pencil comes off the sheet no more than 3 times; low - three or more exits outside the "track", an uneven, trembling line, very weak, almost invisible, or a line with very strong pressure, tearing the paper, with repeated drawing over the same place in the drawing.

Techniques "patterns" and "lines" (according to V. Mytatsin), each of which is a task to finish drawing more complicated patterns or lines of different trajectories. The technique allows you to determine the child's readiness to master writing. On a sheet of unlined paper, the teacher depicts the initial part of a pattern or line of a certain trajectory, and the child continues to fulfill them. Patterns and lines become more complex as needed. If the child does a good job, then he is ready enough for the work that awaits him when learning to write. If the patterns and lines drawn by him do not correspond to the model in size, harmony, rhythm, elements, etc., this indicates that the child does not control the movements of his hand, fingers well, and he also has insufficiently developed eye-hand coordination, visual the control.

The "figure" technique (according to V. Mytatsin) - a task associated with the child's cutting out figures along given contours. The technique allows to determine the level of development of coordination of the child's eye and hand movements, the degree of differentiation of the efforts of the fingers. Various shapes are drawn on a sheet of thick paper with clear lines. The child is invited to cut these shapes along the contours. The width of the lines is selected so that it is difficult enough, but accessible to the child. The type of figures gets more complicated with each attempt. The level of performance is considered low if the child makes the following mistakes: the cut line protrudes beyond the outer contour by more than 1 mm; the cut line protrudes from the inside by more than 1 mm; the presence of corners when cutting a smooth contour.

Based on the results of the diagnosis, a decision is made on the child's readiness to study at school:

Those who are ready to go to school are children who successfully master the kindergarten program and have a normal level of mental development and school maturity (for all tests). The biological age corresponds to the passport, rarely get sick, do not have chronic diseases and pronunciation defects;

Conditionally ready for school are children with chronic compensated diseases, coping with the kindergarten upbringing program with certain difficulties, their biological age lags behind the passport, they have initial deviations in behavior and neuropsychic development. They have not fully developed skills of school maturity based on test results;

Those who are not ready to go to school are children with chronic diseases, pronounced functional deviations, behavioral deviations, unformed school skills (based on test results and upon repeated research). The biological age does not correspond to the passport; there is no conscious attitude to study, they do not cope with the kindergarten program, they have multiple defects in sound pronunciation.

Thus, correct and timely diagnosis is the first step in organizing the correction of other morphological and functional deviations. Preschoolers who have a lag in the development of school-necessary functions (motor skills, speech) are recommended a set of exercises to correct them. Classes on the elimination of defects in sound pronunciation are conducted by a speech therapist. Exercises or classes for the development of motor skills (drawing, modeling, games with small constructors, etc.) and physical qualities are carried out by preschool educators, as well as by parents.

At the same time, it must be said that when diagnosing readiness for school, not all components of readiness must necessarily be maximally developed, it is more important that all these components are present, even if the level of formation of some of them is not high enough. That is, the main thing should be to determine the conditions that are most favorable for them. further development... It is not differences in readiness that are important, but the search for ways to better align them.

A child's readiness for schooling is the child's ability 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 ideas, how much in the level of development of cognitive processes. According to L.S. Vygotsky, to be ready for school education means, first of all, to generalize and differentiate in the appropriate categories the objects and phenomena of the surrounding world. The concept of readiness for schooling as a complex of qualities that form the ability to learn was adhered to by A.V. Zaporozhets, A.N. Leontiev, V.S. Mukhina, A.A. Lublinskaya. 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 ways of performing an action, skills of self-control and self-esteem, development volitional qualities, the ability to observe, listen, memorize, achieve solutions to the assigned tasks.

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

School readiness and methods of determining itMarkov

Physical

▪ health (characterized based on the study of the medical card, appearance reb., features of his physical. development (weight, height), muscle tone, skin, state of vision, hearing,

▪ dexterity movements (observed during his movement around the classroom, during some activity)

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

▪ coordination of movements (observed with physical people a) are the types of movements coordinated among children, b) is the teacher's instructions aimed at coordinating the movements of arms, legs, torso, head, etc., correctly followed)

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

Mental

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

Orientation test of school maturity (Irasek test - verb. Fig.) (The sky is blue, and the grass ...? What time is it? (Show on the paper clock) Why do all cars have brakes?) Study the thinking process: "Opposite concepts" (large -…, loud -…) the study of short-term memory (repeat a series of numbers: 3-1-7-5-9) a method for studying the intelligence of children L.I. Peresleni, L.F. Chaprova (1 subtest for awareness (name the months of winter), 2 subtest for classification, concept formation (Sasha, Vitya, Stasik, Petrov, Kolya), 3 subtest for verbal-logical thinking. (Cucumber - vegetable, cloves - ...) 4 subtest on the generalizing word, the formation of concepts (perch, crucian carp - ...) Kern-Irasek test (Drawing a male figure - the dependence of the picture of children and the 2nd signal system, abstract art. Drawing points and copying a phrase - the ability of an arbitrary behavior). house technique

2) personal readiness is the maturity of the system : rel. to adults, rel. to peers (ability to communicate with peers); att. to oneself (no underestimation of self-esteem and fear of failure); attitude to school and learning. Methodology: Conversation Content: Did you want to go to school? If you stopped going to school, what would you do? study of a general understanding of the meaning of life situations: Determine whether the phrase is stupid or not: You answered very well during the lesson, so I give you 2. Determination of the direction of reb. to school: riddles.

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

4) Emotionally strong-willed: considered formed if reb. knows how to set a goal, make decisions, outline an action plan, 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 assessed at three levels: low, medium, high.

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

1) this is a general development. By the time a 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 internally, or, in other words, to perform certain actions in the mind; 2) this is the education of the ability to arbitrarily control oneself. A preschool child has vivid perception, easily switching attention and good memory, but he still does not know how to arbitrarily control them He can remember for a long time and in detail some event or conversation of adults, perhaps not intended for his ears, if he somehow attracted his attention, But concentrate for any length of time on something that does not arouse his immediate interest, it is difficult for him. And yet this skill is absolutely necessary to develop by the time of entering school. As well as the ability of a broader cry - to do not only what you want, but also what you need, although, perhaps, you do not really want to, or even do not want at all; 3) the formation of motives that induce learning. This is not the natural interest that preschoolers show in school. It is about developing a real and deep motivation, which can become an incentive for their desire to acquire knowledge.

Separate aspects of readiness for school can be distinguished: physical, intellectual, emotional-volitional, personal and socio-psychological.

General physical development: normal weight, height, breast volume, muscle tone, proportions, skin and other indicators that correspond to the standards of physical development of boys and girls 6-7 years old 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 (“the internal position of a student); the formation of a group of moral qualities necessary for learning, the formation of arbitrary behavior, the qualities of communication with peers and adults.

Emotional-volitional readiness is considered formed if the child knows how 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 as opposed to moral and physical.

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 their diagnosis.

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 the study of the intelligence of preschoolers and junior schoolchildren D. Veksler, progressive matrices J., Raven (color version), orientation test of school maturity I.Jirasek and V. Tikhay, the A Kern school maturity test will help to check general readiness for school (general development, the ability to imitate a model, the development of fine motor skills of the hand, visual coordination and hand movement).

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 a sufficiently developed musculature, accuracy of movements, the readiness of the hand I to perform small, precise and varied movements, the consistency of the movement of the hand I of the eye, the ability to use a pen, pencil, brush. 2) desire to learn; The second criterion includes the presence of motives for learning, attitude towards it as a very important, significant business, the desire to acquire knowledge, interest in certain educational activities. 3) management of their behavior; The content of the third criterion includes the arbitrariness of external motor behavior, which ensures the ability to withstand the school regime, to organize oneself in the lesson; voluntary control of internal mental actions for the purposeful observation of phenomena, concentration of attention for memorizing the information presented by the teacher or contained in the textbook. 4) possession of the techniques 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 the differentiation of perception, which allows observing objects and phenomena, highlighting certain properties and sides in them, mastering logical operations, methods of meaningfully memorizing 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 in practical activities without outside help 6) attitude towards comrades and adults; The sixth criterion presupposes the formation in children of the desire and habit to work for themselves and others, awareness of the responsibility and importance of the assignment being performed 7) attitude to work; The content of the seventh criterion includes the ability to work in a team, reckon with the interests and desires of comrades, and master the skills of communication 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.

Preparing children for school involves, on the one hand, such an organization educational work in kindergarten, which provides a high level of general, versatile development of preschoolers, on the other hand, special preparation of children for the assimilation of those subjects that they will master in primary school. In this regard, in modern psychological and pedagogical literature, the concept of readiness is defined as the multifaceted development of the child's personality and is considered in two interrelated aspects: as "general, psychological readiness" and as "special readiness" for schooling. General readiness for school includes: personal, mental, moral, volitional, aesthetic, physical development, which creates the necessary basis for the active entry of the child and new conditions for schooling. General readiness is characterized by a certain level of mental development, which determines motivational readiness (the desire to learn, the child's mastery of the elements of educational activity). The personal readiness of children for school covers the following three main areas of life relationships: relationship with the surrounding adults; relationships with peers; the child's attitude to himself. The child's moral and volitional readiness to study at school is expressed in his achievement by the end of preschool age of interest in knowledge, the desire to overcome difficulties, the presence of perseverance, restraint, perseverance, independence, organization and discipline, the child's ability to build their relationships with adults and peers in accordance with rules. The composition of moral and volitional readiness includes:

• - mastering the necessary labor skills and abilities by preschoolers;
• - the formation of social motives of behavior;

Ability to plan swap activities.

Indicators of mental readiness: well-developed figurative and verbal-logical thinking, the necessary stock of knowledge about the world around, about objects, materials, etc., developed sensory skills, the general level of mental activity, the ability to operate with knowledge when solving educational and practical problems, mastering elements of educational activities.

It is important to develop aesthetic feelings, creative imagination, the ability to perceive the content of various paintings, etc. Drawing, modeling, applique, music lessons most contribute to the aesthetic preparation of children for school.

Physical fitness is one of the important components of a child's overall readiness for school. Physical readiness of the child for school: good health of the child, normal physical and neuropsychic development; hardening, certain endurance and performance of the body; correct functioning of the cardiovascular, digestive and respiratory systems; successful mastery of all types of basic movements; developed fine motor skills of the hand; mastering cultural and hygienic skills by a child, fostering habits for observing the rules of personal hygiene.

Special readiness for school is in addition to the general, psychological readiness of the child for schooling. It is determined by the child's special knowledge, skills and abilities that are necessary for the study of various school subjects. Classes on the development of speech, FEMP, etc., conducted in kindergarten, provide the necessary level of special readiness of the child for schooling.

According to physiologists, the period of adaptation to school life and activity in six-year-old children lasts 3-6 months, and in seven-year-old children - 1-1.5 months. Psychological, pedagogical unpreparedness for schooling is determined by the following groups of indicators:

Incompleteness of the structural and functional development of the cerebral cortex;

Difficult childbirth, illness in the first year of life;

Disharmony in the development of intellectual structures;

Lack of formation of cognitive motivation, skills and abilities of educational activities;

Lack of understanding of the teacher's professional role and inability to build relationships in educational activities;

Inadequate attitude towards oneself, inability to assess the reasons for failure;

Inability to voluntarily regulate behavior, attention, learning activities, cooperation and communication with peers;

Inability to adapt to the pace of school life.

The most common causes of school maladjustment are:

• - wrong attitude towards the student;
• - incorrect organization of the educational process and educational activities;
• - unfavorable conditions for organizing the life of children (violation of the regime, poor nutrition, overcrowding of classes);
• - an unfavorable family microenvironment.

T.V. Dorozhevets distinguishes 3 areas of school adaptation: academic, social and personal.

Academic adaptation characterizes the degree of acceptance of educational activities and the norms of school life.

Social adaptation reflects the success of the child's entry into a new social group... Personal adaptation characterizes the child's level of acceptance of himself as a representative of a new social community (I am a student).

School maladjustment appears as a result of the predominance of one of the adaptation styles. In the structure of the behavior of older preschoolers and first graders, three maladaptive styles have been distinguished: accommodative (reflects the child's desire to completely subordinate his behavior to the requirements of the environment), assimilation (reflects the child's desire to subordinate the social environment to his needs), "immature" (the child's inability to accept a new social situation of development ). Increased indicators of each of the adaptation styles lead to maladjustment in all three areas of school adaptation.

So, there are three main lines along which preparation for school should be conducted.

First, this is general development

By the time a 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 to act internally, or, in other words, to perform certain actions in his mind.

Secondly, it is the education of the ability to arbitrarily control oneself.

A preschool child has vivid perception, easily switched attention and good memory, but he still does not know how to arbitrarily control them. He can for a long time and in detail remember some event or conversation of adults, perhaps not intended for his ears, if he somehow attracted his attention. But concentrate anyway long time on something that does not arouse his immediate interest, it is difficult for him. And yet this skill is absolutely necessary to develop by the time of entering school. As well as the skill of a broader plan - to do not only what you want, but also what you need, although, perhaps, you do not really want to, or even do not want at all.

Thirdly, the formation of motives that induce learning

This is not the natural interest that preschoolers show in school. It is about developing a real and deep motivation, which can become an incentive for their desire to acquire knowledge.

These three dimensions are very important to school success.

School Readiness Parties

It is possible to highlight certain aspects of readiness for school:

• Physical readiness - general physical development: normal weight, height, breast volume, muscle tone, proportions, skin and other indicators that correspond to the standards of physical development of boys and girls 6-7 years of age. 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.
• Intelligent readiness. The content of intellectual readiness includes not only vocabulary, outlook, special skills, but also the level of development of cognitive processes, their focus on the zone of proximal development, the highest forms of visual-figurative thinking; the ability to single out a learning task, turn it into an independent goal of activity.
• Personal and socio-psychological readiness... Personal and socio-psychological readiness is understood as the formation of a new social position ("the internal position of a student"); the formation of a group of moral qualities necessary for teaching; the formation of arbitrary behavior, the qualities of communication with peers and adults.
• Emotional-volitional readiness. Emotional-volitional readiness is considered formed if the child knows how 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.

Criteria for a child's readiness for school

The following indicators can be taken as:

• normal physical development and coordination of movements- sufficiently developed musculature, accuracy of movements, readiness of the hand to perform small, precise and varied movements, consistency of movement of the hand and eye, ability to use a pen, pencil, brush;
• desire to learn - the presence of motives for learning, attitude towards it as a very important, significant business, the desire to acquire knowledge, interest in certain educational activities;
• managing your behavior - arbitrariness of external motor behavior, providing the ability to withstand the school regime, to organize oneself in the lesson;
• mastery of mental activity- assumes a certain level of development of the child's cognitive processes. This is the differentiation of perception, which makes it possible to observe objects and phenomena, to single out certain properties and aspects in them, mastery of logical operations, methods of meaningful memorization of material;
• self-reliance- the desire to look for ways to solve and explain everything new and surprising, the urge to use different ways, give different options for solutions, do in practice without outside help;
• attitude towards comrades and adults - the ability to work in a team, to take into account the interests and desires of comrades, to master the skills of communication with peers and adults;
• attitude to work - presupposes the formation of the desire and habits of children to work for themselves and others, awareness of the responsibility and importance of the assignment being performed;
• ability to navigate in space and notebook - associated with orientation in space and time, knowledge of units of measurement, the presence of sensory experience, the eye.

They are distinguished by a fairly high level of development. At this time, a certain amount of knowledge and skills is formed, an arbitrary form of memory, thinking, imagination is intensively developing, based on which you can encourage a child to listen, consider, remember, analyze.

At 6-7 years old, a child should be able to:

• ATTENTION- complete the task without being distracted for about 15 minutes; find 5-6 differences between objects; keep 8-10 objects in sight; perform independently quickly and correctly the task according to the proposed model; copy exactly the pattern or movement.
• MEMORY- memorize 8-10 pictures; tell from memory literary works, poetry, the content of the picture; repeat exactly the text, consisting of 3-4 sentences.
• THINKING- determine the sequence of events, add a split picture from 9-10 parts; find and explain inconsistencies in figures; find and explain the differences between objects and phenomena, find unnecessary objects among the proposed ones, explain your choice.
• MATHS- call numbers in forward and backward order; correlate the number and the number of objects; compose and solve problems in one action for addition and subtraction; use arithmetic signs of actions; measure the length of objects using a conditional measure; navigate a sheet of paper; determine the time by the clock.
• DEVELOPMENT OF SPEECH - pronounce all sounds correctly; determine the place of sound in a word; use in speech complex sentences different types; compose stories based on a plot picture or a series of pictures, from personal experience, not less than 6-7 sentences; make sentences of 5-6 words, divide simple sentences into words; divide words into syllables.
• FINE MOTOR DEVELOPMENT- be fluent in pencil and brush with different drawing techniques; depict several objects in a drawing, combining them with a single content; hatch or color drawings without going beyond the contours; navigate in a notebook in a cage or in a line; convey in the drawing the exact shape of the object, proportions, arrangement of parts.
• ABOUT THE ENVIRONMENT - give your name, surname and patronymic, name and patronymic of your parents; name of his hometown (village), capital, homeland; sequence of seasons, parts of the day, days of the week; name the spring, summer, autumn, winter months; to distinguish predatory animals from herbivores, migratory birds from wintering ones, garden flowers from field flowers, trees from shrubs; name all natural phenomena, the name of our planet and Earth satellite.

At the age of 6-7, the child must answer the following questions, which help to determine how the child is oriented in the surrounding space, to determine his stock of knowledge and attitude to school.

1. State your last name, first name, patronymic.
2. Give the surname, name, patronymic of mom, dad.
3. How old are you? When were you born?
4. What is the name of the city in which you live?
5. Where do you live? Give your home address.
6. What do your parents do for work?
7. Do you have a sister, brother?
8. What are your friends' names?
9. What games do you and your friends play in winter, summer?
10. What names of girls (boys) do you know?
11. Name the days of the week, the seasons.
12. What time of year is it?
13. What is the difference between winter and summer?
14. What time of year do leaves appear on trees?
15. What is the name of the planet we live on?
16. What is the name of the Earth satellite?
17. What pets do you know?
18. What are the names of baby dogs (cats, cows, horses, etc.)?
19. What is the difference between a city and a village?
20. How do wild animals differ from pets?
21. How do wintering birds differ from migratory birds?
22. Do you want to go to school?
23. Where is it better to study - at home with mom or at school with a teacher?
24. Why study?
25. 25. What professions do you know?
26. 26. What does a doctor (teacher, salesman, postman, etc.) do?
27. 27. What do you want to become? What is your favorite profession?

Assessment of results

• The correct answers are those corresponding to the question: Mom works as a doctor. Dad's name is Ivanov Sergey Ivanovich.
• Answers of the type are considered incorrect: Mom works at work. Papa Seryozha.

If the child answered correctly to 20-19 questions, then this indicates high level, by 18-11 - about average, by 10 or less - about low.

In order for your child to happily go to first grade and be prepared for school, so that his studies are successful and productive, please listen to the following recommendations:

1. Don't be too demanding on your child. Do not ask the child everything at once. Your requirements should correspond to the level of development of his skills and cognitive abilities. Do not forget that such important and necessary qualities as diligence, accuracy, responsibility are not formed immediately. The child is still learning to manage himself, organize his activities and really needs support, understanding and approval from adults. The task of dads and moms is to be patient and help the child.
2. A child has the right to make mistakes, because mistakes are common to all people, including adults. It is important that the child is not afraid to make mistakes. If something does not work out for him, do not scold. Otherwise, he will be afraid to make mistakes, he will believe that he can do nothing. If you notice a mistake, draw the child's attention to it and suggest correcting it. And be sure to praise. Praise everyone, even the smallest success.
3. Make sure that the load is not excessive for the child. When helping your child complete a task, do not interfere with everything he does. Otherwise, the child will begin to think that he is not able to cope with the task on his own. Do not think and do not decide for him, otherwise he will very quickly understand that he has nothing to do, his parents will still help solve everything.
4. Don't miss the first difficulties. Pay attention to any difficulties your child has and seek professional advice as needed. If you see that the child has problems, then do not be afraid to seek help from specialists: speech therapist, psychologist and others.
5. Study should be harmoniously combined with rest, so arrange small holidays and surprises for your child, for example, go to a circus, museum, park, etc. on weekends. It's not difficult to come up with a reason for this. Rejoice in his success. May you and your child have a good mood.
6. Already try to gradually correlate your baby's day regimen with the schoolchild's day regimen. Keep track of your daily routine so that your child wakes up and goes to bed at the same time, so that he spends enough time in the fresh air so that his sleep is restful and fulfilling. Eliminate outdoor games and other vigorous activities before bed. Reading a book with the whole family before bed can be a good and rewarding family tradition.
7. Meals should be balanced, snacks are not recommended. Read,.
8. Observe how the child reacts to different situationshow he expresses his emotions, how he behaves in in public places... A child of six to seven years old must control his desires and adequately express his emotions, understand that not always everything will happen the way he wants. Special attention should be paid to the child if, in preschool age, he can publicly make a scandal in the store, if you do not buy something for him, if he aggressively reacts to his loss in the game, etc.
9. Provide the child with all the necessary materials for homework, so that at any time he can take plasticine and start sculpting, take an album and paints and draw, etc. Set aside a place for the materials for the child to independently manage and keep them in order.
10. If the child is tired of studying without completing the task, then do not insist, give him a few minutes to rest, and then return to the task. But still, gradually teach the child so that he can do one thing for fifteen to twenty minutes without being distracted.
11. In order for the child to be able to hear the teacher, pay attention to how he understands your verbal instructions and requirements, which should be clear, benevolent, laconic, calm. Talk to your child more so that he, firstly, hears more often the correct, clear, unhurried, expressive speech an adult, which is a model for him, and secondly, to develop the active speech of a future first grader. It is necessary to seek complete answers to your questions, try to listen to the end, sometimes deliberately portray a lack of understanding so that the child can explain something to you more clearly and in detail. Understanding at a glance or even with a gesture is not very useful for the development of a child's speech.
12. If the child refuses to complete the task, then try to find a way to interest him. To do this, use your imagination, do not be afraid to come up with something interesting, but in any case do not frighten the child that you will deprive him of sweets, that you will not let him walk, etc. Be patient with the whims of your "reluctance".
13. Try to fix the child's attention on what he sees around him. Train him to talk about his experiences. Get detailed and detailed stories. Read children's books more often to your child and discuss what you read with him.
14. You can play this game. The child thinks of an object and begins to describe it, while not naming it. You have to guess what it is. Ideally, the child should describe the object according to the following parameters: color, shape, size, material, to which class of objects it belongs.
15. Provide your child with a developing space, that is, strive to have your baby surrounded by as few useless things, games, objects as possible.
16. Tell your child how you were in school, how you went to first grade, look through your school photos together.
17. Form a positive attitude towards school in the child, that he will have many friends there, it is very interesting there, the teachers are very good and kind. You cannot scare him with deuces, punishment for bad behavior, etc.
18. Pay attention to whether your child knows and uses "magic" words: hello, goodbye, sorry, thank you, etc. If not, then perhaps these words are not in your vocabulary. It is best not to give the child commands: bring that, do it, put it away, but turn them into polite requests. It is known that children copy the behavior and manner of speaking of their parents. If you use profanity with your child, if you are rude to each other, then do not be surprised if teachers complain that your child is swearing at school, fights, bully at other children.
19. Teach your child how to respond to setbacks. Your child was the last in the game and defiantly refused to play further with his friends. Help him deal with frustration. Invite the children to play one more time, but change the rules a little. Let only the first be considered the winner, and all the others - losers. Celebrate everyone's success as you play. After the game, draw the child's attention to how the other players reacted to the loss. Let him feel the intrinsic value of the game, not the win.
20. Try not to compare the child's achievements with either your own, or with the achievements of your older brother or sister, or classmates (do not voice this in front of the child, even if they are in his favor!). Never compare your child with other children. This leads either to anger or to the formation of self-doubt.
21. Strive to make every moment of communication with your child useful.
    • If your child helps you bake a birthday cake, introduce him to the basic measures of volume and mass. Grocery stores are a very suitable place for developing a child's attention and active listening. Ask your child to put in the basket: three packs of cookies, a pack of butter, a loaf of white bread, and a loaf of black bread. State your request immediately and do not repeat it again.
    • The child helps you set the table. Ask him to put four deep plates on the table, put a spoon next to each plate on the right. Ask: how many spoons do you need?
    • The child is getting ready for bed. Ask him to wash his hands, hang a towel on his hook, turn off the bathroom light.
    • Walking down the street or being in a store, draw the child's attention to the words-inscriptions that surround us everywhere. Explain their meaning. Count trees, steps, cars passing by.
22. And the last one of the most important: the development of fine motor skills, motor skills of the hand. (Read also the material).

Educational mini-games

Game: Pattern on the back
Purpose: development of tactile sensations, attention.
With the blunt end of a pencil, draw on the child's back geometric shape, letter or number. The child must guess what you have drawn. You can change, and then you will guess the drawing. It is always more interesting for children to play from different roles.

Game: Magic Word
Purpose: development of attention, politeness.
The child listens carefully to what you say to him. But he fulfills only those requests that contain magic words. For example: Make three claps with your hands while bouncing on your left leg. - Please put your hands up! You need to fulfill the second request. And then everything happens the other way around. The child is thus in the position of an adult who teaches you to be polite.

You must remain a loving and understanding parent for your child and not take on the role of a teacher! A child willingly does only what he gets, so he cannot be lazy.

Try not to compare the child's achievements with your own, or with the achievements of your older brother, or classmates (do not voice this in front of the child, even if they are in his favor!).
Your love and patience will serve as a guarantor of confident progress in learning for your little one.

Special tests will help you determine which abilities of your baby are best developed, which ones are at a sufficient level, and what still needs to be worked on.