The child's readiness for school. The problem of a child’s psychological readiness for school. Main indicators of a child’s psychological readiness for school. Seven year crisis Key indicators of school readiness

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 the mind” and solving simple problems, reading texts, copying words and phrases, etc.).

Build readiness for school means creating conditions for children to successfully master the 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 an analysis of pedagogical work shows, 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 a preschool teacher, it is of particular importance identifying this level before children enter school. This is facilitated by diagnostic tests: individual conversations, didactic games and exercises with children, their performance of special tasks, etc.

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. For children of senior preschool age, a significant place in their activities is occupied by 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 of 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 a 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 insufficiently developed: it is difficult for them to explain the choice of an arithmetic operation, generalize 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.

Whether a child is ready for a new school life or not is determined by a combination of the following features:

morphological;
psychological;
personal.

The degree of their formation depends on:

proper maturation of the preschooler’s body (especially the central nervous system);
the level of development of his mental processes;
the social environment in which the baby was raised;
personal qualities that he developed;
availability of basic universal educational skills.

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

Physical	Level of physical and biological development, health status.
Psychological	Intelligent	Availability of the necessary knowledge base, willingness to perceive and assimilate new information.
	Social	Willingness to interact with the surrounding society.
	Personal	A formed internal position, which is the basis for conscious entry into the role of a schoolchild.
	Emotionally-volitional	The ability to manage your motives, desires, mood. Availability of moral principles.
Special	Basic Study Skills

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

Physical fitness

This type of readiness for school learning, such as physical readiness, is determined on the basis of compliance of the level of development of the child’s body with basic age standards. A number of criteria need to be taken into account.

Level of biological development:

height;
weight;
performance;
system of conditioned verbal reactions;
maturity of the digestive and urinary system.

State of health and analysis systems. To determine the state of health, before entering school, the child must undergo a medical examination and receive a conclusion that he is healthy and can study in a general education institution. Particular attention is paid to testing vision and hearing, which are of paramount importance for the perception of information.

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

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

dexterity;
speed;
force;
coordination of movements.

Level of development of main types of movements:

jumping;
bends;
squats;
crawl.

Development of fine motor skills of the hands:

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

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

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

Knowledge of basic health. The child has knowledge about:

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

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

Psychological readiness

Let's consider the types of psychological readiness for school, which covers several aspects.

Mental readiness includes:

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

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

Social readiness is based on the following components:

communication;
the desire to communicate with peers and establish friendly relations with them;
the ability to listen to the interlocutor;
willingness to take turns;
willingness to follow the leader or demonstrate leadership qualities yourself;
understanding of social hierarchy, willingness to obey the demands of elders.

The foundations of a child’s relationship with the outside world are laid in the family and develop during the process of attending a preschool institution. Children at home find it more difficult to adapt to the conditions of the school community.

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

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

Emotional-volitional readiness implies the presence of the following aspects:

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

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

Special readiness

Special readiness for schooling lies in the fact that the child has some universal learning skills:

name letters;
read syllables or words;
count, add and subtract within 10;
write individual elements;
draw simple objects;
perform simple physical exercises.

This is just a sample list. Typically, such skills are developed during special classes held in kindergarten. Their presence is necessary for studying school subjects provided for by the curriculum.

It is important that all basic types of a child’s readiness for school are formed at a sufficient level. Only in this case, in the conditions of systematic education, the child’s health will not deteriorate, he will cope with the requirements, successfully master the school curriculum and adapt socially and psychologically to school life.

Entering school and the initial period of education cause a restructuring of the child’s entire lifestyle and activity.

A child entering school must be physiologically and socially mature; he must reach a certain level of mental, emotional and 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 primary school teacher determine the degree of school maturity of the child. All methods have been tested in teaching multi-level classes.

Doshchitsyna Z.V.

1. 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.

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;

2.high level- 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:

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

low level- the child strives to focus on some generalized properties of the surrounding world - to find and use these generalizations;

average 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, constant external stimulation is required when performing tasks, interest in the outside world is not detected, curiosity is not manifested.

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

1. The child determines the content, 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;

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 completing 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

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 grading system in this test has a significant feature: on the one hand, the highest grade (3 points) is awarded only if all three test tasks are completed flawlessly, on the other hand, it does not matter how many test tasks the student made a particular 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.

1 point Grading scale

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.

When starting to test the child’s vocabulary, 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, not being familiar with the corresponding word of the 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 to assess 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.)

Now I’ll start a short story, and you 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?

Age groups	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	short	average	high
Six-year-olds
Seven year olds

Level of development of the ability to carry out simple inferences (number of repetitions required to complete this test as a whole)

1. 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: Low level of mental activity

2.: the child begins to complete tasks only after additional prompting, and during work is often distracted; When performing a test of phonemic perception, the child’s interest is not in detecting errors in the articulatory actions of the tester, 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).: 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 scores are distributed, the child is recommended for a special type class or a class for increased individual attention, respectively. 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-option

can 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-option

has 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-option

expressed 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.expressed 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.

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. Bozhovich pointed out back in the 50s that readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of one’s cognitive activity and the social position of the student. 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 beginning of school, he should have developed relatively good emotional stability (absence of impulsive reactions, the ability to carry out 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.

Test

on the topic: “The main indicators that determine a child’s readiness for school”

Introduction

Our society at the present stage of its development is faced with the task of further improving educational work with preschool children, preparing 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 a timely manner and, on this basis, outline ways of corrective work. Studying the level of mental development of children is the basis for both the organization of all subsequent educational and educational work, and for assessing the effectiveness of the content of the educational process in a kindergarten.

Most domestic and foreign scientists believe that the selection of children for school must be carried out six months to a year before school. This makes it possible to determine the readiness for systematic schooling of children and, if necessary, conduct a set of correctional classes.

According to L.A. Wenger, 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 in a child of readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. Personal readiness includes determining the level of development of the motivational sphere.

2. The child’s intellectual readiness for school. This component of readiness presupposes that the child has an outlook and the development of cognitive processes.

3. Social and psychological readiness for schooling. This component includes the formation of moral and communication abilities 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 occupied one of the important places in the development of ideas in psychological science.

The successful solution of the problems of developing a child’s personality, increasing the effectiveness of learning, and favorable professional development are largely determined by how accurately the level of readiness of children for schooling is taken into account. In modern psychology, unfortunately, there is not yet a single and clear definition of the concept of “readiness” or “school maturity”.

A. Anastasi interprets the concept of school maturity as “mastery of 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 learning." I. Shvantsara identifies mental, social and emotional components as components of readiness to learn at school.

L.I. Bozhovich pointed out back in the 60s that readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of one’s cognitive activity and the social position of the student. Similar views were developed by A.I. Zaporozhets, who noted that readiness for school “represents an integral system of interconnected qualities of a child’s personality, including the characteristics of its motivation, the level of development of cognitive, analytical-synthetic activity, the degree of formation of the mechanisms of volitional regulation of actions, etc. d."

Today, it is almost universally accepted that readiness for schooling is a multi-complex education that requires comprehensive 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 a child’s readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. This personal readiness is expressed in the child’s attitude towards school, educational activities, teachers, and himself. Personal readiness also includes a certain level of development of the motivational sphere. A child who is ready for school is one who is attracted to school not by its external aspects (the attributes of school life - briefcase, textbooks, notebooks), but by the opportunity to acquire new knowledge, which involves the development of cognitive interests. The future schoolchild needs to voluntarily control his behavior and cognitive activity, which becomes possible with the formation of a hierarchical system of motives. Thus, the child must have developed learning motivation. Personal readiness also presupposes a certain level of development of the child’s emotional sphere. By the beginning of school, the child should have achieved relatively good emotional stability, against the background of which the development and course of educational activities is possible.

Child's intellectual readiness for school

This component of readiness presupposes that the child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, and semantic memorization. However, basically, the child’s thinking remains figurative, based on real actions with objects and their substitutes. Intellectual readiness also presupposes the development in a child of initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity. To summarize, 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 pattern);

Rational approach to reality (weakening the role of fantasy);

Logical memorization;

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

Mastery of spoken language by ear and the ability to understand and use symbols;

Development of fine hand movements and hand-eye coordination.

Social and psychological readiness for schooling

This component of readiness includes the formation in children of qualities through which they could communicate with other children and teachers. A child comes to school, a class where children are engaged in a common task, and he needs to have fairly flexible ways of establishing relationships with other people, the ability to enter the 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, and the developing ability to cope with the role of a student in a school learning 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 This implies general physical development: normal height, weight, chest volume, muscle tone, body proportions, skin and indicators corresponding to the norms of physical development of boys and girls of 6-7 years of age. Condition 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.

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, he develops arbitrariness of psychological processes.

Sometimes various aspects relating to the development of mental processes, including motivational readiness, are combined with the term psychological readiness, as opposed to moral and physical readiness.

Psychological readiness for school is a complex indicator that allows one 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 mastery of simple generalization operations;

4) good development of phonemic hearing.

Let's take a closer look at each of these indicators.

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

Academic motivation develops in a first-grader when there is a pronounced cognitive need and the ability to work. The baby has a cognitive need from birth, and then it is like a fire: the more adults satisfy the child’s cognitive interest, the stronger it becomes. Therefore, it is very important to answer the little “why” questions, read fiction and educational books to them as much as possible, and play educational games with them. When working with preschoolers, it is important to pay attention to how the child reacts to difficulties: tries to complete the task he has started or abandons it. If you see that a child does not like to do something that 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 satisfaction that he was able to overcome a difficult task. In this case, the adult must emotionally praise the child for completing the work he started. Necessary, timely help from an adult, as well as emotional praise, allows the child to believe in his abilities, increases his self-esteem and stimulates 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 means consciously controlled behavior goal-directed behavior, that is, carried out in accordance with a specific goal, or an intention formed by the person himself. At school, poor development of voluntary behavior is manifested in the fact that the child:

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

Does not know how to work according to the rules;

Does not know how to work according to a model;

Violates discipline.

The research I conducted showed 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.” Thus, mostly those children who are not interested in school and who do not care how the teacher evaluates them do not listen to the teacher in lessons. The same applies to violation of discipline. Recently, the number of first-graders who cannot cope with the work according to the model has increased. Namely, teaching in the first grade is mainly based on work based on the model. On the one hand, the same motivational reasons appear here: reluctance to perform difficult, unattractive tasks, indifference to the evaluation of one’s work. On the other hand, those children who practically did not engage in this type of activity in preschool childhood cope poorly with model work. From conversations with their parents, it turned out that they did not put together cubes with fragments of drawings according to drawing samples, did not lay out mosaics based on patterns, did not assemble construction sets based on 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 a model. It all depends on how to collect them. If you first analyze the color scheme of a drawing, highlight the background, and carry out a primary grouping of elements, then such work contributes to the development of the ability to work with a sample. But if the picture is assembled by trial and error, that is, if the child randomly tries elements one after another to see which fits with which, then this method of work does not lead to the ability to work with the model.

Also, mostly those children who did not play games with rules before school cannot cope with work according to the rules. For the first time in a game, a child learns to obey the rule when, playing role-playing games with other children, he must fulfill his role according to the rules established by children or according to a model seen in the lives of adults. A child who has played role-playing games without much difficulty takes on the role of a student if he likes it at school and follows the rules prescribed by 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, highlight something common in them, while simultaneously taking into account their differences. On the basis of generalization, classification is carried out, that is, the identification of a certain class of objects that have common properties, for which general rules for working with them apply (for example, solving problems of one type or another). The child’s learning ability depends on the process of generalization. Learning includes two stages of intellectual operations. The first is learning a new rule of work (solving a problem, etc.); the second is the transfer of the learned rule for completing a task to similar, but not identical, ones. The second stage is impossible without the ability to generalize.

Basically, by the time a child enters school, he or she has mastered empirical, that is, experience-based, generalization. This means that when comparing objects, he finds, identifies and denotes in words their outwardly identical, common properties that allow all these objects to be classified into one class or concept. So, for example, a child understands that a car, train, plane, bus, trolleybus, tram, etc. - These are 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. They are interested in preparing the dough with their mother or grandmother and then baking a pie. They are interested in what smells like, what is edible and what is not, what will happen if they plant something, etc.
To develop generalization, you need to play educational games like lotto with children. In the course of such games, the child masters various concepts and learns to classify objects. At the same time, his horizons and ideas about the world expand significantly.

4. Good development of phonemic hearing. Phonemic awareness refers to a person's ability to hear individual phonemes, or sounds, in a word. So, a child entering school must distinguish individual sounds in a word. For example, if you ask him if there is an “a” sound in the word “lamp,” he should answer in the affirmative. Why does a first-grader need good phonemic awareness? This is due to the method of teaching reading existing in schools today, based on the sound analysis of words. How to develop phonemic hearing in a child? The best way to do this is in the game. Here, for example, is one of the games I invented. It's called "Unspell the Word."

An adult tells a child a fairy tale about an evil wizard who enchants words in his castle. Enchanted words cannot leave the castle until someone frees them. To disenchant a word, you need to guess its sound composition in no more than three attempts, that is, name the sounds that it consists of in order. This can only be done at a time when the wizard is not in the castle. If a wizard finds the savior of words in his castle, he will bewitch him too. After a fabulous introduction, the child is explained what a 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, they tell him that all words sound, and we hear them because they are made up of sounds. For example, the word “mother” 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 his classmates will be friends with him, and he will study with straight A's. But then a few weeks pass, and the baby is no longer eager to get ready for school in the morning. On Monday he starts dreaming about the weekend, and comes home from school bored and stressed. What's the matter? But the fact is that the child’s expectations associated with a new interesting life were not met, and he himself turned out to be not quite ready for the reality called “school everyday life.”

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

Psychological readiness for schooling is the formation of a child’s psychological properties, without which it is impossible to successfully master schooling at school. There are: general psychological readiness, which is evidenced by indicators of intellectual and development, and special, which is evidenced by achievements in preschool education programs (counting within ten, reading speed) and general personal readiness as an integrative indicator of already achieved mental development (voluntariness of activity, adequacy with adults and peers, 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, in order to carry 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, ensuring the level of development of mental processes corresponding to the age norm.

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

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

The lack of development of one of the components of school readiness is an unfavorable development option and leads to difficulties in adapting to school: in the educational and socio-psychological sphere.

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

Bibliography

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2. Zaporozhets A.V. Preparing children for school. Fundamentals of preschool pedagogy / Edited by A.V. Zaporozhets, G.A. Markova M. 980 – p. 250-257.

3. Kravtsov E. E. “Psychological problems, children’s readiness to study 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 preparing them for school,” M. 1978 – 291 p.