Preparing a child for school. Determining a child's readiness for school
School preparation program for children
The transition from preschool to school childhood, as L.I. pointed out. Bozhovich (1968), is characterized by a decisive change in the child’s place in the system of relationships available to him and his entire way of life. It should be emphasized that the position of a schoolchild creates a special moral orientation of the child’s personality. For him, learning is not just an activity of acquiring knowledge and not only a way of preparing oneself for the future; it is recognized and experienced by the child as his own work duty, as his participation in the everyday life of the people around him. Therefore, how a little schoolchild will cope with his school responsibilities, success or failure in academic affairs, has an acute affective connotation for him. Consequently, issues of schooling are not only issues of education, intellectual development of the child, but also the formation of his personality, issues of upbringing.
In this regard, the problem of a child’s readiness for school education is acute. For a long time it was believed that the criterion of a child’s readiness for learning was the level of his mental development. L.S. Vygotsky was one of the first to formulate the idea that readiness for schooling lies not so much in the quantitative stock of ideas, but 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 objects and phenomena of the surrounding world in appropriate categories.
The concept of readiness for schooling as a complex of qualities that forms the ability to learn was adhered to by A.V. Zaporozhets, A.N. Leontyev, V.S. Mukhina, A.A. Lublinskaya. They include in the concept of readiness to learn the child’s understanding of the meaning of educational tasks, their difference from practical ones, awareness of how to perform an action, skills of self-control and self-esteem, development of volitional qualities, the ability to observe, listen, remember, and achieve solutions to assigned tasks.
There are three main lines along which preparation for school should be carried out:
Firstly, this general development. By the time a child becomes a schoolchild, his overall development should reach a certain level. We are talking primarily about the development of memory, attention and especially intelligence. And here we are interested in both his existing stock of knowledge and ideas, and his ability, as psychologists say, to act on the internal plane, or, in other words, to perform certain actions in the mind;
Secondly, this is education. ability to control voluntarily yourself. A preschool child has vivid perceptions, easily switched attention and a good memory, but he still does not know how to control them voluntarily. He can remember for a long time and in detail some event or conversation of adults, perhaps not intended for his ears, if it somehow attracted his attention. But it is difficult for him to concentrate for any long time on something that does not arouse his immediate interest. Meanwhile, this skill is absolutely necessary to develop by the time you enter school. As well as the ability of a broader plan - to do not only what you want, but also what you need, although, perhaps, you don’t really want it or even don’t want it at all;
Thirdly, formation of motives that encourage learning. This does not mean the natural interest that preschool children show in school. We are talking about cultivating real and deep motivation, which can become an incentive for their desire to acquire knowledge.
All these three lines are equally important, and none of them should be overlooked so that the child’s education does not falter from the very beginning.
We can highlight individual aspects of readiness for school:
physical, intellectual, emotional-volitional, personal and socio-psychological.
What is meant by physical fitness?
General physical development: normal weight, height, chest volume, muscle tone, proportions, skin and other indicators corresponding to the standards of physical development of boys and girls of 6-7 years of age in the country. 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.
Personal and socio-psychological readiness is understood as the formation of a new social position (“internal position of the student”); formation of a group of moral qualities necessary for learning; formation of arbitrariness of behavior, 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 a plan of action, make efforts to implement it, and overcome obstacles. He develops arbitrariness of mental processes.
Sometimes various aspects relating to the development of mental processes, including motivational readiness, are combined with the term psychological readiness, in contrast to moral and physical readiness.
Depending on the choice of one or another concept of a child’s readiness for systematic schooling, a practical psychologist selects its main criteria and selects appropriate methods for diagnosing them.
The following indicators can be taken as criteria for a child’s readiness for school: 1) normal physical development and coordination of movements;
2) desire to learn;
3) managing your behavior;
4) mastery of mental activity techniques;
5) manifestation of independence;
6) attitude towards comrades and adults;
7) attitude towards work;
8) ability to navigate space and notebooks.
Readiness according to the first criterion presupposes sufficiently developed muscles, precision of movements, readiness of the hand to perform small, precise and varied movements, coordination of hand and eye movements, ability to wield a pen, pencil, and brush.
The second criterion includes the presence of motives for learning, an attitude towards it as a very important, significant matter, a desire to acquire knowledge, and interest in certain educational activities.
The content of the third criterion includes the arbitrariness of external motor behavior, which ensures the ability to maintain the school regime and organize oneself in the classroom; voluntary control of internal mental actions for purposeful observation of phenomena, concentration of attention for memorizing information presented by the teacher or contained in the textbook.
The fourth criterion includes mastery of mental activity techniques, which presupposes a certain level of development of the child’s cognitive processes. This is the differentiation of perception, which allows you to observe objects and phenomena, highlight certain properties and aspects in them, mastery of logical operations, methods of meaningful memorization of material.
The fifth criterion - manifestation of independence - can be considered as a desire to look for ways to solve and explain everything new and surprising, an urge to use different paths, give different solutions, and manage in practical activities without outside help.
The sixth criterion presupposes that children have developed the desire and habit of working for themselves and others, an awareness of responsibility and the importance of the task being performed.
The eighth criterion is related to orientation in space and time, knowledge of units of measurement, the presence of sensory experience, an eye.
When admitting children to school, during the period of their adaptation to learning and in organizing the educational process, it is important to take into account knowledge about the psychological characteristics of children 6-7 years of age.
Preschooler Junior schoolchild
Receptivity, suggestibility, pliability Responsiveness, ability to empathize Sociability, great imitation Easy excitability, emotionality Curiosity and imprintability Sustainable cheerful and joyful mood The predominant motives are associated with interest in the adult world, establishing positive relationships with others. Clear manifestation in behavior of the typological properties of higher nervous activity Plasticity of the nervous system Mobility, restlessness Impulsivity of behavior General lack of will Instability, involuntary attention
Special
The initial formation of personality based on the emergence of a subordination of motives associated with their struggle Formation of the first ethical authorities and, on their basis, a moral assessment that determines the attitude towards other people Education of the "children's society" Development of self-esteem and aspirations as an expression of social activity The predominant motives of behavior are associated with interest in the game process Connecting the most powerful experiences with others The greatest importance of the first circle of communication (family) Truthfulness, openness Instability of interests and desires Predominance of unstable attention, memory Gradual transition to arbitrariness and controllability of mental processes Identification of one’s own activities, self-control in them Forming the ability to solve life problems through logical reasoning Ordering sensory experience |
Initial formation of character, instability of characterological properties Formation of a new level of needs, allowing him to act, guided by goals, moral requirements, feelings The emergence of relatively stable forms of behavior Formation of a children's team, formation of a social orientation of the individual, i.e. addressing a group of peers Demanding, selective relationships with friends The greatest importance of the teacher’s authority The predominance of behavioral motives related to learning Acceptance of the requirements to comply with norms of behavior as necessary Development of a new cognitive attitude towards reality Sharpness and freshness of perception Vibrancy of imagination Good performance Global interests Differentiation of abilities Student's internal position |
The social situation that existed earlier, the joint activity of the child with adults, disintegrates. Separation from an adult creates a new social situation in which the child strives for independence. The trend is natural and constant. Since the child has already discovered that adults exist, a complex world of adults appears before him. But the child cannot yet take part in the life that adults lead, and the trend turns into an ideal form of living together with adults. Play becomes such a form of ideal life together with adults for a child.
In preschool age, as you know, there is also learning. At the same time, the following is very important: for a child to study according to a program drawn up by adults, it is necessary that he accept it. But the ability to teach children according to a well-known program does not mean that they can study at school. For example, you can teach preschoolers to read, but they still cannot go to school. You need not only to be able to study according to a certain program, but also to be personally prepared for this. This readiness begins to emerge only at the very end of the preschool period.
The proposed course of classes is aimed at developing cognitive processes in preschool children by Center specialists. Classes are conducted in a playful way, because the prevailing motives of behavior are associated with interest in the game process; at the same time, while playing with a preschooler, we, in the process of performing exercises, develop his abilities to perceive, remember, maintain attention and thought processes.
Specially organized classes help the child prepare for school. The child needs constant reinforcement of knowledge. He shows an adequate attitude towards his “trials and errors” and is active in learning if an adult from the first days manages to become an assistant, a mentor for him, and not a proofreader and censor. You can create a positive attitude in learning if the following rules are taken into account:
1. A preschooler learns through play, where adults actively and equally participate.
2. It is necessary to take into account the principle “from simple to complex”. If the child answers uncertainly, then return to simple tasks and games, changing their content, but leaving the goal.
3. Don’t forget to evaluate successes, and in case of failures, approve the child’s actions with the words: “If you had done this (showing, explaining), it would have been even better.”
The course is designed for 3 lessons of 30 minutes. Each lesson includes 2 exercises, each exercise lasts no more than 15 minutes.
The purpose of the course is to develop cognitive processes in preparing children for school.
SCHOOL PREPARATION COURSE PROGRAM
Lesson number |
Exercise |
Objectives of the exercise |
||
2. Wonderful windows |
1. Establishing contact, developing the perception of size, color, forward and backward counting skills 2. Development of perception of color, shape, learning the names of colors and shapes |
2. Colored cards of different colors |
||
2. Parrot |
1. Development of classification ability, development of visual memory and attention 2. Development of short-term auditory memory and attention |
1. Cards with images of fruits, vegetables, seeds 2. Set of syllables |
||
1. Magic pictures |
1. Development of the integrity of image perception, the ability to compose a story from one picture, logical thinking 2. Development of fine motor skills of the hand |
1. Three cut pictures, a series of plot drawings 2. Pencil, sheet of paper with a picture of a bunny and his house |
Description of exercises for the program of work with preschoolers
1. Exercise “Cubes”
(you can use pyramids, buckets, nesting dolls)
A. Do you like to play? What about being naughty? Can I have some fun? (adult scatters cubes on the floor).
B. Help me, please, lift the cubes, give me the biggest cube, the smallest one. And now the big red one... The little yellow one, etc.
Q. Let's count how many cubes there are in total? (from 1 to 9)
D. Which cubes are there more? (4 large cubes, 5 small)
E. Try to collect and put the cubes together.
A. Contact and the strength of social prohibitions are assessed;
B. The perception of size and color develops according to one attribute and two attribute;
B. Direct counting skill;
D. Counting back skill;
D. Form the concept of number;
E. Thinking (trial and error - visual-effective thinking; internal representation - visual-figurative thinking);
2. Exercise “Wonderful Windows”
12 rectangular colored cards are used (primary colors and their shades);
5 cards of various shapes (circle, oval, rectangle, square, rectangle).
A. One wizard built a palace with “wonderful windows.” To find your window, you need to know the colors and shapes. Let's look at these windows and try to name the color and shape. (The cards are laid out on the table and the child names each window).
B. Now choose your “window” that you like best in color and shape.
A. Perception of color, shape
B. Emotional preferences are analyzed.
3. Exercise “Seeds”
Cards with images of fruits, vegetables, berries (flowers) are used, 9 cards in total
A. The seed seller arranged the bags into three groups, but a strong wind blew and the seed bags got mixed up. Help the seller sort out the bags. (The child lays out the bags and names the seeds.)
B. The buyer took one bag from the seller. (The child closes his eyes, and the adult removes one card.) What did you buy from the seller? What's missing? Where was this bag?
A. The child’s ability to classify using logical operations (analysis, synthesis);
B. development of visual attention and memory.
Prishchepyonok Natalya Sergeevna,
methodologist of the Municipal educational autonomous institution of additional education for children “Center for the development of creativity of children and youth of the city of Kirov”
“Is our child ready for school?”, - this question worries, probably, all modern parents of former children. A little more - and that magical transition into the adult world will take place, the entrance to which is under the sign “School”.
And it is unknown whose excitement is present here more: the child’s, or the parent’s. Modern children are more information-rich than their fathers and mothers at the same age of seven, so it is easier for them to enter into the new information system offered by the school. Parents, and especially grandparents, are still products of their era, which is at the same time very good: they are responsible for preparing their child for the Land of Knowledge.
To reduce the level of anxiety of the older generation (“Ready? Not ready? How will he be there?”), I offer a simple and even fun way to calm everyone down and create confidence that you can send your child on a long voyage along the waves of learning. Games! This is what will help us! Play is a familiar activity for older preschoolers—a leading one, as psychologists say. Based on the game, we will show the child that studying is not as scary as it is made out to be. Moreover, studying can be very interesting! So, let’s all play together and gradually move on to real learning - in comfort and with passion!
Are you intellectually ready for school? Always ready!
In addition to emotional (motivated “I want to go to school!”) and social (the ability to live and study in a team) readiness, the child must be prepared for school intellectually. If a preschooler knows how to concentrate attention, build logical connections, and has sufficiently developed memory and hand movements, this means that intellectual readiness is at the level.
In cognitive activity, which is one of the main ones for a schoolchild, the leading role is played by cognitive processes: attention, memory, thinking, imagination. They are all interconnected, and it is difficult to single out any one that is more important than the rest.
For example, memory. Without memory, thinking operations will become impossible. A good memory greatly facilitates the process of memorizing new material; the child spends less time on homework. A person with a good memory is more literate, as he remembers the correct spelling of words and sentences when reading books.
Voluntary memory begins to form in a child at the age of five, but targeted memorization depends on the type of activity the child performs. At the same time, the efficiency of memorization increases if the task does not involve passive perception, but the active performance of mental operations. The most favorable conditions for the formation of voluntary memory are created during gaming activities. What is especially good about such games is that they can simultaneously serve both as a means of developing the quality necessary for a future first-grader, and as a means of diagnosing whether a child has it.
Memory games
Let's look at some game options. The adult asks the child to remember pairs of pictures within 10-15 seconds. Then the pictures are removed, and the child is asked to remember paired pictures. For memorization, you can use cards with drawings - concrete or abstract, with images of geometric shapes of different colors and shapes, as well as plot pictures.
Another game exercise: for a minute and a half, the child memorizes the toys on the shelf, then leaves the room or simply turns away, and the adult changes places or removes some of the toys. The child evaluates the changes.
The good thing about this game is that it can be played in a variety of ways. The objects of the game can be real toys or objects - at home or in kindergarten, and in the mobile version of the game (on a trip, in line at the clinic - in a word, in non-stationary conditions) objects can be replaced with their images made on cardboard cards .
Using cards, you can play this version of memory development: an adult makes up pairs of cards in advance from a color image of an object (and the objects should be familiar to children, those that surround them every day) and its schematic image. Then shows the child the pairs (first a color, then a schematic image in each pair) - 3 seconds for each card. Then there are two options: cards with a schematic image are shown in order, and the child is asked to remember and name the paired object. Or you can do the opposite: first show cards with color images, and the child will remember and name the schematic images. In addition to memory, when using cards with stylized graphic images, children develop associative imagination.
Next game. Take 12 colored cards and place any of them on the table in three rows. The child is asked to remember the pictures, then close his eyes. The adult changes the arrangement of the pictures or removes one or two pictures. The child, opening his eyes, must name what has changed or what has disappeared. Repeat this task three to four times. Then cover all the pictures with a sheet of paper and ask them to remember and name the pictures: in any one row from left to right or from right to left; in one of the columns from top to bottom or bottom to top; name the picture that is in one of the corners, between any other pictures; at different levels relative to other pictures. To complicate the game, you can invite the child to be the leader himself and ask you difficult questions.
Several children can take part in the next game. Take 4 cards, each with a different shape. The presenter, one by one, shows the cards to the children for 10 seconds. After showing each of the four cards, children sketch the rows of figures they saw on paper. For each correctly drawn card, the child receives 1 point. Whoever has the most points wins.
And one more test game. It requires four sets of cards, two in each set, on which objects of the same type are drawn, arranged differently, with the addition of other objects. For example, cards with clothes: on the first - a hat, cap, panama hat; in the second, the headdresses are swapped and a dress is added. Show your child one of the memory cards, then put it away. Next, show the paired map and ask them to name which items have changed their location, which ones have disappeared, or which ones have been added. Additional tasks for this game: name the objects on the card in one word; determine which item is superfluous, for example, in our example, a dress will be superfluous - it is not a headdress.
Be careful!
There is probably no person in the world who has never worried about a lack of attention - in himself or in his child. And parents of schoolchildren are simply sure: attention is the basis of good studies!
A child’s attention is such an interesting thing that does not exist on its own, outside of his actions. There is only one means of its development - activity, which should encourage the child to develop volitional efforts that underlie voluntary attention. You can't just tell your child to be more attentive. He is focused only until his interest wanes. Therefore, during an interesting game, children can remain attentive for quite a long time.
Games for developing attention can be as follows: correctly arrange objects in the cells of the rows according to a given pattern; find ten differences in two identical drawings at first glance; find identical pairs among four pairs of images with minimal differences. Thanks to the targeted guidance of adults during play, children should develop observation skills that allow them to notice a larger number of different objects, their details and characteristics in a short time. In the process of practicing using such games, children's ability to voluntarily develop intensively.
Movement is not only life, but also the mind
The poetic phrase that a person’s talent is at his fingertips is not actually a metaphor. Indeed, the cerebral hemispheres are closely connected with nerve endings in the hands and fingers. Brain development occurs, among other things, under the influence of kinetic impulses from the hands, therefore a child with a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech develop faster.
Game techniques for developing hand movements also contribute to the formation of accuracy, concentration, and perseverance. Game moments are especially good because of the presence of a certain intrigue that captivates the child while completing the task. For example:
— complete the second half of the object, circle the objects point by point, starting from the point, without lifting your hand;
- perform actions (4 cells up, 4 cells to the right, 2 cells down, 4 cells to the left) to make drawings - and determine what happened in the end;
- color only those geometric figures drawn next to the object that make up the object; draw geometric shapes that objects resemble;
— make all objects the same by drawing in the missing details; continue the row, drawing in cells, having first grasped the pattern of arrangement of the figures.
They are always attracted, and the brain starts working even faster. Intelligence develops both indirectly and directly. Ensures meaningful memorization and reproduction of motor actions, and the ability to make decisions independently.
With the help of games for the development of hand movements, you can develop spatial imagination, spatial orientation, and vocabulary by giving the child the task of drawing objects in certain places on the sheet: in the center, in the upper left corner, in the lower right corner, between, etc. n. It turns out literally: human development is in his hands! Only the little person must be helped by the big ones, parents and teachers.
“He who cannot speak will not make a career”
This phrase from Napoleon should make parents of future schoolchildren think: have they done everything to ensure that their child’s future career gets a good start in elementary school? Let us not yet know who our child will be professionally. We know for sure that correct speech will be useful to him, no matter who he becomes.
But that's in the future. And today he must construct his speech so clearly that the words do not interfere, but, on the contrary, help his thoughts to line up in the correct perspective.
Readiness for school is inextricably linked with the level of speech development. Adults must evaluate: whether the child pronounces words clearly; can he name and identify the main objects around him, is he able to participate in a general conversation, is it easy for him to answer questions from adults, tell a story, describe an incident that happened to him, can he explain what various things are for, can he use prepositions, is he correct? Is the child’s speech grammatical? If the child’s speech development level is insufficient, there is no need to scold him, you need to... play with him!
Cicero said: “Eloquence is something that is more difficult than it seems, and is born from a lot of knowledge and effort.” Of course, he is right, but we are also right when we want our children to want to learn to speak correctly. And this means that we need to interest them in this. First of all, the game. Agree that trying hard in the game will give much more results.
Game tasks should go from simple to more complex: from compiling a logical, coherent story using cards that need to be laid out according to the sequence of actions, to composing stories using pictures with complex plot images. Introduce a moment of competition into the game: for each correctly and efficiently completed task you can give for children, tokens, for example, in the form of stars. This way, children will get closer to becoming real “star speakers.”
For example, tasks could be:
- using cards with images of objects, animals, call them diminutively; distribute by childbirth; change words by numbers;
- make sentences based on pictures;
- look at the picture, listen or read the words that go with it and make up a story based on the picture using these words;
- consider 4 plot pictures depicting characters in a sequence of actions familiar to the child, arrange the pictures in the correct sequence and compose a story based on them;
- consider a genre picture and make sentences with words, highlighting and naming prepositions in sentences;
- take pictures with objects that have opposite characteristics (sour lemon - sweet candy, brave lion - cowardly hare, wide bed - narrow bench, etc.) and name these antonyms.
Literacy is necessary for everyone who wants to achieve success. People with a rich vocabulary and correct, figurative speech are more likely to achieve success in everything, because others perceive such a person as smarter and more competent. Literacy can be developed starting with learning the alphabet. Then the ability to recognize the place of a sound in a word is acquired, and to isolate the sounds necessary for further learning to read. From the correct understanding of such concepts as sound, syllable, word, sentence, children move on to the conscious composition of coherent statements of various types - narration, description, reasoning; from simple words, children - to compiling logical chains using cards with images.
For example, one of the games, “Couples,” also develops logic and cause-and-effect thinking. Adding cards with objects related in meaning to the plot to the plot pictures will be the basis for composing stories. With the help of this game, you can begin to take your child to a new level of thinking - heuristic, using the method that Gianni Rodari called the “Binome of Fantasy”. If you offer a child two cards with objects drawn on them that are absolutely unrelated to each other in meaning (for example, an ax and an umbrella, a duck and a house), then the brain will try to find a connection between these objects, and the child will develop a creative imagination. A more complex version of this method is the “Fantasy Polynomial,” when three words are taken that are not related to each other in meaning (for example, acorn, pike, castle).
To paraphrase the statement of the famous expert in the field of public speaking Frank Snell, I would like to say: do not allow teachers to paint a false picture of his abilities through your child’s speech deficiencies. Make your child's speech work for him.
The world around us
In order not to lose yourself in this world, you need to know a lot about it. Especially for a beginning student. This knowledge is also needed for the development of independence, because now your child is no longer just a baby, but a student who must be well oriented in the surrounding reality, (!) not be late for anything, and in general - literally and figuratively - not get lost in it world!
What can be done to increase the qualitative and quantitative volume of a child’s knowledge about the surrounding reality? Of course, play with him!
For example: make 12 small cards with scenes belonging to different seasons, and one large field with four sectors, “signed” with symbols of different seasons (winter - snowflake, summer - sun, etc.). The task for the child is to guess what season the small cards with plots belong to and arrange them into the corresponding seasonal sectors on a large field. As an additional task, you can ask your child to talk about his favorite time of year.
Your grown-up child now must be aware of time so as not to be late for school. But the hours are different. Teach your future student to understand them. On small cards, write the time in numbers, like on a digital watch. Take a clock with hands (or make it a playful but moving layout). Task: use the arrows on the clock to set the time written on the cards. The task can also be performed in a mirror way: the adult sets the time on the clock with hands, the child finds the same time among the cards.
For the next task, you need to make 18 cards with images of trees, shrubs, vegetables, fruits, mushrooms, flowers, tree fruits - flora objects. On a large field, place pictures containing objects that unite all these representatives into groups: a forest, vegetable beds, a basket of mushrooms, a bouquet of flowers, a fruit-bearing garden, jars of berry jam. Assignment: identify groups of plants and arrange small cards in accordance with them. Name a few more plants from each group.
Games from the series “Complete the Row” and “What’s Odd?” This task also requires cards with images from which logical series are made. The task is to remove an extra item from a row, saying on what basis it is extra, or, conversely, to supplement the row.
A task related to the world of fauna. Prepare pairs of cards with images of animals: two representatives of wildlife, domestic animals, birds, fish, insects, etc. Shuffle the cards. The child must sort out all the cards in pairs and explain why his decision was exactly that.
These games teach the child to make a mental transition from the individual to the general, which is called generalization, to highlight the essential features of the concept being studied. Children develop the ability to draw conclusions from facts or phenomena.
To summarize the results of our mini-game diagnostics, you can reflect the children’s answers in a special table. For each task completed without errors, the child receives three points. If the task is completed with the help of an adult, then there will be two points. If the task is not completed to the end, then one point is given. The points are then summed up and divided by the number of proposed tasks. Result: three points - your child has a high level of memory development, you can improve further. Two points is an average level of development, you can study extra. One point - mandatory additional classes required.
Mathematics - the queen of thinking
Despite the fact that when preparing a child for school, each of the thought processes is given its own place, they all closely interact with each other. Without attention, it is impossible to memorize new material. Without memory, thinking operations will become impossible. And for the development of thinking, it is useful to do mathematics. Lomonosov also said that mathematics must be taught later, that it puts the mind in order. And one of the greatest humanist educators, Johann Heinrich Pestalozzi, believed that counting and calculations are the basis of order in the head. By the way, he was the first to express the idea of the need for parallel and harmonious development of all the inclinations of the human personality and pointed out the importance of developmental education.
So how can a child who is not yet familiar with her be developed with the help of this queen of sciences? The game comes to our aid again! We draw a poster with numbers from 1 to 20, made in different fonts and in different sizes and colors. Task: count from 1 to 20 in order, then from 20 to 1. Count from 7 to 13, from 9 to 3, etc.
We select or draw pictures in which we can count something: balloons, a spruce with cones, a rowan leaf, a ladybug, a bow and arrow, an aquarium with fish, a flower bed with flowers, etc. Then we ask the child to determine what can be counted in these pictures, and, accordingly, count by placing small cards with numbers next to each picture. You can introduce an element of competition into this game if you take several pictures and offer them to several participants - who can quickly and correctly count everything that is possible in this picture.
We draw numbers from 5 to 10 on the poster, drawing two squares under each number. Task: using small cards, determine the composition of the numbers 5,6,7,8,9,10.
Using a ruler, determine the length, width, height of various objects surrounding the child.
Create a “plot” for the task from available materials or select a suitable picture with such a plot. Assignment for the child: come up with a problem and solve it using specially made cards with numbers and mathematical symbols.
Draw on cards or select images of different objects with outlines similar to various geometric shapes: a mobile phone (rectangle), a picture in a square frame (square), a round watch, a plate (circle), etc. Draw these geometric shapes on other cards. Assignment: arrange cards with shapes in accordance with the images of objects.
The game solves many problems!
Such fun mathematics will help the child not only in the development of elementary mathematical concepts, but also in the development of speech and creative thinking, in mastering the world around him, since any developmental work aimed primarily at improving a particular process will also affect the level of functioning of the child’s cognitive sphere in in general. This is why teachers and psychologists recommend preparing your child for school comprehensively, systematically, and not from time to time. The help of a caring adult is very important here, who will notice in time those moments that need to be “tightened up” so that the child goes to school ready for a new round of development.
If adults are very pressed for time, if it is not possible to prepare dozens of cards with pictures and tasks, then you can use what the manufacturers of educational games offer. The main thing is to choose the training material that was prepared with the participation of methodologists and teachers, and corresponds to modern Federal State Educational Standards. These requirements are carefully observed at the enterprise of one of the Russian manufacturers of educational games, Raduga OJSC. Among the five hundred games there is also such a special series - “Is the child ready for school?” This series contains games to develop memory, attention, motor skills, literacy, speech, and ideas about the world around us. They can be used both as diagnostic material and directly for the development of the child. Or you can just play and get the joy of communication and shared activities. The main thing is not to forget about the game in everyday life, because the game solves many problems!
It is safe to say that the beginning of school coincides with the beginning of a new stage in a person’s life. It is also worth considering that the status of a student automatically imposes a lot of new responsibilities and requirements on the child.
New obligations concern both behavioral standards and attitude towards oneself.
All methods of preparing for school must take into account the fact that for a child, school is not just a place where communication with peers takes place and new knowledge is acquired, but also a place of work, since for children lessons and new obligations are inseparable from work duties. Thus, the failures or successes of a first-grader in school and the very process of communication with classmates and relationships with teachers acquire an affective connotation. So, the preparation of preschool children for school must also be psychological, taking into account all the features of children’s thinking processes. In addition, among the most important criteria for evaluating methods is their fullness of educational moments, intellectual development tasks and educational issues, which allows you to properly form the child’s personality. Based on this, choosing the right method for each individual child is not at all so difficult. You need to take into account its weakest and strongest sides from the above. There are school preparation programs that focus only on educational aspects, there are methods with an emphasis on psychological aspects, but there are also combined ones, the purpose of which is to work out issues related to the development of intellectual abilities and the formation of the child’s personality as a whole.
Until relatively recently, there was a very widespread opinion that for successful learning at school, the only thing that matters is how well one’s mental abilities are developed. At the same time, neither his social skills nor the degree of psychological maturity were taken into account, which is no less important for successful socialization in a children's team and the acquisition of knowledge in general, since for a small child one is practically inseparable from the other.
The famous teacher and psychologist Vygotsky created a theory, confirmed by modern science, that for a successful learning process at school it is the level at which the child’s cognitive processes are located that is important, and not at all the amount of knowledge he knows about the world around him. Thus, in order to select a methodology for preparing for schooling, it is necessary to take into account how much it can help in generalizing and differentiating and classifying concepts about phenomena, subjects and objects that take place in the world.
With the ideas of Vygotsky L.S. Other outstanding teachers who created their own methods of child development and preparation for learning on the basis of a complex paradigm fully agreed that preparation must certainly be comprehensive. Thus, Mukhina, Zaporozhets, Lyublinskaya and some other educational psychologists have created methods that are very popular today, which make school learning much more effective and successful for children, and also prevent a child from being depressed emotionally due to many new responsibilities.
These programs are based on the fact that the curriculum requires not only awareness and assimilation of the meaning of the goals and objectives, but also a host of other skills. Among them, the most important are the ability to distinguish theoretical problems from practical ones, understanding how to solve them, the ability to control oneself regardless of one’s mood, and the proper level of self-esteem. Naturally, developed memory, both visual and auditory, the ability to set certain goals and objectives, as well as the ability to independently resolve issues related to learning and communication are considered equally important.
Due to the fact that parents are much more aware of the personal qualities of their child, it is they who must select the method of preparation for schooling. But it is important to take into account the opinion of authoritative experts, whose experience allows you to avoid many mistakes, and choose a truly balanced method that will help a particular child.
A common mistake parents and some teachers make is that they do not take into account the need to prepare children in three different areas at once, which are equally important. So any chosen method must necessarily contain a set of task goals that solve three main groups of issues.
The first line of any method must necessarily take into account the general level of mental development of the individual. The fact is that for a successful learning process this level must be quite high, and if this is not the case, then the chosen methodology should help create the necessary conditions for its growth. Intelligence, concentration and memorization skills are the most important components of development level. Parents need to pay special attention not only to how erudite and developed the child is, but also to his ability to draw parallels and select associations, as well as to make a correct analysis of the surrounding reality and its individual moments. If a child cannot carry out calculations and calculations in his head, then the training method is designed to help him master this skill.
Psychologists and doctors consider the second equally important goal of each method of preparing for the educational process to be the child’s ability to control himself. These qualities are necessary based on the characteristics of thinking in children, since the perception of the surrounding reality is quite different between a child and an adult. Thus, all children are characterized by brightness in the perception of the world, excellent visual memory and insufficient concentration of attention, which also easily jumps from object to object. Concentrating for a long time is almost impossible for a preschool child unless this quality is developed artificially. In order to learn at school and interact with other children and teachers, developing the ability to concentrate on a specific subject is simply necessary. It is also important, using the preparation method, to teach the child that not only his desires have value, and this will help both in learning and in communication.
The third, no less important, direction of each method is to create motivation so that schooling is not perceived by children as a burdensome and unpleasant duty. In this case, it is necessary to take into account the personal qualities of the individual child and his interests. Despite the fact that almost all preschoolers show interest in school learning, for its success and efficiency, something more than natural interest is needed. Thus, the third important function of preparing children is to create motivation to learn.
Oddly enough, the first thing to do is evaluate the general level of physical fitness and development in general, as well as the ability to coordinate your movements. Next comes the motivation to learn and the ability to self-control. The child’s ability to perform certain actions and calculations in the mind, as well as the skill of memorization and perception, without which it is impossible to normally perceive information and adequately analyze the data obtained. All methods contain tasks with which you can check the current level of development of the child, and one of the most common is task “Wonderful Windows”. It uses twelve rectangular file cabinets, and five pictures of other shapes (square, circle, etc.) in different colors. The task before the child is posed in the form of a story about the magical palace of a powerful magician who created many completely different windows. In this case, all the pictures should be laid out on the table, and the child should determine the color and shape of each card, calling it out loud. What is to be analyzed is how well children distinguish colors and geometric shapes.
A child’s independence and ability to get along with people is necessary so that he can successfully socialize in the classroom, and his understanding of work activity and orientation in general should help in the learning process.
When a child is prepared for learning and takes initiative in studies and extracurricular activities, he will not have any difficulties in studying and communicating with classmates. This article will help you prepare your child for school at home and determine his level of knowledge and motivational readiness.
Parents of future first-graders are concerned about the question: is their child ready for school? After all, it is very important not just to send your child to first grade, but to do it on time - when the child is ready to attend an educational institution morally and sufficiently developed for this.
An error in determining a child’s readiness can be costly: reluctance to attend an educational institution, refusal to study lessons, depression, uncontrollable behavior - all this will be demonstrated by a first-grader who finds himself at school at the wrong time. To avoid trouble and prevent psychological trauma in a child, parents should be very attentive to the issue of whether the child’s level of knowledge and skills corresponds to modern requirements.
Requirements for preparing a child for school: list
By now, a whole list of what a future first-grader should know and be able to do has been compiled:
- Confidently state your last name, first name and patronymic
- Your date of birth
- Home address
- Full name of mother and father (grandmothers, grandfathers and other relatives - optional)
- Parents' place of work
- Famous poets and writers in the country
- Holidays
- Distinguish between the concepts: “forward - backward”, “right - left”
- Days of the week
- Colors and shades
- Seasons (with months)
- Traffic rules
- Distinguish between domestic and wild animals, call their babies
- Name garden, forest, and wildflowers
- Name migratory and wintering birds
- Distinguish fruits from vegetables
- Know the professions
- Name the types of transport and the method of its movement
- Retell what you heard
- Answer questions
- Make up a story based on a picture
- Make up fairy tales
- Reciting poems by heart
- Describe from memory
- Copy text and picture
- Finish sentences
- Find an extra object, picture, word, letter
- Solve riddles
- Count from 0 to 10 and back
- Know the composition of numbers
- Distinguish between the concepts of “more” and “less”
- Know the shapes
- Write in boxes
- Know letters and distinguish them from sounds
- Identify the first and last letter (sound) in a word
- Choose words starting with the given letter
- Read simple words and syllables
- Know when a sentence ends
- Outline
- Hold a pen
Despite the fact that a child must learn many of the listed skills in elementary school, testing before entering first grade is carried out precisely on these points.
Cognitive interest, quick reaction, non-standard and logical thinking will be formed in a preschooler if you regularly conduct mathematical lessons with him in a playful way.
In order for these lessons to bring benefit and joy to the child, parents should take into account:
- child's age
- level of training
- ability to concentrate
- interest in classes
Math classes– these are not monotonous examples and problems. To interest a child and diversify mathematics lessons, the following types of tasks should be used when working with preschoolers:
- problems with geometric shapes
- math riddles
- tasks are jokes
- puzzles
IMPORTANT: Any task must be selected individually, taking into account its degree of complexity and the child’s level of development.
Math games
"Houses". Draw 3 three-story houses, each on a separate sheet. Draw 3 windows on each floor. Randomly draw curtains in some windows. Tell your child that people already live in apartments where there are curtains. Ask him to move people onto the remaining floors so that each floor has an equal number of residents. Let him himself complete the colorful curtains in the windows of the apartments where he placed people. Then ask them to count which house has more residents.
"Drawings from geometric shapes". Draw any geometric shape on the sheet. Ask your child to come up with a drawing using the suggested figure. If the child does not understand the task, show, for example, how easily a circle can turn into a sun, a snowman or a car wheel.
"Connect the numbers." Ask your child to connect the numbers with lines. Explain that if he does this correctly, he will see the drawing. For younger children, use pictures with numbers up to 10; for older children, use more complex pictures with numbers up to 30 or 50.
Game "Connect the numbers"IMPORTANT: Group classes increase the child’s interest in what is happening. The sense of competition, strongly developed in preschool age in most children, will not allow the child to be distracted.
Fun math questions and problems:
- How many legs do three cats have and how many legs do two birds have?
- How many ears are there in two mice?
- Mom Natasha has a daughter Masha, a cat Fluff and a dog Druzhok. How many daughters does mom have?
- What is heavier: 1 kg of stones or 1 kg of fluff?
The hare has five hares
They are sitting on the grass with their mother.
Another hare has three
They're all white, look!
What is three and five?
Pears fell from the branches to the ground
The pears cried, tears dropped
Katya collected them in a basket
I gave everything away to my friends in kindergarten:
Two for Pavlushka, three for Seryozha,
Marinka and Arinka,
Masha, Nadya and Oksana
And one thing, of course, for mom.
Calculate quickly
How many are Katya's friends?
Five geese were flying in the sky
The two decided to have lunch
And one is to take a break.
How many hit the road?
Mother hen brought
Seven chickens go for a walk in the garden.
All chickens are like flowers.
Five sons, how many daughters?
Four blue plums
They hung on a tree.
The children ate two plums
How many didn’t make it?
IMPORTANT: Encourage your child’s interest in such tasks, praise if he tries to come up with similar problems on his own.
Preparing for school: developmental reading tasks for children
Reading– one of the most important disciplines. The better a child learns to read, the easier it will be for him to study at school. Learning Objective— explain to the child the principles and rules of reading, get the preschooler to confidently read letters, syllables and short words.
IMPORTANT: Due to the fact that information is perceived by young children somewhat differently than by adults, reading instruction should only be taught in a playful way.
Child Reading Plan simple enough:
- Teach your child the letters in this order: all vowels, hard voiced consonants, voiceless and hissing consonants.
- Achieve quick and error-free identification of letters.
- Teach your child to read sounds, that is, to pronounce the letters he already knows together. Start with syllables that are easy to read and pronounce (na, ma, la, yes) and gradually move on to more complex ones (zhu, ku, gu, fo).
- Proceed to reading short words consisting of several simple syllables (ma-ma, ba-ba, o-la, cat, house).
- Every day make the task a little more difficult, introduce a few difficult words.
- When your child learns to read words, move on to reading short sentences.
- After your child learns to read in sentences, you can use various developmental tasks in teaching.
IMPORTANT: During classes, ensure the purity of pronunciation of sounds, explain at what point in the sentence you need to pause between words.
Game "Find the word". Invite your child to find a specific word in a small unfamiliar text. Moreover, this must be done within a certain time (for example, one minute).
“Loudly, quietly, to myself”. Ask your child to read either quietly, or loudly, or to himself. According to your instructions, he should switch from one type of reading to another as quickly as possible. Make sure that the pace of reading does not change.
"Syllables on cards". Write the syllables on the cards so that you can make words from them. Ask your child to help the lost syllables find their friends and form words. Play the game daily, gradually adding new syllables.
"Vowels - Consonants". Have the child name or write as many consonant letters and then vowels in 30 seconds.
"Answers to questions." Prepare a few simple questions based on the text. Encourage your child to find answers to these questions while reading the text.
"Reading with interference." Teach your child to read regardless of the environment. Turn on music or TV for a while while reading. Ensure that the child continues to read, regardless of the change in background sound.
"Letter size." Reading texts with different fonts should not be a problem for a child. To do this, encourage him to print and read letters of different sizes on his own every day.
“Words are shapeshifters”. Show your child words that change their meaning when read backwards: “cat - current”, “cart - call”, etc. Explain that you should always read from left to right.
"Reading Through Gritted Teeth". Complicate the usual daily reading with an unusual fun task: the child must read without opening his teeth. After reading the text, you need to retell it.
"Missed a letter". Write 5 - 10 words familiar to him, missing one letter in each of them. Ask your future first grader to fill in the missing letters in the words.
"Similar words." Write several pairs of words that are similar in spelling but different in meaning: “cat - whale”, “hand - river”, “house - smoke”. Ask your child to read the pairs and explain the meaning of each word.
"Read in a minute". Invite your child to read the same text “at speed” every day. Notice that every day he reads faster and more clearly, and moves further in the allotted minute. For clarity, it is better to use an hourglass.
Sometimes children have difficulty completing developmental reading tasks. This happens for the following reasons:
- Uncertainty. To make sure that a syllable or word is read correctly, the child rereads it several times in a row.
- Distracted attention. Preschoolers quickly lose interest in what they consider boring activities.
- Lack of concentration. The child cannot perceive the entire word, but concentrates attention only on the first few letters or syllables.
- Small vocabulary. The child pronounces unfamiliar words hesitantly when reading.
- Bad memory. The child does not remember letters, sounds, and forgets the principle of formation of syllables and words.
- Disorders of the speech apparatus, chronic diseases of the ENT organs (otitis media, enlarged tonsils).
Video: How to teach a child to read?
Preparing for school, developing writing assignments for children
The greatest difficulties for all first-graders, without exception, arise when completing graphic tasks. This happens for three reasons:
- lack of child interest
- immaturity of the hand muscles
- inexperience
To facilitate the process of mastering writing at school, parents should start working with their child from an early age. Game educational tasks will help to interest the preschooler.
"Labyrinth". Invite your child to find a way out of the maze for a mouse running away from a cat, or a bunny that has fallen behind its mother. Using a pen or pencil, you need to show the animal the right path.
“Complete the drawing.” Draw a bouquet of flowers and invite your child to finish drawing a vase for the bouquet, let him put fish in an empty aquarium, or draw a door in the house. The more similar tasks a child completes, the more confident he will be in holding a pencil.
"Drawing by dots". Ask your child to connect the dots together to make a drawing. If your child has difficulty completing this task, prompt him.
"Hatching". Ask your child to do any exercises where you need to shade the drawing. These tasks are required to practice graphic movements. During execution, make sure that the lines are directed from top to bottom, from left to right.
IMPORTANT: The development of fine motor skills in children is facilitated by modeling, games with mosaics, construction sets, beads, and finger gymnastics.
When your child learns to confidently hold a pencil in his hands, encourage him to trace along the dotted line. You can immediately trace funny children’s pictures, then the letters or their elements.
Preparing for school: developmental tasks for children's speech development
You can easily and naturally develop your child’s speech with the help of fun tasks and exciting games.
"Impromptu". Prepare 5 - 7 cards with situations or actions familiar to the child depicted on them. Place the cards face down in front of your child. Invite him to choose any card and ask him to come up with a story based on it. To make it interesting for the child, you can involve other family members in completing the task and organize a competition for the best story.
"Associations". Show your child a picture that depicts some action familiar to him (birds fly south, a woman buys bread, children go to kindergarten, etc.). Ask your child to name the words that he associates with the image in the picture.
Adjective game. Ask your child to form adjectives from the words provided by answering the questions: “which”, “which”, “which”?
- Light (light, light, light)
- Home (home, home, home)
- Wood (wooden, wooden, wooden)
- Iron (iron, iron, iron)
- Snow (snowy, snowy, snowy)
- Sand (sandy, sandy, sandy)
Synonyms and antonyms. Ask your child to choose words that are similar and opposite in meaning to randomly chosen adjectives.
Regular speech therapy exercises will help achieve purity of pronunciation of sounds:
"Evil Cat". The child's mouth is open, the tongue rests on the lower teeth, while it is arched the way a cat arches its back when it is angry.
"Pencil". Place the pencil in front of the child, at the level of his lips, on any hard flat surface. Ask the child to place the edge of the tongue on the lower lip and in this position blow strongly on the pencil. The exercise is considered completed if the pencil rolls.
"Nut". The child rests his tongue first on the right cheek, then on the left. At the same time, the mouth is closed, the muscles of the cheeks and tongue are tense.
"Snake". The mouth is open. The child extends and hides his tongue so that it does not touch either his lips or teeth.
"Watch". The child's lips are parted and smiling. The tip of the tongue touches either the right or left corners of the lips.
"Toothbrush". Use the tip of your tongue to imitate the actions of a toothbrush. Thus, it is necessary to “clean” the lower and upper teeth, inside and out. It is important that the lower jaw remains motionless.
"Fence". The child shows a “fence” of teeth for 10–15 seconds, smiling as widely as possible to do this.
IMPORTANT: If you cannot correct the pronunciation of some sounds on your own, parents should contact a speech therapist.
Preparing children for school at home: educational games
Home preparation for school involves systematic parent-child activities. It is important to devote at least a few hours a day to your preschooler, turning everyday activities and regular walks together into exciting games. Parents should show their imagination, find an individual approach to their child, and act according to his interests.
Here are just a few options for joint educational games with a preschooler:
“Give me the number.” While walking, ask your child to name the numbers of houses and passing vehicles indicated on the signs.
“How many trees?” Together, count all the trees that come your way during your walk. You can also count cars passing by, all of them or a certain color (size, brand).
“Who switched places?” Place 8 to 10 soft toys in front of your child, ask him to look at them carefully and then turn away. At this time, swap a few toys. When the child turns around, let him try to guess who switched places.
"Favorite cartoon." Watch his favorite cartoon with your child. Ask questions about its content, ask your child to tell you what it is about.
"A Tale for Grandma". Read a fairy tale to your child. Ask to tell your grandmother (dad, aunt, sister) what this fairy tale is about, describe the characters, their appearance and character.
Regular modeling, drawing, playing puzzles and mosaics will captivate the child and, at the same time, contribute to the development of fine motor skills of the fingers.
IMPORTANT: Don’t rush your child, don’t get angry if he doesn’t succeed in something right away. Educational games should not only educate the child, but also become entertainment for him.
Preparing children for school at home: developmental exercises
Developmental exercises with preschoolers can be performed not only in a notebook, sitting at a desk, but also on the street. Outdoor lessons will appeal to every child and will be remembered for a long time.
"Seasons".
- Take a walk with your child autumn alley. Show your future student the colorful leaves of different trees. Tell us about the seasons and the changes in nature that occur with the onset of autumn, winter, spring and summer. Let your child choose a few beautiful leaves and keep them at home, between the pages of a thick book. When the leaves are dry, have your child trace them on a piece of paper and color them.
- IN snowy winter days go out together to feed the sparrows and titmice. Tell your child about wintering and migratory birds. At home, ask to draw the birds you liked the most.
- in spring Show your child the first flowers to bloom. Tell us that there are wildflowers, forest flowers, and garden flowers. Ask to perform a sound analysis of the words: “rose”, “snowdrop”, “buttercup”, “forget-me-not”.
- During summer walks Draw your child's attention to the increase in temperature outside. Explain that there are summer and winter clothes. Have your child name the clothes to wear in summer, autumn, winter and spring. At home, ask your child to draw summer.
“Applique of cereals and pasta”. Invite your child to make an applique using rice, buckwheat, pasta, semolina, peas and other cereals. Such exercises are good for developing fine motor skills. Use PVA glue in your work.
"Snowflakes". Teach your child to cut out snowflakes. On a sheet of paper folded 4 and 8 times, ask him to cut out different geometric shapes. Unfold the snowflakes and evaluate the result.
"Fruits and vegetables from plasticine." Show your child how you can easily mold fruits and vegetables from multi-colored plasticine. The child must immediately roll the ball and turn it into the desired fruit or vegetable. The easiest way to make a bunch of grapes, beets or carrots is a little more difficult.
Developmental lesson “Seasons”
Psychological and emotional preparation of children for school: tasks, games, exercises
The onset of school life means that the preschool period is over. Children have to quickly adapt to new conditions, get used to the academic load, and get to know teachers and classmates.
To make the adaptation period as easy as possible, parents and teachers try to prepare the child for the upcoming changes in life. Group games and exercises are most successful.
"Same color". Two groups of children need to find the largest number of objects of the same color in 10 seconds. The group that finds the most items wins.
"Magic Circle". Children are asked to trace a circle according to the template and complete any geometric shapes to create a drawing. When everyone has completed the task, the teacher organizes a drawing competition.
"Repetitions." In a group of children of 5 - 7 people, a leader is chosen. The leader comes forward and shows the children any pose. Children try to copy this pose. The new leader becomes the one who managed to cope with the task better than others.
"Not really". Instead of answering “yes” or “no” to the questions proposed by the teacher, a group of children clap or stomp. You need to agree in advance with the guys that “yes” means clapping, and “no” means stamping your feet. Questions can be chosen arbitrarily, for example:
- “Do flowers grow in the field?” and “Are flowers flying in the sky?”
- “Is the hedgehog carrying an apple?” and “Does a hedgehog climb trees?”
"Meow, woof." Children sit on chairs. The presenter walks next to the children with his eyes closed, then sits in the arms of one of the sitting children and tries to guess who it is. If the leader guessed right, the child says “meow”; if he made a mistake, he says “woof”.
IMPORTANT: Such activities and games help to develop communication skills in preschoolers, develop confidence in their own strengths and capabilities, adequate self-esteem, and independence.
You can independently determine whether a child is ready to enter school using a few simple tests, the results of which can be completely trusted.
Test “Drawing a school”
Give your child a sketchbook and colored pencils. Ask your future first grader to draw a picture of their school. Don’t give your child any hints, don’t help, don’t ask leading questions, don’t rush. Let him independently depict on paper the school that seems to him.
- plot
- drawing lines
- color scheme
Plot:
2 points– the school is located in the center of the sheet, the picture also contains decorations and decor, trees, bushes, flowers around the school, students and (or) teachers going to school. It is important that the picture depicts the warm season and daylight hours.
0 points– the drawing is asymmetrical (the school building is located close to one of the edges of the sheet), there are no people in the drawing or sad children leaving school are depicted; It’s autumn or winter outside, at night or in the evening.
1 point
Drawing lines:
2 points– the lines of objects are without breaks, carefully drawn, smooth and confident, and have different thicknesses.
0 points– the lines are unclear, weak or careless, the drawing is sketchy; double or broken lines are used.
1 point– the figure contains elements of both characteristics.
Color range:
2 points– predominance of bright and light colors.
0 points- drawing in dark colors.
1 point– the drawing contains both dark and light colors.
The sum of points indicates the child’s readiness for school:
From 5 to 6– the child is ready for school, he has a favorable attitude towards the learning process, and will interact with teachers and classmates.
0 to 1– the child is not ready for school; strong fear will prevent him from studying normally, communicating with classmates and the teacher.
It will help to determine whether the child is focused on attending school, the educational process, and whether he envisions himself as a schoolchild in the near future. Nezhenova test.
IMPORTANT: This test should only be used with children who are already attending preparatory courses at school or are well acquainted with the learning process.
For each of the questions presented, there are three possible answers: A, B, C.
A– focus on learning, worth 2 points
B– orientation towards learning is superficial, not fully formed, attracted by the external bright attributes of school life – 1 point
IN– there is no focus on school and learning, the child prefers extracurricular activities – 0 points
Ask your child the following questions, asking you to choose an answer from three options:
Do you want to go to school?
A - yes, very much
B – not sure, don’t know, doubt
B – no, I don’t want to
Why do you want to go to school, what interests you there?
B – I want someone to buy me a nice briefcase, notebooks and uniform, I want new textbooks
B – school is fun, there are breaks, I will have new friends, I’m tired of kindergarten
How are you preparing for school?
A – I learn letters, read, write copybooks, solve examples and problems
B – parents bought a uniform, briefcase or other school supplies
B – I draw, play, sculpt from plasticine
What do you like about school?
A – lessons, classroom activities
B – changes, teacher, new desks, type of school and other things that are not directly related to the process of learning and gaining knowledge
B – physical education and (or) drawing lesson
If you didn't go to school or kindergarten, what would you do at home?
A – read, wrote letters and numbers, solved problems
B – played with construction sets and drew
B – looked after a cat (or other pet), walked, helped mom
0 – 4 – the child does not realize that he will go to school, does not show interest in the upcoming education
5 – 8 – there is a superficial interest in the learning process, this is the initial stage in the formation of the student’s position
9 – 10 – the attitude towards school is positive, the child feels like a schoolchild.
Diagnostics of children’s general preparation for school: tests
Diagnosis of children's general preparation for school is carried out by a psychologist using special tests. Here are some of them:
Test "Yes - No". The psychologist asks the child to answer questions in any way, the main thing is that he does not use the words “Yes” and “No.” The child tries to find the right words and is focused on not breaking the rules, so his answers will be as truthful as possible.
- Do you want to go to school?
- Do you like fairy tales?
- Do you like cartoons?
- Do you want to stay in kindergarten?
- Do you like to play?
- Do you want to study?
- Do you like to get sick?
- Do you have friends?
- Do you know what time of year it is?
When assessing the results, the teacher determines whether the answer satisfies the rules of the task. Answers: “yeah” or “nope” are not an error. One error = 1 point. All answers are correct – 0 points.
0 – 2 – attention is sufficiently developed
3 -5 - moderately or poorly developed
5 – 10 - poor, unsatisfactory attention
Determination of motivational readiness. The psychologist asks a number of questions, gives the child time to think and reason, and helps if difficulties arise:
- State your name and age
- First name, patronymic and last name of mother and father
- Where do you live?
- Name your family members
- What interests you in your city?
- What to do if you see a person who has fallen?
- When do buds and leaves appear on trees?
- Why is an army needed?
- How and where do you cross the road? This is right?
- How can you tell if it has rained recently?
- Why do you need ears and nose?
- Do you want to go to school? What will you do there?
- How many days are there in a week?
- How many seasons are there? Months? Name them
- Your favorite and least favorite professions
- What do you like to watch on TV?
- What country do you live in? What other countries do you know?
- If you hurt your knee and started bleeding, what should you do?
- What utensils do you have in your kitchen?
- What products do you know?
- Which animals are domestic and which are wild? How are they different?
- What is a day? Night?
- If you borrowed a toy from a friend to play with and lost it, what would you do?
- Count from 1 to 10 and back, name the number that comes before 5 and after 8
- What is greater than 2 or 3?
- What's interesting at school?
- How do you behave when visiting?
- Why aren't children allowed to play with matches and fire?
- What does it mean: “If you love to ride, you also love to carry a sled”?
- How are people different from animals?
- What do they pay money for in a store, on a bus, in a movie?
- Who is Gagarin?
- What will you do if you see a house burning?
When assessing the results, the child’s ability to reason and conduct a conversation is assessed.
"Snake". Test to determine the level of development of fine motor skills. In 30 seconds, the child must draw dots in the circles. The more points he manages to leave, the better. One point = 1 point. When calculating points, only those points that fall into the circle are taken into account. Points on the border are not counted.
34 or more– excellent development
18 – 33 – above average
12 – 17 – insufficient development
11 or less– low level, unsatisfactory result.
If a psychologist, after conducting tests, comes to the conclusion that the child needs to stay in kindergarten for another year, parents should listen to the opinion of a specialist. Perhaps this year will change a lot in the child’s life; during this time he will understand his role in school and will show interest in acquiring knowledge.
Video: Preparing for school, preparing children for school, preparing a child for school
Alina Evdokimova
Diagnostic techniques for preparing a child for school
Diagnostic techniques for preparing a child for school
Methodology"House"
Methodology"House" (N.I. Gutkina) is a task for drawing a picture of a house, the individual details of which consist of elements of capital letters. Methodology is designed for children aged 5–10 years and can be used to determine a child’s readiness for school.
Purpose of the study: determine the child’s ability to copy a complex sample.
The task allows you to identify the child’s ability to navigate according to a model, copy it accurately, determine the features of the development of involuntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hands.
Materials: sample drawing, sheet of paper, pencil.
Methodology"Ladder" (Shchur V.G.)
Target: determine the characteristics of self-esteem child(as a general attitude towards oneself) and ideas child about that how other people evaluate him.
Materials and equipment: Draw a staircase of 10 steps on a piece of paper.
Instructions: Showing let the child climb the ladder and say that the worst boys and girls are on the lowest rung. On the second - a little better, but on the top step there are the nicest, kindest and smartest boys and girls. What level would you place yourself on? Draw yourself on this step. You can draw 0 if child it's hard to draw a man. What grade will your mother and teacher put you in?”
Methodology"Graphic dictation". D. B. Elkonin.
Methodology is aimed at identifying the ability to listen carefully and accurately follow the instructions of an adult, correctly reproduce the given direction of lines on a sheet of paper, and independently act as directed by an adult.
Scope of application: determination of readiness for learning, formation of spatial representations and level of self-regulation, development of recommendations.
Description techniques. Before techniques The board is lined with squares so that the instructions given to the children can be illustrated on it. You need to have the text of the instructions in front of you so that they can be reproduced verbatim. After the children are given pencils and sheets of paper with the child’s last name, first name and date of examination signed, the psychologist gives preliminary explanations, after which they proceed to drawing a training pattern. When drawing a training pattern, you need to pause long enough so that the children have time to finish the previous line. You are given one and a half to two minutes to independently continue the pattern. While drawing a training pattern, a psychologist walks through the rows and corrects mistakes, helping children follow the instructions accurately. When drawing subsequent patterns, such control is removed. If necessary, the psychologist encourages timid children, but does not give any specific instructions.
Methodology"Choice by analogy". Polivanova N. I., Rivina I. V. 1993.
Methodology is aimed at identifying the child’s ability to identify the pattern of relationships between elements within a system and transfer it to another system by analogy with the first. Reveals the analytical component in the structure of systems thinking.
Scope of application: research of visual-spatial representations and features of thinking, development of recommendations.
Description techniques. Methodology includes 6 increasingly complex tasks, in each of which the elements are correlated according to the following parameters: size (task 1); color (task 2); position - posture (task 3); quantity (task 4); nature of operations with geometric elements (tasks 5-6).
"HAND TEST" (L. A. Wagner)
Allows you to study the thinking and perception of children.
Carrying out the test. Before child 8 geometric ones are laid out in a row figures:
2 blue circles (small and large) 2 red circles (small and large, 2 blue squares (small and large, 2 red squares (small and large).
Children aged 6-7 years independently identify the following: parameters: color, size, shape - and these parameters are guided by weight when choosing a figurine.
The level of task completion is determined by the number of signs that are oriented towards child when choosing"the most dissimilar" figures and which he named.
Below average - predominance of choice based on one characteristic without naming the characteristic.
The average level is the predominance of choice based on two characteristics and the naming of one.
High level - the predominance of choice according to three characteristics and the naming of one or two.
Sequential pictures
Methodology aimed at studying verbal and logical thinking. To the child a series of pictures is offered (5-8), which tell about some event. Consecutive pictures of test D are used. Wexler: Sonya, Fire, Picnic. Carrying out the test. Before child The pictures are laid out in random order. Analysis of results. When analyzing the results, they take into account, first of all, the correct order of the pictures, which should correspond to the logic of the narrative development.
Child must be arranged not only in a logical, but also in a “everyday” sequence. For example, child can put a card on which the mother gives the girl medicine in front of the picture on which the doctor examines her, citing the fact that the mother always treats child herself, and calls the doctor only to issue a certificate. However, for children over 6-7 years old, such an answer is considered incorrect.
With such mistakes, an adult can ask child, is he sure that this picture (showing which one) lies in its place. If child cannot place it correctly, the examination ends, but if he corrects the mistake, the task is repeated with another set of pictures.
Publications on the topic:
Diagnostic cards for the project to familiarize yourself with the culture of the peoples of Mordovia Diagnostic map of the skills of children of the second junior group for the formation of ideas about the culture and life of the peoples of the Republic of Mordovia.
Child's readiness for school consultation for parents "Preparing for school: preparing the child, preparing ourselves" Our children have already matured, and in a year they will go to another school.
Using games with rules to prepare children for school Relevance. Playing with rules is the leading type of game in older preschool age. In the game, the most important changes in the psyche of children occur.
Consultation for parents “The problem of preparing children for school”“The sources of children’s abilities and gifts are at their fingertips. From the fingers, figuratively speaking, come the finest streams that nourish.
Consultation “Methods for organizing comprehensive work in preparing children with disabilities for school” When organizing comprehensive work to prepare children with disabilities to study at school, it is possible to become a teacher-speech therapist.