Readiness of the child for schooling and adaptation at school. Evaluation of the morphological and functional readiness of preschoolers for schooling The main indicator of a child's readiness for learning is

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

4.The level of development of intelligence:

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

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

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

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

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

The child is not ready for school

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

Child ready for school

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

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

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

1. Psychological and social readiness.

2. Development of school-significant psychophysiological functions.

3. Development of cognitive activity.

4 Health status.

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

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

BUT. Desire to go to school

1. The child wants to go to school.

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

3. Doesn't want to go to school.

B. Learning motivation

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

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

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

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

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

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

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

G. Organization of behavior

1. Organized behavior.

2. Behavior not organized enough.

3. Behavior disorganized.

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

above average, average

Below the average

Short

2. Development of school-significant psychophysiological functions

A . Phonemic hearing, articulatory apparatus

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

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

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

B. Small muscles of the hand

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

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

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

b. Spatial orientation, coordination of movements, bodily dexterity

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

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

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

G. Coordination in the eye system - hand

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

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

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

E. The volume of visual perception (according to the number of selected objects in absurd pictures, pictures with many contours)

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

2. Below the average for the age group.

3. Far below the average for the age group.

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

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

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

Short: most readiness indicators are assessed at level 3.

3. Development of cognitive activity

BUT. Horizon

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

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

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

B. Speech development

1. Speech is meaningful, expressive, grammatically correct.

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

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

AT. Development of cognitive activity, independence

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

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

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

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

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

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

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

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

D. Arbitrariness of activity

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

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

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

E. Activity control

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

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

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

AND. Pace of activity

1 Corresponds to the average indicators of the age group,

2. Below the average for the age group,

3. Far below the average for the age group,

General average assessment of the level of development of cognitive activity

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

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

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

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

4. Health status

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

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

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

Health group ________________

Conclusion_____________________________________

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

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

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

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

The ability to carry out elementary conclusions, to reason;

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

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

PHONEMATIC HEARING TEST

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

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

First task-control phoneme R

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

Second task-control phoneme C

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

Third task-control phoneme Ch

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

Fourth task -control phoneme G

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

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

Rating scale

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

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

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

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

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

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

The level of development of phonemic hearing

Short

Average

High

COPY TEST OF NON-MEANING SYLLABLES

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

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

Rating scale

1 point- doodle.

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

3 points- read at least four letters.

4 points- you can read all the letters.

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

The level of development of self-regulation

Number of points received

The level of development of self-regulation

Short

Average

High

DICTIONARY TEST

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

word sets

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

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

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

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

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

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

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

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

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

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

Evaluation scale

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

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

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

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

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

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

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

SHORT-TERM MEMORY AND CONCLUSION TEST

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

Testing begins with the tester addressing the child:

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

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

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

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

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

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

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

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

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

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

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

And which of the boys is the shortest?

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

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

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

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

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

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

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

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

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

Card of psychological examination of the first grader

Surname, name …………………………………………

Date of examination…………………………….

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Before making certain demands, you need to know the capabilities of the child and objectively evaluate his abilities, since each child has his own physiology, his own developmental characteristics and his own learning abilities.

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

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

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

The main indicators of morphofunctional readiness are the following.

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

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

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

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

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

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

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

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

Determining the readiness of children to study at school is carried out according to medical and psychophysiological criteria.

1) Medical criteria

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

When deciding on the possibility of learning from the age of 6 or 7, one of the main medical criteria is the biological maturation of the body. Biological maturity is regarded as age-appropriate or accelerated development, health status at the time of examination, acute morbidity in the previous year. It has been established that children with a slow pace of development adapt to classes for a long time and have reduced academic performance in the first year of study.

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

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

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

The main indicators of hemodynamics, the purity of heart contractions (HR) and blood pressure (BP), are also studied. To assess the state of the cardiovascular system, the method of variational pulsometry was used, which is an indicator of the state of the regulatory mechanisms of the body.

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

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

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

c) complete absence of permanent teeth.

The level of resistance is determined, taking into account the frequency and duration of the disease. In the case of frequent (more than 4 times a year) and long-term (more than 25 days for one disease), children are in the group with reduced resistance. Level of resistant health: good - no more than 3 acute diseases in the year preceding school entry.

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

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

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

Group 2 is also made up of healthy children, but with lower rates of muscle strength, lung capacity, with slight deviations in vision, speech, posture and are often ill.

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

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

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

2) growth in height for the last year is less than 4 cm;

3) complete absence of permanent teeth.

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

2) Psychophysiological criteria .

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

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

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

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

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

Drawing 10 dots arranged in a pentagon shape.

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

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

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

2) whistling - [C] - hard and soft; [Z] - hard and soft;

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

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

One of the important indicators of readiness for schooling is the level of development of fine motor skills of the child's hands. There are many methods for developing this indicator, to name a few.

Study hand coordination when a child circles a drawn circle (V.V. Orlova), it determines the level of development of the readiness of the hand for learning to write. Examine children 6 and 7 years old. A card is placed in front of each child sitting at the table with two circles 2.5 cm in diameter depicted on it. The child is asked to circle the circle along the contour without lifting his hand. If the entire circle line depicted by the child is sinuous, this indicates the presence of a tremor, i.e. slight trembling of the hand, which sharply reduces the quality of writing when studying at school and, in addition, is a sign of an unfavorable state of the central nervous system. This test allows you to determine the child's ability to perform a task under visual control, as well as the maturity of fine motor skills. If a child has insufficiently flexible and mobile small muscles of the hands, weak motor (motor) skills, then he will not be able to successfully master the letter. From the very first days, such a child can fall into the number of underachievers.

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

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

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

Movement speed (putting 20 coins one kopeck each into a box (time 15 s); drawing vertical lines; laying out matches; piercing holes in a sheet of paper with circles printed on it (form of attention test according to Rossolimo); drawing dots on paper;

The strength of movements (flexion, straightening of various objects). Accompanying movements (synkinesia) - raising the eyebrows; wrinkling of the forehead; hand movements. Tests are considered failed if, along with the required ones, the subject has other movements, for example, the movement of the brush along with the movement of the whole arm, raising the eyebrows and moving the lips, etc.

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

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

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

The study features of visual-motor coordination, using the "Snake" method (test by N.L. Lokalova). On a sheet of paper, a drawing of a winding path 5 mm wide. The child should draw a line inside this path with a pencil as quickly as possible, without touching its walls. The quality of the task is evaluated by the number of touches.

Diagnostics of fine motor skills according to the “House” method (N.N. Gutkina) is a task for drawing a picture depicting a house, the individual details of which are made up of capital letters. The task allows you to identify the child's ability to focus on a sample in his work, the ability to accurately copy it, reveals the features of the development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand. In the course of the child's work, it is necessary to fix: with which hand he draws - right or left; how he works with the sample: whether he often looks at it, whether he draws air lines over the sample pattern, repeating the contours of the picture, whether he compares what he has done with the sample or, after glancing at it, draws from memory; quickly or slowly draws lines; Is he distracted while working? speaks and asks questions while drawing; whether the subject checks his drawing with the sample after finishing work. At the end of the work, the adult invites the child to check whether everything is correct with him. The child can correct inaccuracies (this should be noted by the psychologist). Processing of the experimental material is carried out by counting points awarded for errors. Depending on the sum of points, a conclusion is made about the level of formation of voluntary attention, the ability to act according to the model, etc.

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

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

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

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

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

Conditionally ready for schooling are children with chronic compensated diseases, who cope with the kindergarten education program with certain difficulties, their biological age lags behind the passport age, they have initial deviations in behavior and neuropsychic development. They have not fully formed the skills of school maturity according to the test results;

Not ready for schooling are children with chronic diseases, pronounced functional deviations, deviations in behavior, unformed school skills (according to test results and re-examination). The biological age does not correspond to the passport; there is no conscious attitude to learning, they cannot cope with the kindergarten program, they have multiple defects in sound pronunciation.

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

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

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

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

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

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

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

Option II. Absence of a dominant level (several options are possible here).

1. If the result can be expressed by the formula "2, 2, 2", the child is recommended to a class of the usual type. Parents and future teachers take measures aimed at the accelerated development of lagging abilities.

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

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

4. The result, expressed by the formula "3, -, 3", is unlikely, but if it occurs, the child is recommended to a class of the usual type.

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

The presented methods for diagnosing a child's readiness for schooling (using a characteristic card and four tests *) were chosen by us as the least laborious. The work carried out will help 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 during the entire period of study.

Sh.2.3. Motivation for learning and adaptation of the child to school

Personally-oriented learning involves, first of all, the activation of internal incentives for learning. This internal motivating force is learning motivation. By changes in this parameter, one can judge the level of school adaptation of the child, the degree of mastery of educational activities and satisfaction with it.

Various methods have been developed for studying the school motivation of primary school students. We offer one of them, in our opinion the most interesting (N.G. Luskanova).

Children are invited to make drawings on the topic "What I like about school." The inconsistency of the drawings with the topic indicates:

a) the motivational immaturity of the child, his lack of school motivation and the predominance of other, most often game, motives (in this case, children draw cars, toys, military actions, patterns, etc.);

b) children's negativism. Such behavior is typical of children with an overestimated level of claims and difficulties in adapting to school requirements (the child stubbornly refuses to draw on a school topic and draws what he knows best and loves to draw);

c) misunderstanding and misinterpretation of the problem. Most often this is characteristic of children with mental retardation (children do not draw anything or copy plots from other children that are not related to this topic). Such situations are scored with 0 points.

If the drawings correspond to a given topic, their plot is taken into account:

a) learning situations indicate high school motivation, learning activity and the presence of cognitive motives in the student (30 points);

b) situations of a non-educational nature with external school attributes are characteristic of children with a "positive attitude towards school due to external motivation" (20 points);

c) game situations at school are characteristic of children with a positive attitude towards school, but the predominance of game motivation (10 points).

The level of school motivation can also be assessed using a special questionnaire, the answers to 10 questions of which are estimated from 0 to 3 points (negative answer - 0, neutral - 1, positive - 3 points).

Questionnaire Questions

1. Do you like school or not?

2. When you wake up in the morning, are you always happy to go to school or do you feel like staying at home?

■ 3. If the teacher said that all students did not have to come to school tomorrow, would you go to school or stay at home?

4. Do you like it when you cancel some classes?

5. Would you like no homework?

6. Would you like your favorite subjects to remain at school?

7. Do you often tell your parents about school?

8. Would you like to have a less strict teacher?

9. Do you have many friends in your class?

10. Do you like your classmates? Rating scale

[ Students who scored 25 - 30 points are characterized by a high level of school adaptation, 20 - 24 points are typical for

average norm, 15-19 points indicate external motivation, 10-14 points indicate low school motivation and below 10 points - a negative attitude towards school, school maladaptation. The questionnaire allows repeated surveys, which makes it possible to assess the dynamics of school motivation.

The concept of "school maladjustment" has been used in recent years to describe various problems and difficulties that students face. It is associated with deviations in educational activities - difficulties in learning, conflicts with classmates, etc. These deviations may be in mentally healthy children or in children with various neuropsychiatric disorders, but do not apply to children whose learning disorders are caused by oligophrenia, organic disorders, and physical defects. School maladaptation is the formation of inadequate mechanisms for a child to adapt to school in the form of learning and behavioral disorders, conflict relationships, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.

The main reason for school maladaptation in the lower grades is related to the nature of family education. If a child comes to school from a family where he did not feel the experience of "we", he enters the new social community - the school - with difficulty. The unconscious desire for alienation, the rejection of the norms and rules of any community in the name of preserving the unchanged “I” underlie the school maladjustment of children brought up in families with an unformed sense of “we” or in families where a wall of rejection and indifference separates parents from children.

Another reason for the school maladjustment of younger students is that difficulties in learning and behavior are recognized by children mainly through the teacher's attitude towards them, and the causes of maladaptation are often associated with the attitude towards the child and his studies in the family.

A generalized picture of school maladaptation can be presented as follows.

It is quite natural that overcoming this or that form of maladaptation should first of all be aimed at eliminating the causes that cause it. Very often, the child's maladjustment at school, the inability to cope with the role of a student negatively affect his adaptation in other communication environments. In this case, a general environmental maladaptation of the child occurs, indicating his social isolation, rejection.

Below is a method for ranking the signs of environmental adaptation (disadaptation) of a child.

The child must attribute himself to one of seven groups in three areas of communication (family, team, informal communication environment).

Manifestations of school maladaptation

Form of maladaptation	The reasons	Corrective measures
Inability to adapt to the subject side of educational activity Inability to arbitrarily control one's behavior	Insufficient intellectual and psychomotor development of the child, lack of help and attention from parents and teachers Improper education in the family (lack of external norms, restrictions)	Special conversations with the child, during which it is necessary to establish the causes of violations of learning skills and give recommendations to parents Work with the family; an analysis of the teacher's own behavior in order to prevent possible misbehavior
Inability to accept the pace of school life (more common in somatically weakened children, children with developmental delays, a weak type of nervous system)	Improper upbringing in the family or neglect by adults of the individual characteristics of children	Working with the family, determining the optimal load mode for the student
School neurosis, or “school phobia”, is the inability to resolve the contradiction between family and school “we”	The child cannot go beyond the boundaries of the family community. - the family does not let him out (more often these are children whose parents unconsciously use them to solve their problems)	It is necessary to connect a school psychologist - family therapy or group classes for children in combination with group classes for their parents

1. A family

2. Attached to parents.

3. Closed, fenced off.

4. Conflict.

5. Adjacent to one of the relatives.

6. Broken ties with family (wandering).

7. Pushed out of the family. P. team

3. Formal assistant.

4. Has temporary roles.

6. Does not have a role and support in the team.

7. Insulated.

III. Informal communication environment

2. Welcome.

3. Independent in the group.

4. Joins the group without problems.

6. Joins the group at the cost of sacrifice.

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

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

Readiness for school and methods for determining itMarkova

Physical

▪ health(characterized on the basis of the study of the medical record, the appearance of the child, the characteristics of his physical development (weight, height), muscle tone, skin, vision, hearing,

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

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

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

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

mental

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1. Motivational readiness;
2. Physical readiness;
3. Volitional readiness;
4. Social readiness;
5. Intellectual readiness;

Diagnostic tools:

Diagnostic program 1

Psychological readiness for schooling includes four areas:

1) affective-need;
2) arbitrary;
3) intellectual;
4) speech.

Study of the affective-need sphere.

a) a technique for determining the dominant motive in a child Equipment: Toys are placed on the table in advance.

The child is invited into the room, the toys are shown, which he examines for one minute. Then the experimenter calls the child to him and offers to listen to an interesting tale (but not very long). At the most interesting place, the reading of the fairy tale is interrupted and the question is asked: "What do you want more now: to finish listening to the fairy tale or go to play with toys?" Children with a developed cognitive interest ask to finish reading a fairy tale, with a weak one - they go to play (but the game, as a rule, is manipulative in nature - they grab one toy, then another).

b) Experimental conversation to identify the internal position of the student The conversation should contain questions that would indirectly allow us to determine the presence of cognitive or learning needs.

Questions might be:

· What do you know about the school?
What do you think will be interesting there?
Do you play school with your friends?
· And what do you like to be more: a teacher or a student?
Do you like cartoons or films about school?
· Do you know how to read?
Do you want to learn to read and write?
Why do you think children need to go to school?
· What do you think is the best way to study: at school with a teacher or at home with your mother?
· Who do you want to be? And what is needed for this?

The number of positive answers 6 or more indicates the presence of cognitive or educational needs.

Study of an arbitrary sphere a) Method "House".

Purpose: To reveal in a child the ability to focus on a sample in work, the ability to accurately copy it, the level of development of arbitrary memory, attention, sensorimotor coordination and fine motor skills of the hand.

Instruction: "There is a sheet of paper and a pencil in front of you. Draw on this piece of paper exactly the same picture as you see here (put a sample with a house in front of the child). Take your time, be careful, try to make your drawing exactly the same as on the sample. If you draw something wrong, then you can’t erase it with an elastic band or your finger, but you need to draw it correctly on top of the wrong one (or next to it). Do you understand the task?" The drawing looks like this:

While the child draws, it is worth noting:

the leading hand
How does one work with a sample?
draws lines quickly or slowly;
Distractibility during work
Does he compare his drawing with the sample at the end of the work;
Does he fix his own mistakes?

Errors are:

the absence of any detail in the figure;
increase in individual details by more than 2 times while maintaining the overall dimensions of the picture;
Incorrect representation of details in the drawing space;
deviation of straight lines by more than 30° from the given direction;
breaks in lines where they should be connected;
superposition of lines one on another.

One point is awarded for each mistake.

Table 1 Outcome assessment levels for children aged 6 and 7

b) Method "Yes and No" Instruction: "Let's play a game with you in which you cannot say the words" yes "and" no. I'll ask you questions, answering which it will be impossible to say the words "yes" and "no". Do you understand?" After the child confirms that he understands the rules of the game, the experimenter begins to ask him questions that provoke answers "yes" and "no".

Only the words "yes" and "no" are considered errors. The words "aha", "nope" and the like are not considered as errors. Also, a meaningless answer is not considered an error if it satisfies the formal rule of the game. It is acceptable if the child answers with an affirmative or negative nod of the head instead of a verbal answer.

Medium level - 1 mistake;

Research of the intellectual sphere.

a) A. Ivanova's learning methodology (appendices A, B).
b) Narrative pictures The technique is designed to study the development of logical thinking, speech and the ability to generalize.

Material: 3-4 story pictures presented in the wrong sequence.

Instruction: "Look, there are pictures in front of you, on which some event is drawn. The order of the pictures is mixed up, and you need to guess how to swap them so that it becomes clear what the artist painted. Think, rearrange the pictures as you see fit, and then tell from them the story of the event that is depicted here.

High level - if the child did everything correctly or, with the wrong layout of the pictures, composed a logical version of the story.

Average level - if the pictures are laid out correctly, but the child was able to compose a story only with the help of leading questions.

Low level - if the child did not cope with the task.

Research of the speech sphere. Technique "Sound hide and seek".

Designed to test phonemic hearing.

Instruction: "Let's play hide-and-seek with sounds. You and I will think of some sound that we will have to look for. Then I will call you the words, and you will tell me whether they have the sound we are looking for or not ". Parse an example: "y" - a fur coat.

"s" - soup, pussy, puddle, light.

High level - no errors;

Medium level - 1 mistake;

Low level - more than 1 error.

The form of the protocol filled out during the examination is presented below.

Method #1:

"Yes and No do not say" (Gutkina N.I.);

Purpose: to study the arbitrariness of communication between a child and an adult. The technique is designed for children 6-7 years old.

Instruction: "Do you like to play? What games do you play? Let's play a new game with you! I will ask you various questions, and you will answer them. Just remember - you can not say: "No", "Yes" For example, you can’t say - “it doesn’t happen”, “I don’t want”, “I don’t know.” Remember?

This is followed by 25 questions, the answers to which the adult does not evaluate in any way and does not express his attitude towards them.

1. What is your name? *
2. Are you a boy or a girl? *
3. Do you go to school?
4. Do you like ice cream?
5. Have you seen blue ice cream?
6. Is ice cream bitter?
7. Does the sun shine at night?
8. Are you wearing a dress (trousers) (called a piece of clothing that is not worn by a child)?
9. Does grass grow in winter?
10. Is the grass red?
11. Who do you live with? *
12. Does your dad like to play with dolls?
13. Can you walk on the ceiling?
14. Can you fly?
15. Your name is ... (wrong name)?
16. Do you like going to the doctor?
17. What color are the doctor's coats? *
18. Does the doctor cut children's hair?
19. Do you like to listen to fairy tales?
20. What fairy tales do you like? *
21. Is Barmaley very kind?
22. Is Baba Yaga kind?
23. Is the cat afraid of the mouse?
24. Are you sleeping now?
25. Do cows fly in the sky?

It should be borne in mind that the questions are asked to the child at a fairly fast pace. If the child is silent for a long time, you should remind him of the question and ask him to answer quickly. Sometimes you can move on to the next question if this one causes difficulties for the child.

At the end, the adult asks: "Did you like the game? What words could not be said? Well, name it ... Did you say these words? Why did you say them?" The protocol records all the answers of the children and the total time to complete the task, the number of correct answers in absolute terms and in percentage.

Evaluation of the arbitrariness of communication:

Low level development arbitrarily-contextual form of communication corresponds to 0-5 points scored by preschoolers;

Medium level development arbitrarily-contextual form of communication corresponds to 5-15 points scored by preschoolers;

High level development arbitrarily-contextual form of communication corresponds to 15-25 points scored by preschoolers.

Method #2:

"Subject pictures" (Dermanova I.B.).

Target: research on the development of logical thinking, speech and the ability to generalize. The technique is intended for children 6-7 years old.

Instruction: They say to the child: “Look, there are pictures in front of you, on which some event is drawn. The order of the pictures is mixed up, and you need to guess how to swap them so that it becomes clear what the artist painted. Think, rearrange the pictures as you see fit , and then tell from them a story about the event that is depicted here.

Grade:

High level- if the child did everything correctly, or if the layout of the pictures was incorrect, he composed a logical version of the story.

Average level- if the pictures are arranged correctly, but the child was able to compose a story only with the help of leading questions.

Short level- if the child did not cope with the task.

It is considered that the child did not cope with the task if:

· could not lay out the sequence of pictures and refused to tell the story;
· according to the sequence of pictures laid out by him, he made an illogical story;
The sequence laid out by the subjects does not correspond to the story (with the exception of those cases when the child, after a leading question from an adult, changes the sequence that does not correspond to the story);
Each picture is told separately, on its own, not connected with the others - as a result of the story, it does not work out;
Each figure simply lists the individual items.

If the phenomena described in paragraphs 4 and 5 are observed, an additional check of the child's intellectual abilities is required, because. such violations are typical for children with mental retardation.

This technique also allows you to determine the level of development of the child's speech: how he builds phrases, whether he is fluent in the language, what is his vocabulary, etc. But no less important is the ability to distinguish various sounds in a word by ear, i.e. development of phonemic awareness.

Method #3:

"Sound hide and seek" (Gutkina N. I.).

Target: phonemic testing. The technique is intended for children 6-7 years old.

The experimenter tells the child that all words are made up of sounds that we utter, and therefore people can hear and pronounce words. For example, several vowels and consonants are pronounced. Then the child is invited to play hide and seek with sounds. The conditions of the game are as follows: each time they agree on what sound to look for, after which the experimenter calls different words to the subject, and he must say whether or not the sound he is looking for is in the word.

They say to the child: "Let's play hide-and-seek with sounds. You and I will think of some sound that we will have to look for. Then I will tell you the words, and you will tell me if they contain the sound that we are looking for, or No". Parse an example: "y" - a fur coat.

There are 4 words for each sound:

"o" - cat, sea, point, bath;

"a" - mother, school desk, table, porridge;

"sh" - puck, pen, school, dry land;

"s" - soup, pussy, puddle, light.

Grade:

High level- no errors;

Average level- 1 error;

Short level- more than 1 error.

If the child answers all the words in a row that the sound he is looking for is there, or that the sound he is looking for is nowhere to be found, then the correct answers should be considered as random.

General results: a child's readiness for school is determined by the predominance of high and medium levels in each of the four areas surveyed. The presence of a low level in one or two areas indicates insufficient development of the relevant abilities. In this regard, parents are given appropriate recommendations on the development of lagging abilities, and at the end of August, a second test is carried out.

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