MINISTRY OF EDUCATION AND SCIENCE
RUSSIAN FEDERATION
Federal state budget
educational institution
higher professional education
"CHELYABINSK STATE PEDAGOGICAL UNIVERSITY"
(FSBEI HPE "ChSPU")
Faculty of Correctional Pedagogy
Folder Methods of psychological diagnostics of readiness to study at school
Performed
student of group OF-206/102-4-1,
specialty "Preschool defectology"
Kovrigina Yu.P.
Chelyabinsk, 2015
Under intellectual maturity understand differentiated perception, including: identifying figures from the background; concentration; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. Intellectual maturity understood in this way reflects the functional maturation of brain structures.
Emotional maturity generally understood as a reduction in impulsive reactions and the ability to perform not very attractive tasks for a long time.
Emotional maturity- this is the ability to control one’s will, the ability to restrain emotions. If in early childhood the processes of excitation prevailed over the processes of inhibition, then by the school years the psyche changes, a person can perform not very attractive work (homework) for a long time, that is, arbitrariness of behavior develops.
Under emotional maturity We understand the child’s ability to recognize his own and others’ emotions (by facial expressions, intonation, gestures, in various situations), as well as the ability to regulate them. This parameter is so necessary to determine readiness for learning due to the fact that at school the child will encounter different life situations that are not always pleasant (grades, failure, some aspects of relationships with teachers and peers). Without accepting your emotions and not knowing how to cope with them, as well as responding adequately to the emotions of other people, it will be quite difficult for a child to perceive failure and adjust their behavior in connection with it, as well as establish social contacts. To develop the emotional maturity of preschoolers, the group contains images of gnomes experiencing different emotions (joy, calm, sadness, anger, surprise, fear). First, children learn to say the words “hello” and “goodbye” on behalf of these gnomes. During classes, they “get to know” them (determining what and in what situations the gnomes feel, what facial expressions and colors they have), paint in accordance with their wishes (correlating emotion and color) and subsequently tell stories from their perspective (finding in various ways of coping with negative emotions). That is, gnomes are a means for children to master their emotional state. Subsequently, children can recognize various emotions and regulate their behavior without the help of gnomes. A separate topic is the development of adequate ways to respond to the emotional state of other people. Finding these methods takes place in a creative form (unfinished stories and fairy tales, acting out stories, new “readings” of famous fairy tales).
Towards social maturity This includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school learning situation. the formation of a child’s readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. This personal readiness is expressed in the child’s attitude towards school, educational activities, teachers, and himself. Personal readiness also includes a certain level of development of the motivational sphere. A child who is ready for school is one who is attracted to school not by its external aspects (the attributes of school life - briefcase, textbooks, notebooks), but by the opportunity to acquire new knowledge, which involves the development of cognitive interests. The future schoolchild needs to voluntarily control his behavior and cognitive activity, which becomes possible with the formation of a hierarchical system of motives. Thus, the child must have developed learning motivation. Personal readiness also presupposes a certain level of development of the child’s emotional sphere. By the beginning of school, the child should have achieved relatively good emotional stability, against the background of which the development and course of educational activities is possible. This component of readiness presupposes that the child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, and semantic memorization. However, basically, the child’s thinking remains figurative, based on real actions with objects and their substitutes.
Intellectual readiness for school learning. A person must be prepared for any activity. Naturally, this also applies to the child. But the specificity of educational activities lies in the fact that in this activity the child not only receives knowledge, but also learns to obtain knowledge. In this regard, readiness to study at school can be considered as the presence of certain psychological prerequisites under which educational activities will be carried out successfully.
Intelligent Readiness A child's preparation for school presupposes that he has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, and semantic memorization. However, basically, the child’s thinking remains figurative, based on real actions with objects and their substitutes. Intellectual readiness also presupposes the development in a child of initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity. When characterizing intellectual readiness for school, following L.S. Vygotsky’s emphasis is not on the quantitative stock of the child’s ideas, but on the level of development of his intellectual processes. From the point of view of L.S. Vygotsky and L.I. Bozhovich, a child is intellectually ready for school if he can generalize and differentiate objects and phenomena of the surrounding world.
To summarize, we can say that the development of intellectual readiness for learning at school involves:
Differentiated perception;
Analytical thinking (the ability to comprehend the main features and connections between phenomena, the ability to reproduce a pattern);
Rational approach to reality (weakening the role of fantasy);
Logical memorization;
Interest in knowledge and the process of obtaining it through additional efforts;
Mastery of spoken language by ear and the ability to understand and use symbols;
Development of fine hand movements and hand-eye coordination. Considering intellectual readiness to school education, it must be said about the development of special knowledge, skills and abilities. The modern practice of admitting children who already read, count and write to the first grade has actually proclaimed the child’s ability to read and write as readiness for school.
At the same time, research by A.M. Parishioners and V.S. Yurkevich, conducted back in the late 70s of the last century, showed that there is no connection between the formation of children’s elementary school knowledge, skills and abilities, on the one hand, and their intellectual development and the formation of some prerequisites for educational activity, on the other hand.
L.F. Obukhova writes that although a child is taught to read, write, and count even in preschool age, this does not mean that, having acquired these skills, he is ready for school education. “Readiness is determined by the activity in which all these skills are included. Children's acquisition of knowledge and skills in preschool age is included in play activities, and therefore this knowledge has a different structure. Hence the first requirement that must be taken into account when entering school - readiness for school education should never be measured by the formal level of skills and abilities, such as reading, writing, and counting. While possessing them, the child may not yet have the appropriate mechanisms of mental activity.”
Personal readiness for schooling. Personal readiness includes the formation in a child of readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. It is expressed in the child’s attitude towards school, educational activities, teachers, and himself.
In personal readiness includes a certain level of motivational sphere. A child who is ready for school is one who is attracted to school not by its external aspects (the attributes of school life - a briefcase, textbooks, notebooks), but by the opportunity to gain new knowledge, which presupposes the development of cognitive processes. The future schoolchild needs to voluntarily control his behavior and cognitive activity, which becomes possible with a hierarchical system of motives. Thus, the child must have developed learning motivation.
About personal readiness A child is usually judged for school by his behavior in group classes and during conversations with a psychologist. There are also specially developed conversation plans that reveal the student’s position (N.I. Gutkina’s technique), and special experimental techniques. For example, the predominance of a cognitive or play motive in a child is determined by the choice of activity - listening to a fairy tale or playing with toys. After the child has looked at the toys in the room for a minute, they begin to read a fairy tale to him, but at the most interesting point the reading is interrupted. The psychologist asks what he wants more now - to listen to the rest of the story or to play with toys. Obviously, with personal readiness for school, cognitive interest dominates and the child prefers to find out what will happen at the end of the fairy tale. Children who are not motivationally ready for learning, with weak cognitive needs, are more attracted to games.
Personal readiness also presupposes a certain level of development of the child’s emotional sphere. By the beginning of schooling, a relatively high level of emotional stability must be achieved, against the background of which the development and course of educational activities is possible.
In addition to the attitude towards the educational process as a whole, for a child entering school, the attitude towards the teacher, peers and himself is important. Social and psychological readiness for schooling includes the formation in children of qualities through which they could communicate with other children and the teacher. A child comes to school, a class where children are engaged in common activities, and he needs to have ways of establishing relationships with other children, he needs the ability to enter the children's society, act together with others, the ability to give in and defend himself. Thus, this component presupposes the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, and the developing ability to cope with the role of a student in a school learning situation.
Children who are ready in this regard for schooling understand the conventions of educational communication and behave adequately in the classroom, obeying school rules. The classroom-lesson education system presupposes not only a special relationship between the child and the teacher, but also specific relationships with other children. A new form of communication with peers develops at the very beginning of schooling.
Personal readiness towards school also includes a certain attitude towards oneself. Productive educational activity presupposes an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-awareness. When determining a child’s personal readiness for school, it is necessary to identify the specifics of the development of the sphere of voluntariness. The arbitrariness of a child’s behavior manifests itself when fulfilling requirements, specific rules set by the teacher, and when working according to a model. Therefore, the characteristics of voluntary behavior can be traced not only when observing a child in individual and group lessons, but also with the help of special techniques.
Thus, from the moment in the child’s mind the idea of school acquired the features of the desired way of life, we can say that his internal position received new content - it became the internal position of a schoolchild. And this means that the child has psychologically moved into a new age period of his development - junior school age. The internal position of a schoolchild in the broadest sense can be defined as a system of needs and aspirations of the child associated with school, i.e. such an attitude towards school when involvement in it is experienced by the child as his own need (“I want to go to school!”). The presence of an internal position of a schoolchild is revealed in the fact that the child resolutely refuses the preschool playful, individually direct way of existence and shows a clearly positive attitude towards school and educational activities in general and, especially to those aspects of it that are directly related to learning.
Such a positive focus of the child on school as an educational institution itself is the most important prerequisite for his successful entry into school and educational reality, i.e. acceptance of relevant school requirements and full inclusion in the educational process.
Physical readiness for schooling. To successfully study at school, a child needs not only mental, moral and volitional preparation, but also physical one. A changing way of life, breaking old habits, increasing mental stress, establishing new relationships with teachers and peers are factors that significantly strain the nervous system and other functional systems of the child’s body, which affects the child’s health as a whole. It is no coincidence that in the first year of school, the incidence of illness increases in many children. Some six-year-olds do not adapt to the school regime even throughout the year, which indicates insufficient attention to their physical condition in the previous preschool period of life.
Sufficient physical training assumes a high level of hardening and general physical development, a vigorous and active state of the body. Various movements, motor qualities and work skills formed according to age must be accompanied by appropriate training of various functional systems, high performance of the nervous system, etc.
Good hardening helps not only to withstand various unfavorable factors that arise in new school conditions, but also to work in lessons without much difficulty, with interest, and to master knowledge, skills and abilities in a timely and durable manner.
All tasks for the physical training of a kindergarten graduate can be successfully solved if the work is carried out systematically and step by step in each age period.
By the end of the sixth year of life, the child’s physical development indicators on average reach: body length - 116 cm, body weight - 22 kg, chest circumference 57-58 cm. Basic movements become more complex: running speed, step length and height increase; when jumping, you can already draw the child’s attention to the correctness of the run-up, grouping and landing; Six-year-olds are already dribbling, throwing and catching the ball with one hand. Children get acquainted with the technical elements of various sports - skiing, skating, swimming, master the skills of cycling, and master some sports games (badminton, gorodki, etc.). Serious demands are placed on the development of physical qualities of older preschoolers (endurance, agility, speed, strength).
By the time a child enters school, the ability to withstand static loads must be developed, and the ability to independently and creatively use the accumulated arsenal of motor means must be developed. Motor activity should become a natural need of almost every child, regardless of the level of his individual motor activity. A guide in this regard can be the daily norm of steps - 12,000-15,000. Despite the fact that children differ greatly in their types of mobility and character traits, each of them needs to develop an interest in physical education lessons, a desire to participate in games, and be active. in class.
Thus, physical readiness includes the health status of the future schoolchild: physique, posture, motor skills and qualities (especially fine motor coordination), physical performance. It should be noted that the requirements of systematic education and the new regime should not be burdensome for the child and, moreover, should not worsen his health.
Psychological readiness of preschool children.
Coming to school, a child finds himself in an unfamiliar, new world to which he is forced to adapt. And how ready a child is for school depends on his adaptation and success in learning. Awareness of the characteristics of children of senior preschool age helps to diagnose, correct and develop the child’s personality traits necessary for learning at school.
The path of knowledge that a child goes through from 3 to 7 years old is enormous. During this time, he learns a lot about the world around him. His consciousness is not just filled with individual images and ideas, but is characterized by some holistic perception and understanding of the reality around him.
Psychological research indicates that during preschool childhood, a child already develops self-esteem. In preschoolers, their developing self-esteem is based on their taking into account the success of their actions, the assessments of others, and the approval of their parents. By the end of preschool age, the child already becomes able to recognize himself and the position that he currently occupies in life. Consciousness of one’s social “I” and the emergence on this basis of internal positions, i.e. a holistic attitude towards the environment and oneself, gives rise to corresponding needs and aspirations, on which their new needs arise, but they already know what they want and what they are striving for. As a result, by the end of this period the game ceases to satisfy him. He has a need to go beyond his childhood way of life, take a new place accessible to him and carry out real, serious, socially significant activities.
The inability to realize this need gives rise to a crisis of 7 years. A change in self-awareness leads to a reassessment of values. The main thing becomes everything that is related to educational activities (primarily grades). During a crisis period, changes occur in terms of experiences. Conscious experiences form stable affective complexes. Subsequently, these affective formations change as other experiences accumulate. Experiences acquire a new meaning for the child, connections are established between them, and a struggle between experiences becomes possible.
Features of attention. To be attentive, you need to have well-developed properties of attention - concentration, stability, volume, distribution and switching.
Concentration- this is the degree of concentration on the same subject, object of activity.
Sustainability is a characteristic of attention over time. It is determined by the duration of maintaining attention on the same object or the same task.
Attention span- this is the number of objects that a person is able to perceive and grasp during simultaneous presentation. By the age of 6-7 years, a child can perceive up to 3 objects simultaneously with sufficient detail.
Distribution - this is a property of attention that manifests itself in the process of activity that requires performing not one, but several actions at the same time, for example, listening to the teacher and at the same time recording in writing some fragments of the explanation.
Switching attention- this is the speed of moving the focus of attention from one object to another, moving from one type of activity to another. Such a transition is always associated with volitional effort. The higher the degree of concentration on one activity, the more difficult it is to switch to another.
At the age of 5-7 years, the child should develop the ability to maintain attention on the same object (or task) for as long as possible, as well as quickly switch attention from one object to another. In addition, in order for the baby to become more attentive, you need to teach him to subordinate his attention to a consciously set goal (or the requirements of the activity) and notice subtle but significant properties in objects and phenomena.
Let's take a closer look at these abilities:
1. Stability and concentration.
The longer a child can keep his attention on a problem, the deeper he can penetrate into its essence, and the more opportunities he has to solve it. At 5 years old, a child’s stability and concentration are still very low. By 6-7 years it increases significantly, but still remains poorly developed. It is still difficult for children to concentrate on monotonous and unattractive activities, while in the process of emotionally charged play they can remain attentive for quite a long time. This feature of the attention of six-year-olds is one of the reasons why classes with them cannot be based on tasks that require constant, volitional efforts. At the same time, the child must gradually develop the ability to make such efforts, and in particular, in the course of solving intellectual problems. The stability of attention increases significantly if the child actively interacts with the object, for example, examines and studies it, and not just looks. With a high concentration of attention, the child notices much more in objects and phenomena than in a normal state of consciousness. And with insufficiently concentrated attention, his consciousness seems to slide over objects, without lingering for a long time on any of them. As a result, impressions are vague and indistinct.
2. Switching attention.
The ability to switch attention is important in a child’s play and learning activities. The inability to quickly switch attention can lead children to difficulties when it is necessary, for example, to move from a game to an educational task or reading a book, to consistently follow certain instructions from an adult, or to carry out various mental actions in a given sequence when solving a problem. In these cases, they usually say that such children are absent-minded. They are focused or highly engaged in one activity and cannot quickly switch to another. This is often observed in children with an inert, phlegmatic type of temperament. At the same time, it is possible to improve switching performance through special training.
3. Observation.
Observation is one of the important components of human intelligence. The first distinctive feature of observation is that it manifests itself as a result of internal mental activity, when a person tries to cognize and study an object on his own initiative, and not under instructions from the outside. The second feature of observation is closely related to memory and thinking. In order to notice subtle but significant details in objects, you need to remember a lot about similar objects, as well as be able to compare and highlight their common and distinctive features. Preschoolers already notice a lot, and this helps them understand the world around them. However, a higher level of observation still needs to be learned and learned. Training of this ability should be carried out in close connection with the development of memory and thinking, as well as simultaneously with the formation of the child’s cognitive needs, the elementary form of which is curiosity and inquisitiveness.
Features of sensory perception. Sensory standards in the field of color perception are the so-called chromatic colors of the spectrum (red, orange, yellow, green, blue, indigo, violet) and achromatic colors (white, gray, black). By the age of 5, a child, as a rule, already knows the main colors of the spectrum, except for blue and violet. At 5-6 years old, you can begin to form an idea of the last two colors. The color blue is especially difficult to assimilate. Children often confuse it with light shades of blue. Therefore, before introducing the color blue, you need to give the child an idea of shades (they are formed as a result of mixing two adjacent colors), the location of color tones in the spectrum and their division into groups of warm and cold (warm - from red to yellow, cold – from green to purple). Children of this age should distinguish between 4-5 shades in lightness. At the same time, their attention should be drawn to the fact that some light shades have special names in everyday life (for example, light red is called pink).
Mastering standards of size is somewhat more difficult than mastering standards of shape and color. The quantity does not have an “absolute” meaning, therefore its determination is made through conditional measures. Mastering these measures is a rather complex task that requires certain mathematical preparation, so it will be very difficult for preschoolers to master it. However, the use of such a metric system is not at all necessary for perception. An item may be judged to be “large” in comparison to another item, which in this case is “small.” Thus, ideas about the relationships in magnitude between objects act as standards of magnitude. At 5-7 years old, a child should be able to compare first 2-3, and then a larger number of objects that form a series of decreasing or increasing values. In this case, simultaneous training of the child in comparison and serialization techniques is required. In addition, mastering the standard of size at this age involves teaching the child the ability to distinguish the length, width and height of objects. Teaching children to examine the shape of an object is, first of all, teaching them the ability to see the similarity between the shape of the object itself and some simple geometric figure. Then it is important to teach the child to verbally indicate the shape of this object (for example, a TV is rectangular, a plate is round, etc.). At the age of 5-7 years, a child must learn to consistently examine the complex shapes of an object. At all stages of teaching how to examine a form, the technique of children tracing the outline of an object and its parts can be used. It helps to compare the traced form with learned standards.
The most difficult task for preschoolers is to evaluate the combination of colors, shapes and sizes of objects with a complex structure. The identification of elements of such structures, as well as the analysis of connections between these elements, is ensured by analytical perception. It is not enough to be able to accurately perceive individual colors and shades. In nature and works of art, colors are found in complex and varied combinations. A 5-7 year old child needs to be taught to examine these combinations, to catch a certain rhythm in the arrangement of individual color tones, to distinguish combinations of warm colors from combinations of cold ones.
Perception of the shape of a complex structure presupposes the ability to visually split it into individual elements corresponding to one or another geometric pattern, and determine the relationship of these elements to each other. These actions can be taught to a child already in preschool age.
Features of thinking
Thinking - this is the process of human cognition of reality with the help of mental processes - analysis, synthesis, judgments, etc. There are three types of thinking:
- visually effective(cognition through manipulation of objects (toys);
- visual-figurative(cognition through representations of objects, phenomena);
- verbal-logical(cognition with the help of concepts, words, reasoning).
Visual and effective thinking develops especially intensively in a child from 3-4 years of age. He comprehends the properties of objects, learns to operate objects, establish relationships between them and solve a variety of practical problems.
On the basis of visual-effective thinking, a more complex form of thinking is formed - visual-figurative. It is characterized by the fact that the child can already solve problems based on ideas, without the use of practical actions. This allows the child, for example, to use diagrams or count in his head.
By the age of six or seven, a more intensive formation of verbal and logical thinking begins, which is associated with the use and transformation of concepts. The development of logical thinking should begin in preschool childhood. For example, at the age of 5-7 years, a child is already able to master at an elementary level such techniques of logical thinking as comparison, generalization, classification, systematization and semantic correlation. At the first stages, the formation of these techniques should be carried out based on visual, concrete material and, as it were, with the participation of visual-figurative thinking.
Features of memory. With the help of memory, a child acquires knowledge about the world around him and himself, masters norms of behavior, and acquires various skills. The child usually does not set himself the goal of remembering anything; the information that comes to him is remembered as if by itself. True, not just any information: what is easy to remember is what attracts you with its brightness, unusualness, what makes the greatest impression, what is interesting.
In memory, there are such processes as remembering, storing, reproducing and forgetting. Depending on the purpose of the activity, memory is divided into involuntary and voluntary. Depending on the characteristics of the material that is remembered and reproduced, memory is also distinguished between figurative and verbal-logical. Based on the duration of memorization and retention of material, memory is further divided into short-term and long-term. In addition, there is also operative memory, which serves the activities directly carried out by a person and uses information from both short-term and long-term memory.
It is believed that the 5th year of life is, on average, the beginning of a period of more or less satisfactory memorization, since it is from this year that childhood impressions are quite systematized and remain for life. Earlier childhood memories are usually fragmentary, scattered and few in number.
By the age of 6, an important new formation appears in the child’s psyche - he develops voluntary memory. Children turn to voluntary memorization and reproduction in relatively rare cases, when such a need arises directly in their activities or when adults demand it. At the same time, it is this type of memory that will play the most important role in the upcoming learning at school, since the tasks that arise in the process of such learning, as a rule, require setting a special goal to remember. In order for them to be remembered involuntarily, he will need to make conscious volitional efforts to memorize and use certain techniques. And this can and should be learned in advance.
In a 5-7 year old child, it is possible and necessary to develop all types of memory - figurative and verbal-logical, short-term, long-term and operational. However, the main emphasis should be on the development of arbitrariness of the processes of memorization and reproduction, since the development of these processes, as well as arbitrary forms of the psyche in general, is one of the most important prerequisites for children’s readiness to study at school.
Features of imagination. Imagination is the process of constructing an image of a product of activity even before its occurrence, as well as creating a program of behavior in cases where the problem situation is characterized by uncertainty.
Feature of imagination is that it allows you to make a decision and find a way out in a problem situation even in the absence of knowledge, which in such cases is necessary for thinking. Fantasy (a synonym for the concept of “imagination”) allows you to “jump” over some stages of thinking and imagine the end result.
Distinguish passive and active imagination.
Passive called imagination, which arises “by itself”, without setting a special goal.
Active imagination is aimed at solving certain problems. Depending on the nature of these tasks, it is divided into reproductive (or recreating) and productive (or creative).
Reproductive imagination differs in that it creates images that correspond to the description. For example, when reading literature, when studying a map of the area or historical descriptions, the imagination recreates what is depicted in these books, maps, and stories. When images of objects for which spatial characteristics are important are recreated, they also talk about spatial imagination.
Productive Imagination, in contrast to recreating, presupposes the independent creation of new images, which are realized in original and valuable products of activity. Productive imagination is an integral element of creative activity.
Psychologists' studies show that a child's imagination develops gradually as he accumulates certain experience. All images of the imagination, no matter how bizarre they may be, are based on the ideas and impressions that we receive in real life. In other words, the greater and more varied our experience, the greater the potential of our imagination. That is why a child’s imagination is poorer than an adult’s imagination. He has more limited life experience and, therefore, less material for fantasy. The combinations of images he builds are also less varied.
A child’s imagination must be developed from childhood, and the most sensitive, “sensitive” period for such development is preschool age. “Imagination,” as psychologist O.M. Dyachenko wrote, who studied this function in detail, “is like that sensitive musical instrument, mastery of which opens up opportunities for self-expression and requires the child to find and fulfill his own plans and desires.”
Imagination can creatively transform reality; its images are flexible, mobile, and their combinations allow us to produce new and unexpected results. In this regard, the development of this mental function is also the basis for improving the child’s creative abilities. Unlike the creative imagination of an adult, the imagination of a child does not participate in the creation of social products of labor. She participates in creativity “for herself”; no requirements for feasibility and productivity are imposed on her. At the same time, it is of great importance for the development of the very actions of imagination, preparation for upcoming creativity in the future.
For a child, the main activity in which his creativity is manifested is play. But the game not only creates the conditions for such manifestation. As psychologists' studies show, it significantly contributes (stimulates) to the development of a child's creative abilities. The very nature of children's games contains opportunities for developing flexibility and originality of thinking, the ability to concretize and develop both one's own ideas and the proposals of other children.
Another extremely important advantage of gaming activity is the internal nature of its motivation. Children play because they enjoy the gameplay itself. And adults can only use this natural need to gradually involve children in more complex and creative forms of play activity. At the same time, it is very important to keep in mind that when developing creative abilities in children, the process itself, experimentation, and not the desire to achieve any specific result of the game are more important.
Features of educational activities. To learn successfully, a child needs certain skills and abilities (automated ways of performing actions). There are specific skills and abilities needed in certain lessons (addition, subtraction, reading, writing, drawing, etc.) and general skills that are needed in any lesson or activity. These skills develop fully later, but their prerequisites are laid already in preschool age. Among them, the following skills are of greatest importance for the upcoming educational activity: 1) accept a learning task and follow the rules, 2) exercise control over one’s own actions and 3) “manual skill”, which ensures the preparation of the hand for writing.
You should strive to ensure that your child develops the following five motives:
1. Cognitive motive - the desire to learn to read in order to learn a lot of new and interesting things about the world around us (for example, about animals and birds, dinosaurs, astronauts, plants, etc.).
2. A promising motive is the desire to learn to read in order to make it easy and interesting to study at school.
3. The motive for personal growth is the desire to learn to read in order to become like adults, so that mom (dad, grandmother) will be surprised and say:
4. Activity motive - the desire to learn to read, so that later you can play those games where you need to read some words, come up with various fascinating stories or fairy tales, etc.
5. The motive for communicating with peers is the desire to learn to read in order to tell their friends and acquaintances about what they have read.
A child's readiness or unpreparedness to start school is determined by the level of his speech development. This is due to the fact that it is with the help of speech, oral and written, that he has to assimilate the entire system of knowledge. If he has already mastered oral speech before school, then he has yet to master written language. And the better the child’s oral speech is developed by the time he enters school, the easier it will be for him to master reading and writing and the more complete the acquired written speech will be.
Testing a child is necessary for at least the following reasons:
Firstly, to determine how well his level of development corresponds to the norms that are typical for children of this age.
Secondly, diagnostics are needed in order to find out the individual characteristics of the development of abilities. Some of them may be well developed, and some not so much. The presence of certain underdeveloped intellectual abilities in a child can cause serious difficulties in the process of subsequent schooling. With the help of tests, these “weak points” can be identified in advance, and appropriate adjustments can be made to intellectual training
Thirdly, tests can be useful in assessing the effectiveness of the tools and methods that you use for the mental development of your child.
And finally, fourthly, children need to be introduced to various tests so that they are thus prepared for the testing tests that will await them both when entering school and at various stages of education in the future. Familiarity with typical test tasks will help them avoid unnecessary emotional stress or confusion during such tests, called the “surprise effect,” and feel more confident and comfortable.
Knowledge of these tests will allow them to equalize the chances with those who, for one reason or another, already have experience in testing.
There are three main areas in which children develop psychologically: cognition, personality, and interpersonal relationships. All of them must be assessed if the task is to determine the level of psychological development of the child; there are special methods for all of them.
The following materials and methods were selected and prepared for the research:
Methodology for diagnosing intellectual readiness for learning at school
1) General orientation of children in the world around them and their stock of everyday knowledge
The general orientation of children just entering school in the world around them and the assessment of the stock of everyday knowledge they have is made based on answers to the following questions:
1. What is your name?
(Using your last name instead of your first name is not a mistake.)
2. How old are you?
3. What are your parents' names?
(Using diminutives is not considered an error.)
4. What is the name of the city where you live?
5. What is the name of the street where you live?
6. What is your house and apartment number?
7. What animals do you know? Which ones are wild and which ones are domesticated?
(The correct answer is one that names at least two wild and at least two domestic animals.)
8. At what time of year do leaves appear and at what time of year do leaves fall from trees?
9. What is the name of that time of day when you wake up, give both and get ready for bed?
10. Name the items of clothing and cutlery that you use.
(The correct answer is one that lists at least three items of clothing and at least three different cutlery items.)
For the correct answer to each of the proposed questions, the child receives 1 point. The maximum number of points that one child can receive using this method for correct answers to all questions is 10.
The child is given 30 seconds to answer each question. Failure to respond within this time is classified as an error and is scored 0 points.
A child who has answered all the questions correctly is considered to be completely psychologically ready for school (according to this method), i.e. In the end I got 10 points. During the time allotted for answering, the child can be asked additional questions that make it easier, but do not suggest the correct answer.
Elena Kosolapova
Diagnosis of readiness of 6–7 year old children for schooling
INTRODUCTION
One of the many areas of activity of a practical psychologist is the selection children to school, and in particular diagnostics of readiness of 6-7 year old children for schooling. Despite the availability of a wide variety of material on this problem, the main disadvantage of most of these manuals is the incomplete description of the examination procedure and processing of results. In addition to this, in diagnostics not always all components of psychological readiness.
Traditionally, there are three aspects school maturity: intellectual, emotional and social. Intellectual maturity is understood as differentiated perception, including the identification of a figure from the background; concentration; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. Emotional maturity is generally understood as a reduction in impulsive reactions and the ability to perform a not very attractive task for a long time. Social maturity includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a situation schooling.
Determination tests are created based on the selected parameters school maturity. In this regard, this publication contains not just methods, but entire programs that allow for full-fledged diagnosing a child’s readiness for school and receive information about the formation of each component school maturity.
The work outlines 5 programs (including specially selected methods, 5 methods for determining the leading motives of teaching and research methods learning ability, which is very popular because of its practical significance, which can be used both independently and in addition to programs.
Materials for each diagnostic methods are presented in the following ok:
The purpose of the study using this technique;
Necessary diagnostic material;
Features of presenting instructions;
Features of the study;
Evaluation of results;
Data interpretation.
Diagnostic program 1
Psychological school readiness includes four spheres: 1) affective-need; 2) arbitrary; 3) intellectual; 4) speech.
Research 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, shown toys, which he examines for one minute. Then the experimenter calls the child over and offers to listen to an interesting fairy tale. (but not very long). At the most interesting point, the reading of the fairy tale is interrupted and asked question: “What do you want now? more: Listen to the end of the story or go play with toys?
Children with developed cognitive interest are asked to finish reading the fairy tale, while children with weak ones go to play (but the game, as a rule, is manipulative in nature - they grab one toy, then another).
b) Experimental conversation to identify internal position schoolboy
The conversation should contain questions that would indirectly make it possible to determine the presence of cognitive or educational needs.
Questions could be like this:
What do you know about school?
What do you think will be interesting there?
You and your friends are playing school?
Who do you like best? be: teacher or student?
Do you like cartoons or films about school?
Why do you think children need to go to school?
What do you think is best? study: V school with the teacher or at home with mom?
Who do you want to be? What is needed for this?
Number of positive answers 6 or more testifies about the presence of cognitive or educational needs.
a) Methodology "House".
Target: To identify the child’s ability to focus on a sample in work, the ability to accurately copy it, the level of development of voluntary memory, attention, sensorimotor coordination and fine motor skills of the hand.
Instructions: “In front of you lies a piece of paper and a pencil. 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 ensure that your drawing is exactly the same as on the sample. If you draw something wrong, you can’t erase it with an eraser or your finger, but you have to over it. (or nearby) draw correctly. Do you understand the task?
The picture looks like this way:
While the child is drawing, stands Mark:
Leading hand;
How to work with a sample;
Draws lines quickly or slowly;
Distractibility while working;
Does he compare his drawing with the sample at the end of the work?
Does it correct errors itself?
Errors are considered:
Absence of any detail in the picture;
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;
Line breaks in places where they should be connected;
Overlapping lines one on top of the other.
One point is awarded for each error.
Table 1 Levels of outcome assessment for children 6 and 7 years old
For children 6 years old: For children 7 years old:
1-2 points – high level;
3-5 points – average level;
> 5 points – low level. score – high level;
Balla – average level;
> 3 points – low level.
b) Methodology "Yes and no"
Instructions: “Let’s play a game where you can’t say words.” "Yes" And "No". Again, what words will not be uttered? (The child repeats these words). Now be careful, I will ask you questions, answering which you will not be able to speak words. "Yes" And "No". It's clear?"
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 words are considered errors "Yes" And "No". Words "yeah", "nope" and the like are not considered errors. Also, a meaningless answer is not considered an error if it satisfies the formal rules of the game. It is acceptable if the child, instead of a verbal answer, responds with an affirmative or negative nod of the head.
Grade:
Average level – 1 error;
Research of the intellectual sphere.
a) Research methodology learning ability A. Ivanova (Appendices A, B).
b) Story pictures
The technique is intended to study the development of logical thinking, speech and the ability to generalize.
Material: 3-4 subject pictures presented in the wrong sequence.
Instructions: “Look, there are pictures in front of you that depict some event. The order of the pictures is mixed up, and you have to figure out how to swap them in order to make it clear what the artist drew. Think, rearrange the pictures as you see fit, and then use them to tell a story about the event 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 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.
The child is considered to have failed the task if If:
I couldn’t post the sequence of pictures and abandoned the story;
Based on the sequence of pictures he himself laid out, he composed an illogical story;
The sequence laid out by the subject does not correspond to the story (except for 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, the story does not work;
Each drawing simply lists individual items.
If the phenomena described in paragraphs 4 and 5 are observed, additional testing of the child’s intellectual abilities is required, since such violations are typical for children with mental retardation.
This technique allows you to determine the level of speech development child: how he constructs phrases, whether he is fluent in the language, what his vocabulary is, etc. But no less important is the ability to distinguish different sounds in a word by ear, i.e. the development of phonemic hearing.
Research of the speech sphere
Methodology "Sonic Hide and Seek".
Designed to test phonemic hearing.
The experimenter tells the child that all words are made up of sounds that we pronounce, and that is why 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 game conditions are as follows: tions: each time they agree on what sound to look for, after which the experimenter calls various words to the subject, and he must say whether the sound being sought is in the word or not.
Instructions: “Let’s play hide and seek with sounds. You and I will make a wish for some sound that we will need to look for. Then I will tell you the words, and you will tell me whether they contain the sound we are looking for or not.” Disassemble example: "y"- fur coat.
Suggested 4 words for each sound:
"O"– cat, sea, point, bathhouse;
"A"– mother, desk, table, porridge;
"sh"– washer, handle, school, land;
"With"– soup, pussy, puddle, light.
Grade:
High level – not a single error;
Average level – 1 error;
Low level – more than 1 error.
If a child answers all 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 random.
General results: child's readiness for school determined by the predominance of high and medium levels for each of the four surveyed areas. The presence of a low level in one or two areas indicates insufficient development of the corresponding abilities. In this regard, parents are given appropriate recommendations on the development of lagging abilities, and repeated testing is carried out at the end of August.
The form of the protocol filled out during the examination is presented below.
Examination protocol
child's FI
Age Date of examination
Research of the affective-need sphere
1. Dominant motive: a) educational
b) gaming
Conversation to identify internal position schoolboy
1 2 3 4 5 6 7 8 9 10
Exploring an Arbitrary Sphere
a) Methodology "House"
high average low
b) Methodology "Yes" And "No"
high average low
Research of the intellectual sphere
a) Research methodology learning ability A. Ivanova
b) Methodology "Story pictures"
high average low
IV. Research of the speech sphere
Methodology "Sonic Hide and Seek"
high average low
Diagnostic program 2
This program is quite time-consuming, but it gives the most complete picture of the formation of the most necessary for successful schooling mental and physical functions.
Description diagnostic procedures and evaluation of their implementation
General outlook (points "A" And "b" from the protocol):
From the beginning of the examination, to establish contact with the child, a conversation is held, which is also diagnostic in nature. It includes 11 questions, of which the first eight are aimed at identifying the child’s general knowledge, and questions 9-11 reveal attitudes towards school:
What is your name?
How old are you?
What are your parents' names?
What is the name of the city (village) where you live?
What pets do you know? What about the wild ones?
At what time of year do leaves appear on trees?
What remains on the ground after rain?
What is the difference between day and night?
Do you want to go to school?
What do you think will be good or interesting in school?
Do you think it is better to study at home with your mother or in school with a teacher?
In the protocol, next to the question number, we mark the correct answer with a plus, and the incorrect answer with a minus.
Orientation in the environment, reserve knowledge:
Answers to questions 1-4 are assessed based on information from parents, «+» , even if the child answered in a diminutive form. The answer to question five is considered correct if at least two domestic and two wild animals are named and they are not confused. The answer to question six is considered correct if the child answered "spring", "when winter ends" etc. The seventh answer will be correct if the child said "puddles", "dirt" etc. The eighth answer is counted as correct if the answer is type "the day is bright, sunny", "it's dark at night", “they work during the day and sleep at night” and so on.
answers:
High – 7-8 correct answers;
Average – 5-6 correct answers;
Low – 4 or fewer correct answers.
Attitude to school:
The answer to the ninth question is considered correct if the child answered positively. The 10th answer will be correct if the child says “classes, lessons, new knowledge”, but incorrect if he calls “change, games with children, new briefcase” etc. The correct answer to the 11th question is schooling is better than homeschooling.
The final level is determined by the number of correct answers:
High – 3 correct answers;
Medium – 2 correct answers;
Low – 1 correct answer or 0.
Thinking and speech (item "V" protocol).
The level of development of thinking and speech is determined by four tasks, each of which is assessed.
A) Understanding grammatical structures.
The child is given the following instructions: “Now I will read the sentence. Listen carefully and then answer my question. Agreed?"
Offer: Petya went to the cinema after reading the book.
Question: What did Petya do? earlier: watched a movie or read a book?
If the child cannot immediately answer the question, then the sentence can be read again and then asked the question again.
Evaluation of results:
«+» - if the child gave the correct answer
«–» - if the child gave the wrong answer
B) Carrying out verbal instructions
Scatter pencils on the table and place a box of them next to it. The child is given instructions: “Gather your pencils, put them in a box and put them on the windowsill.”. After the child has completed the task, they are asked questions: Where are the pencils now? Where did you get them from?
If the child does not understand the instructions and does not begin to carry them out, then he is given a simplified exercise: “Take the pencils and put them in the box.”. Accordingly, it is set question: Where are the pencils now?
Evaluation of results:
«+» - if the child followed all the instructions correctly
«+-» - if you followed the simplified instructions
«–»
C) Changing nouns by number
The child is given instructions: “I will give you one object in a word, and you change it so that you get many objects. For example: if there is one, then a pencil, and if there are many, then pencils.”
Words to present: book, lamp, table, window, city, chair, ear, brother, flag, child.
Evaluation of results:
«+» - if the child made no more than two mistakes
«+-» - from three to six errors
«–» - if the child made seven or more mistakes
D) Story based on pictures
In front of the child, 4-5 pictures are laid out randomly, connected by one plot. Instructions are provided next: “I have pictures, but they are mixed up. You put them in order and I’ll come up with a story based on them.”
Evaluation of results:
«+» - if the child correctly arranged the pictures and made up a story based on them
«+-» - if you laid out the pictures correctly, but didn’t talk about them
«–» - if the child has arranged the pictures incorrectly
The final level is determined based on the results of all four tasks:
High - if four «+»
Low – if four «-» or two «-» and two «+-»
Figurative representations (item "G" protocol).
A child’s ability to formulate images is revealed with the help of two techniques:
A) Collecting cut pictures
The child is presented with a cut-out picture (hard version first) and is given instructions: “I had a picture, but it was broken. Help me fold it". If the child cannot cope, then a simplified version is given.
Pictures must be at least 10*15 in size, in color, with large details. They are cut as follows way:
Evaluation of results:
«+» - if the child completed a difficult option
«+-» - if you completed the simplified version
«–» - if the child did not complete the task at all
B) Drawing of a man
The child is given pencils and a piece of paper with words: “Please draw me a person as a souvenir. Draw the way you want."
The drawing is evaluated according to three criteria: presence of main body parts (head, eyes, mouth, nose, torso, legs, arms); presence of minor details (fingers, neck, ears, hair, hat, shoes, clothes); way to depict arms and legs (two or one line).
Evaluation of results:
«+» - if the picture shows all seven main parts, at least 3 minor ones, arms and legs are shown with two lines
«–» - 5 or less main parts and 5 or less minor parts
«+-» - all other options
The final level is determined based on the results of both tasks:
High - if two «+»
Low – if two «-» or one «-» and one «+-»
Medium – all other options
1. Sample analysis (item "d" protocol).
A figurine of a man is laid out on the table from matches. To kid it says: "What is this? That's right, it's a little man. Let me give you some matches and you can do exactly the same. Look carefully and now do it.” We cover our little man with a sheet of paper.
After the child has finished his work, we remove the piece of paper from his figure and invite him to compare his work with the model. Wherein we talk: “Okay, are you finished? Now look, your little man turned out exactly the same?” If the child does not correct the mistakes made on his own, then we ask guiding questions: “Look what the little man has? Head. Does yours have a head? What's on his feet? Slippers. Where are your slippers?
The final level is determined by the way the child corrects the admitted mistakes. errors:
High - if he corrected the mistakes himself
Low – if it doesn’t fix it at all
Medium – if corrects with questions
1. Simultaneous perception of quantity (point "e" protocol).
Two piles are laid out on the table matches: around the child and around yourself.
Instructions: “You take from here as many matches as I will take. After that, we will hide the matches in our fists, and on the count of one, two, three, we will open our palms.” First, one match is taken, shown to the child for a few seconds, and the palm is clenched into a fist. The child does the same. The child's mistakes are not corrected. Thus, the child is presented with up to five matches randomly without repetition.
Final level:
High – if the child is able to simultaneously perceive 4-5 matches
Medium – if the child simultaneously perceives 3 matches
Low – 1-2 matches
8. Small movements
Methodology "Riding on the tracks"
Material: 2 drawing options, pencil
Instructions: “Let’s imagine that you are a driver and you need to drive up to this house (show on option B)" In option A we draw, explaining: “You will go here So: the pencil should not come off the paper, otherwise it will turn out that the car took off. Try to drive carefully so that the car doesn’t leave the road.”
Final level:
High – there is no exit from the road, the pencil comes off the paper no more than 3 times;
Low - 3 or more exits from the road or an uneven, trembling line, very weak, invisible, or, on the contrary, very strong pressure, tearing the paper and repeated holding over the same place;
Medium – all other options.
9. Big moves
The level of development is checked by completing the set exercises:
Walk along a line 2-3 meters long, heel to toe;
Stand on your left leg, right leg bent, eyes closed. You can balance with your hands. The norm is 15 seconds;
A child at a distance of 3-4 meters catches a small ball and throws it back (6-7 throws).
Final level:
Inadequate: 1) uneven gait; 2) the presence of a large number of movements that accompany the main task and interfere with its implementation; 3) violation coordination: The child cannot catch the ball, hold it or throw it back.
Sufficient – individual minor violations of instructions when performing tasks.
Protocol for individual psychological and pedagogical examination
Full name Date of examination
Date of birth Did you attend kindergarten?
a) Orientation in the environment, reserve knowledge:
1 2 3 4 5 6 7 8 9 10
Final level: high medium low
b) Attitude towards school:
Final level: high medium low
c) Thinking and speech:
Final level: high medium low
d) Figurative representations:
Final level: high medium low
e) Sample analysis:
Final level: high medium low
e) Momentary perception quantities:
Final level: high medium low
g) Small movements:
Final level: high medium low
h) Large movements:
Final level: high medium low
http://www.vseodetishkax.ru/gotovnost-k-shkole
Diagnostics of readiness for schooling was first used abroad. In foreign studies, it is often referred to as a diagnosis of school maturity. Traditionally, there are three aspects of school maturity: intellectual, emotional and social. Based on the selected parameters, tests for determining school maturity are created. American researchers of this problem are mainly interested in the intellectual capabilities of children in the broadest sense. This is reflected in the tests they use, which show the child’s development in the areas of thinking, memory, perception and other mental functions. Among the most well-known foreign tests for determining school maturity, used in our country, are the Kern-Jirasek Orientation Test of School Maturity and G. Witzlak’s Ability to Learn at School test.
J. Jirasek conducted a study to establish a connection between the success of the school maturity test and success in further education. It turns out that children who do well on a test tend to do well in school, but children who do poorly on a test may do well in school. Therefore, J. Jirasek emphasizes that the result of the test can be considered as the basis for a conclusion about school maturity and cannot be interpreted as school immaturity (for example, there are cases when capable children draw a sketch of a person, which significantly affects the total score they receive). The Kern-Jirasek test can be used both in a group and individually.
The most well-known domestic methods for determining psychological readiness for schooling include methods that reveal the formation of psychological prerequisites for learning, based mainly on the provisions of D.B. Elkonin on the tasks of diagnosing mental development during transition periods. D.B. Elkonin believed that in order to understand mental development during transitional periods, the diagnostic scheme should include the identification of both neoplasms of the completed age period, and the appearance and level of development of symptoms characterizing the onset of the next period. During the transition from preschool to primary school age, one must diagnose, on the one hand, the formation of play activity - its main structural components (transfer of the meaning of one object to another, the relationship between role and rule, the level of subordination to the rules of the game), the level of development of visual-figurative thinking, cognitive motives, general ideas, use of symbolic means; on the other hand, there is a loss of spontaneity in social relationships, generalization of experiences associated with assessment, and the development of self-control. D.B. Elkonin emphasized that the subject of such diagnostics is not individual mental processes or functions (perception, attention, memory), but operational units of activity. From his point of view, this creates significantly greater specificity of diagnosis and makes it possible, on its basis, to outline the necessary correction when a lag in certain aspects of mental development is detected.
Existing domestic methods for determining the maturity of the prerequisites for mastering educational activities actually correspond to this methodological principle. Among them is the “Pattern” technique by L.I. Tsehanskaya, “Graphic Dictation” technique by D.B. Elkonina, “Drawing by Points” technique by A.L. Wenger et al.
In addition to methods that determine the formation of psychological prerequisites for learning, tests for school maturity are used, consisting of various scales that reveal the child’s development in different areas. An example is the intellectual scales of the Estonian psychologist P.Ya. Kees, which determine the development of perception, logical and spatial thinking. A.G. Leader and V.G. Kolesnikov adapted the norms according to the scales of P.Ya. Keesa for Russia.
The method of M.N. is very effective for examining children for readiness for schooling. Kostikova. The author suggests focusing not on the test result, but on the solution process, while analyzing the difficulties experienced by children and the types of help they need to successfully complete the task. Difficulties mean any stoppages in completing tasks, any incorrect execution (for example, an unproductive way of working), or exceeding the average time limit. Difficulties indicate that the child cannot complete the experimental task in accordance with the standards. In cases where the child cannot overcome difficulties on his own, the experimenter begins to create conditions for overcoming difficulties. The conditions for overcoming difficulties mean various types of assistance provided to the child in the process of work. In each specific case, assistance is provided in the volume and quality that is required for the child to overcome the difficulties he is experiencing.
M.N. Kostikova identifies five types of assistance: stimulating, emotional-regulating, guiding, organizing and teaching. Behind each of them there is a different degree and quality of the experimenter’s intervention in the child’s work. The examination result does not just show the level of mental development of the child, but provides the key to an individual approach to his education. The use of this method for determining readiness for schooling requires high professionalism of a psychologist when working with a child.
Despite the variety of existing methods for determining children’s readiness for school, psychologists continue to search for more advanced diagnostic programs that meet the following requirements:
1) the examination should not be too long, since it should fit into the time frame for registering children in school (April-May);
2) methods should provide information about the motivational readiness of children for school;
3) the examination program must contain necessary and sufficient components to make a conclusion about the child’s readiness for school.
At 5-6 years of age, the child’s volume of knowledge actively expands, and in connection with this, the nature of his mental activity, which is based on understanding, on active analysis and synthesis, changes. With the development of thinking, the analysis becomes more and more detailed, and the synthesis more and more generalized and accurate. Children are already able to understand the connection between surrounding objects and phenomena, the causes of certain events. Along with visual and figurative thinking, the rudiments of verbal and logical thinking appear. The attention of an older preschooler becomes less and less distracted and more stable. Memory is increasingly acquiring the character of mediated memorization.
There is an intensive development of the child’s speech, which is characterized by a rich vocabulary and complex structure, which includes almost all speech patterns and semantic constructions. Due to the fact that at this age the main thing in mental activity is the desire to acquire new knowledge and skills, children 5-6 years old often willingly learn reading, writing, mathematics, if such learning takes place in a playful form that is accessible to them.
At 5-6 years old, gross motor skills and fine motor skills of the hand actively develop. The child’s movements become more precise and clear, a child at this age is able to independently and accurately work with scissors and a needle, the child’s hand is almost ready to learn to write. By the end of preschool age, the child is sufficiently capable of voluntary behavior, that is, consciously regulated behavior. The child learns to act, obeying special rules developed not by himself, but given to him from the outside.
Thus, the acquired skills of a preschooler are reflected in intellectual, social, and emotional maturity, which can indicate psychological readiness for school.
READINESS SURVEY
CHILD TO STUDY IN SCHOOL.
The beginning of the school year is a crucial moment for both the teacher and the student. But their meeting is preceded by an important process in the life of the future first-grader - a pedagogical examination of his readiness for school. Moreover, a child’s readiness to study at school is determined by three parameters: first - state of health and level of physical development - determined by doctors and reflected in the medical record,
second and third- intellectual and personal readiness is determined during a pedagogical examination. When a child is admitted to school, examinations are required by the school psychologist using special methods.
However, it is important for the teacher himself to have an idea of the degree of development of figurative ideas, sensory development, development of observation, memory, and imagination. It is equally important for the teacher to assess the child’s knowledge in relation to school, peers and adults. The most important thing for pedagogical diagnostics is to determine the formation of prerequisites for mastering literacy and mathematics.
Such prerequisites are the age-appropriate level of development of oral speech (state of auditory-speech memory, vocabulary, state of coherent speech); the level of general development corresponding to the age norm (the child’s education, sufficiently developed visual thinking, the basics of logical thinking); a sufficient degree of development of a number of non-speech functions (state of visual perception, state of spatial perception, state of motor skills and hand-eye coordination)
HOW TO DIAGNOSTY READINESS FOR TRAINING.
Psychological and pedagogical diagnostics of a child’s readiness for school includes two interrelated stages.
The first stage is group examination
The second stage is an individual examination.
Both stages are equally important. When organizing a group survey, you must adhere to certain rules:
The number of children in a group should not exceed 12-15 people.
Children are invited to class alone, without parents, and are seated one at a table.
It is necessary to prepare worksheets and sets of colored pencils for each child.
On average, each lesson takes about 3 minutes. The total duration of the group examination should not exceed 30-35 minutes.
The teacher should create a friendly atmosphere, not point out mistakes, and often encourage with the words: “Very good! Well done!”
DIAGNOSTIC TASKS TO BE CARRIED OUT
GROUP SURVEY.
EXERCISE 1.
TARGET: identify the ability to convey the shape of a figure, the ability to draw straight segments and angles, and evaluate the strength of the child’s hand.
TASK TEXT:
Look here (the drawing for the task is shown on the board). You see a figure. Review it on your worksheets. Take a pencil and draw a similar shape next to it.
(the figure is given at the discretion of the teachers and is the same in all groups)
PERFORMANCE EVALUATION:
3 points - a similar figure is depicted, the proportions are mostly preserved;
2 points - a similar figure is depicted, the proportions are slightly changed, but all the angles are right and the lines are not parallel everywhere
1 point - the overall shape of the figure is poorly captured, the proportions are significantly changed
0 points - the general shape of the figure is not captured.
TASK 2.
TARGET: determine the ability to navigate on a plane, the ability to count cells.
TASK TEXT:
You will complete the task on a worksheet in a box. Find a cell painted black on your sheets.
Take a red pencil, count 4 cells to the right from the black cell and color the fifth one with red.
Take a blue pencil. From the red cell, move down two cells and fill in the third with a blue pencil.
Take a green pencil and color the cell located to the left of the blue one, one cell apart.
Take a yellow pencil. Count five cells upward from the green cell and color the sixth one yellow.
PERFORMANCE EVALUATION:
If everything is done correctly and painted evenly, then the overall score is 3 points. For every two wrong steps, one point is deducted.
TASK 3.
TARGET: identify the ability to select and perform addition and subtraction operations in accordance with the correct understanding of the text of the problem.
TASK TEXT:
On a blank worksheet you will complete the third task.
3 girls and 2 boys are playing in the clearing. How many children are playing in the clearing?
Draw as many circles as there are children playing in the clearing.
There were 6 people on the bus. The two got off the bus. Draw as many squares as there are people left on the bus.
PERFORMANCE EVALUATION:
3 points - both tasks completed correctly
2 points - one task was completed correctly, an attempt was made to solve the second
1 point - one task completed, no attempts to solve the second
0 points - there is an attempt to solve one problem, but the number of circles or squares is incorrect.
TASK 4.
TARGET: identify the level of understanding of the terms “inside” and “outside”.
TASK TEXT:
Look at the board (the teacher draws a triangle on the board).
I drew a triangle. (Mark the point inside the triangle)
I marked a point inside the triangle. (The point outside the triangle is marked)
I marked a point outside the triangle
Now on your worksheets, find the square and the circle.
Take a blue pencil and mark a point inside the circle but outside the square
Take a red pencil and mark a point inside the square but outside the circle.
Take a green pencil and mark a point that would be located both inside the circle and inside the square.
PERFORMANCE EVALUATION:
3 points - everything was done correctly.
2 points - 2 points completed correctly
1 point - 1 point completed correctly
0 points - task not completed
TASK 5.
TARGET: identify the ability to compare sets by the number of elements.
TASK TEST:
Find the drawing on your pieces of paper. (There are 25-30 circles depicted in three or four rows, in which triangles are inscribed; one of the circles is empty).
What are more: circles or triangles?
If there are circles, then draw how many are missing
If there are triangles, then draw triangles.
PERFORMANCE EVALUATION:
3 points - the comparison was carried out correctly
2 points - the comparison was carried out with minor inaccuracies
0 points - the comparison was carried out incorrectly.
TASK 6.
TARGET: identify the ability to classify, the ability to find signs by which classification is made.
TASK TEXT:
There are two frames on your worksheet: one has 4 birds, the other has 5 animals. Between them is a squirrel. Think about where she belongs. From the squirrel, draw a line with a pencil to the frame where it belongs.
PERFORMANCE EVALUATION:
3 points - the line is drawn correctly: from the squirrel to the frame in which the animals are depicted.
2 points - the line is drawn to the birds, but the sign is related to the number of objects.
1 point - the line is drawn incorrectly.
0 points - the line is not drawn.
TASK 7.
TARGET: examine the state of motor skills, the ability to copy a given sample.
TASK TEXT:
You see something written in English on your worksheets. Of course, you don’t yet know how to read and write in English, but you can copy this inscription. Look carefully at how the letters are written and redraw them below.
PERFORMANCE EVALUATION:
3 points - the sample is copied well and legibly. The number of letters in each of the three words is correctly conveyed.
2 points - the sample is copied quite legibly, but there are missing letters or 2-3 are written incorrectly.
1 point - 2-3 letters match the sample
0 points - nothing can be made out.
TASK 8.
TARGET: determine the state of phonemic hearing.
TASK TEXT:
On your worksheets there are pictures (sun, dog, umbrella, plane, braid, elephant, fox, rose, chicken, vase, paintbrush, cabbage) with a circle under each. You need to name each picture and cross out the circle if there is a sound in the name, which I will name - sound (s).
PERFORMANCE EVALUATION:
3 points - all tasks completed correctly
2 points - the sound is highlighted only at the beginning of the word
1 point - presence of errors (no differentiation of sounds s-z)
0 points - lack of differentiation of sounds (s-z, s-ts, z-ts)
TASK 9.
TARGET: identify the degree of mastery of sound analysis at the level of determining the number of sounds in a word.
TASK TEXT:
You see houses with different numbers of windows and pictures next to them (crayfish, lion, wolf, cheese, bow). Place each picture in a house so that each sound has a separate window. Look at the picture "cancer". The word cancer has three sounds. So this picture is for a house with three windows. Try to do the rest of the work yourself.
PERFORMANCE EVALUATION:
3 points - all tasks completed correctly
2 points - presence of isolated errors
1 point - presence of several errors
0 points - complete lack of correspondence between the number of sounds in a word and the number of “windows”
DIAGNOSTIC TASKS FOR INDIVIDUAL EXAMINATION.
EXERCISE 1.
TARGET: identify the level of auditory-verbal memory.
TASK TEXT:
Listen and repeat what I tell you: “Cucumbers, cabbage, and onions grow in the garden beds.”
If the child repeated less than 7 words, he is asked to listen to the sentence again. If necessary, a third attempt is given.
PERFORMANCE EVALUATION:
3 points - if 7-8 words are repeated after the second time.
2 points - if 6-8 words are repeated after the second time.
1 point - if after the third time 6-8 words are repeated.
0 points - after the third time less than 6 words.
TASK 2.
TARGET: identify the level of development of coherent speech.
The child is offered 3 pictures related to the same story. The child must determine their sequence himself and compose a story based on them. If necessary, you can offer the following questions as help: “Where is the picture that shows where it all began?” , “Where is the continuation?”
If the child cannot complete the task with the help of leading questions, you should arrange the pictures in the correct order and invite the child to write a story.
PERFORMANCE EVALUATION:
3 points - for a correctly structured story with correct speech format.
2 points - for a logically correct story, but executed with slight difficulties in speech design, manifested in repetitions of the same words, in errors in the coordination of words in a sentence.
1 point - for a story compiled with the help of a teacher, which consists of arranging pictures in the required sequence.
0 points - for an uncompleted task even after assistance was provided.
TASK 3.
TARGET: examination of the state of phonemic hearing and perception.
It is carried out only with those children who made mistakes in task No. 8 in the group examination. The set of pictures must include not only pictures whose names include a given sound, but also pictures whose names contain sounds that are close to the given one based on articular-acoustic characteristics. Sample set of pictures:
Hat, scarf, hut, shower, pencil, matryoshka, pine cone, cat, pear, beetle, magazine, fireman, brush, dog, elephant, scales.
EXERCISE.
Name each picture. If its name has a sound (sh), place the picture to the right.
If the child selected only pictures in which the sound (w) is in the initial position, the teacher says: “You chose the pictures correctly, but missed some. Listen, I will name the pictures again, and you will say whether there is a sound (w) or not.
(The teacher slightly intonates the sound (sh) - sh-hat).
PERFORMANCE EVALUATION:
3 points - for correct execution
2 points - for independently identifying a sound from the initial position, the ability to identify a sound in the middle and at the end of a word with the help of a teacher.
1 point - for isolating a sound only from the beginning of a word.
0 points - for failure to complete the task even with the help of the teacher.
TASK 4.
If a child made a mistake in completing task No. 5 of the group examination and received 0 points, then he is shown a sheet with his work and asked the question: “Why do you think there are more triangles?” If at this moment the child notices his mistake and gives the correct answer, the teacher clarifies: “Why do you now think that there are more circles?”
PERFORMANCE EVALUATION:
3 points - if the answer is correct
2 points - in case of an incorrect answer, but when completing a simpler similar task (for example, 6 circles are given, in each, except one, a triangle is drawn, which is more: circles or triangles) and the correct explanation.
1 point - task completed, but not explained.
0 points - not completed.
TASK 5.
If a child made a mistake when completing task No. 6 of the group examination, it is necessary to find out the reason for the error.
Children who receive low scores on most assignments require special attention from the teacher. For such children with a low level of readiness for school, additional classes are needed.
High level of preparation for school 24-27 points
Average level of preparation for school 16-23 points
Low level of preparation for school 9-15 points
The child is not ready for school with less than 9 points
For children with a low level of preparation for school, it is recommended to attend additional classes for children with learning difficulties
High level of preparation for school 12-15 points
The average level of preparation for school is 8-11 points
Low level of preparation for school 5-7 points
The child is not ready for school with less than 5 points
BY TWO PROTOCOLS:
High level 36-42 points
Average level 24-35 points
Low level 14-23 points
The child is not ready for school with less than 14 points
PSYCHOLOGICAL AND SOCIAL READINESS
TO STUDYING AT SCHOOL.
The main questions to study should be:
desire to study at school
motivation to study
ability to communicate and behave appropriately
organization skills
The following readiness levels are defined:
high – the child wants to go to school, understands the importance and necessity of learning, knows how to organize his activities and communicate with peers and adults
average - has learned accepted norms of behavior, knows how to behave in a group, correlates his actions with the actions of other children, is fairly organized
low – wants to go to school, but is attracted only by his appearance, is not sufficiently organized and adequate in behavior, is more inclined to play, is not fully ready for school
very low - the child does not want to go to school, does not show interest in school activities, has poorly learned the norms of behavior and communication, behavior is disorganized
It is important for the teacher to know the basic characteristics of the students’ health; the main method of study is the analysis of the child’s medical records.
I health group– there are no deviations in the systems and functions of the body, he is not burdened with hereditary chronic diseases, he rarely gets sick.
II health group- minor deviations in the systems and functions of the body (visual defects, hearing defects, disorders in the musculoskeletal system - poor posture, flat feet), increased fatigue, getting sick often, a tendency to chronic diseases.
III health group- significant deviations in health systems and functions. The nature of possible deviations: chronic diseases of internal organs (liver, kidneys, lungs), borderline disorders of the nervous system (neurotic conditions, asthenic syndrome), burdened with hereditary diseases. Gets sick often.
When determining the level of readiness for learning at school and assessing the level of development of the child, the teacher must assess:
development of general educational skills and abilities
development of speech and thinking
development of the emotional-volitional sphere.
Svetlana Buzanova
Determining children's readiness for school. Diagnostic methods
Diagnostic activity begins with setting goals and objectives, after which a hypothesis is formed and adequate methods for checking it. The final step is to establish diagnosis. Customer psychodiagnostic The research can be carried out by the psychologist himself and other interested parties, for example, parents, teachers, and various organizations.
Program diagnostics(By methodological development by Fukin A. I. and Kurbatskaya T. B.):
Psychological coefficient readiness(CNG) child to school is determined the ratio of the sum of estimates to the number techniques.
In this case, CNG up to 3 points is assessed as unsatisfactory,
up to 5 points - weak,
up to 7 points - average,
up to 9 points - strong,
up to 10 points - very strong.
Description techniques.
1. Method A. R. Luria by definition states of short-term memory.
Prepare 10 monosyllables words that are not directly related to each other. For example: needle, forest, water, cup, table, mushroom, shelf, knife, bun, floor, bottle.
Instructions: “I will read the words to you, and then you will repeat everything you remember. Listen to me carefully. Start repeating as soon as I finish reading. Ready? I'm reading"
Then simultaneously and clearly pronounce 10 words, after which you offer to repeat them in any order. Perform this procedure 5 times, each time placing crosses under the named words, recording the results in the protocol.
Find out on which repetition the child produces the most words and then evaluate.
Please also pay attention to the following characteristics child:
If reproduction first begins to increase and then decrease, then this indicates exhaustion of attention and forgetfulness.
Zigzag shape "crooked"- indicates absent-mindedness, instability of attention.
"Curve" in the form of PLATO is observed with emotional lethargy and lack of interest.
2. Jacobson's method for determining memory capacity.
The child should repeat the words you named in the same order.
Instructions: “I’ll tell you the numbers, try to remember them, and then tell them to me.”
4,7,2,5,9 1,4,9,6,0
6,0,7,5,9,2 3,8,1,5,7,2
1,7,4,2,8,3,9 9,0,3,8,5,2,7
The second column is control. If the child makes a mistake when reproducing a certain line, the task for a given line is repeated from another column.
During playback:
7 signs are worth 10 points,
6…. in 9 points,
5…. in 7 points,
4…. in 4 points,
3…. in 1 point.
3. Methodology by definition concentration and distribution of attention.
Prepare sheet of paper 10*10 cells. In these 100 cells, place in random order 16-17 different figurines: circle, semicircle, square, rectangle, asterisk, flag.
At definition concentration, the child must put a cross in the figure you specified. And when definition switchability attention: put a cross in one figure and a minus in the other.
Instructions: “Various figures are drawn here. Now you will put a cross in the asterisks, but you will not put anything in the rest.”
The correctness and completeness of the task is taken into account. Evaluated on a 10-point system, deducting 0.5 points for each error. Pay attention to how quickly and confidently the task is completed.
4. Methodology, revealing the level of development of the systematization operation.
Draw a square on the entire sheet of paper. Divide each side into 6 parts. Connect the markings to make 36 cells.
Make 6 different mugs quantities: from the largest that fits in the cage to the smallest. Place these 6 gradually decreasing circles in 6 cells of the top row from left to right. Do the same with the remaining 5 rows of cells, placing in them first a square (in descending order of size), and then a trapezoid, rectangle, hexagon and triangle.
The result is a table with geometric shapes arranged in specific system(sequences) in size. Moreover, in the left column the largest sizes of the figures are, and in the right column the smallest.
Now remove all the figures from the middle of the table (16 figures, leaving only in the outer rows and columns.
Instructions: “Look carefully at the table. It is divided into cells. Some of them contain figures of different shapes and sizes. All figures are located in in a certain order, each figure has its own place, its own cell.
Now look at the middle of the table. There are a lot of empty cells here. You have 5 figures below the table. (Of the removed 16, leave 5). They have their places in the table. Look and tell me in which cell this figure should stand? Put it down. And what cell should this figure be in?”
Score out of 10 points. Each mistake reduces the score by 2 points.
5. Methodology by definition abilities to generalize, abstract and classify.
Prepare 5 cards each, depicting:
1. Furniture,
2. Transport,
4. Animals,
Instructions: “Look, there are a lot of cards here. You need to look at them carefully and arrange them into groups so that each group can be called in one word.”
If the child does not understand the instructions, then repeat again, accompanying the demonstration.
Score 10 points for completing the task without prior demonstration. 8 points for completing the task after the show. For each unassembled group, 2 points are deducted.
6. Methodology by definition thinking abilities children 6 years old.
Prepare 10 sets(5 drawings each):
1. animals (among them a tree,
2. furniture (transport,
3. games (work,
4. transport (wood,
5. dogs (cat,
6. mugs with one segment (with 2 segments,
7. squares with two diagonals(from 1 diagonally)
8. drawings of 3 red figures (a square with one diagonally,
9. drawings of 3 large figures (3 small figures,
10. drawings of 2 triangles (with 2 squares).
Instructions: “There are 5 drawings drawn here. Look carefully at each of them and find the drawing that shouldn’t be there, that doesn’t fit with the others.”
The child should work at a pace that is comfortable for him. When he completes the first task, give him the second and subsequent ones.
If the child does not understand how to complete the task, repeat the instructions again and show how to do it.
Out of 10 points, for each task not completed, the score is reduced by 1 point.
7. Methodology to identify the level of development of figurative ideas.
The child is given 3 cut pictures one by one. INSTRUCTIONS are given for each cut picture. The collection time of each picture is controlled by the second hand of the clock.
A. MANNEQUIN (boy). In front of the child lies a DRAWING of a boy cut into 5 parts.
INSTRUCTIONS: “IF you put these parts together correctly, you WILL get a boy. Fold him as quickly as possible.” GRADE:
10 6 - until 15s.
9 6 - until 20s.
8 6 - up to 25s.
7 6 - up to 3.0s
6 6 - up to 40s.
B. BEAR.
In front of the child are parts of a drawing of a bear cub, cut into pieces. INSTRUCTIONS: "THIS IS a teddy bear cut into pieces. Put it back together as quickly as possible."
GRADE:
106 - up to 20s. 56 - up to 80s.
96 - up to 30s. 46 - up to 100s.
86 - up to 40s. 36 - up to 120s.
76 - up to 50s. 26 - up to 130s.
66 - up to 60s. 16 - up to 180s.
V. KETTLE.
In front of the child are parts of a drawing of a teapot, cut into 5 parts.
INSTRUCTIONS: "PUT IT TOGETHER ASAP" (The name of the object is not given)
GRADE:
10 b - up to 35 s. 5 b – up to 100 s.
9 b – up to 45 s. 4 b – up to 120 s.
8 b – up to 55 s. 3 b – up to 140 s.
7 b – up to 65 s. 2 b – up to 160 s.
6 b – up to 80 s. 1 b – up to 180 s.
The average is calculated from the three scores obtained.
8. Color name as shown.
Prepare 10 cards of various colors: red, orange, yellow, green, blue, indigo, violet, white, black, brown.
Showing the child a card, ask: “What color is the card?”
For 10 correctly named cards - 10 points. For each mistake, deduct 1 point.
9. Study of the quality of sound pronunciation.
Invite your child to name what is shown in the pictures or REPEAT after you words that contain SOUNDS related to the groups.
A. Whistling: c - hard and soft, 3 - hard and soft.
AIRPLANE - BEADS - HAIR HARE - GOAT - WHO
SIEVE-GESE-ELK WINTER – NEWSPAPER - VITYAZ
B. SIZZLING: F, Sh, Shch, Ch, C
HERON - EGG - KNIFE CUP - BUTTERFLY - KEY
BEETLE - SKI - KNIFE BASH - LIZZER - KNIFE
CONE - CAT - MOUSE
V. Nebnykh: K, G, X, I
MOLE - CABINET - LOCK HALVA - UH A - MOSS
GOOSE-CORNER-FRIEND YODH-BUNNY-MAY
G. SONORNA: P - hard and soft, L - hard and soft
CANCER-BUCKET-AXE SHOVEL-SQUIRREL-CHAIR
RIVER - MUSHROOM - LANTERN Watering Can - DEER - SALT
WHEN SELECTING OTHER WORDS, it is important that the SOUND occurs at the beginning, middle and end of the word.
Score 10 points for clear pronunciation of all words. Failure to pronounce one sound reduces the score by 1 point.
10. Kern-Jerasek technique.
The child is given a sheet of clean, unlined paper. The pencil is placed so that it is equally convenient for the child to take it with his right or left hand.
A. Copying the phrase “HER GAVE TEA.”
The child is given a 7X14 cm card. On the card is the handwritten phrase “She has been given tea.” The height of the capital letter is 1.5cm, the rest is 1cm. The card is placed JUST above the worksheet.
INSTRUCTIONS: "LOOK, there's something written here. You don't know how to write yet, SO try to draw it. LOOK carefully at how it's written and write it too."
LETTERS are no more than 2 times larger than the sample. LETTERS form THREE words. The line is deviated from a STRAIGHT line by no more than 30 degrees.
7-6 points - LETTERS are divided into at least 2 GROUPS. You can read at least 4 letters.
5-4 points - At least 2 letters are similar to the sample. The whole group looks like a letter.
3-2 points - Doodles.
B. Drawing points. l
The child is given a form with a picture of a GROUP of dots. The distance between the points vertically and horizontally is 1 cm. The diameter of the dots is 2mm. The card with dots is placed so that the ACUTE ANGLE of the PENTAGON is directed downwards.
INSTRUCTIONS: “The dots are drawn here. Try to draw the same ones here yourself. (Show where).
10-9 points - Exact reproduction of the sample. Dots are drawn, not CIRCLES. The symmetry of the FIGURE horizontally and vertically is maintained. There can be any reduction in the FIGURE, but an increase is possible by no more than half.
8-7 points - A slight violation of symmetry is possible. However, a point may extend beyond a column or ROW. It is ALLOWED to depict CIRCLES instead of dots.
6-5 points - GROUPS of dots are roughly similar to the sample. It is possible that the symmetry of the entire FIGURE may be disrupted. The semblance of a pentagon is preserved. A larger or smaller number of points is possible, but no less than 7 and no more than 20.
4-3 points - The points are arranged in groups. Their GROUPS resemble any geometric FIGURES. The size and number of points are not significant. Other images, such as lines, are not acceptable.
1-2 points - Doodles.
Psychological coefficient readiness /CHG/ child, To school is determined the ratio of the SUM of ratings to the number techniques.
In this case, CNG up to 3 points is assessed as unsatisfactory,
up to 5 points - weak,
up to 7 points - average,
up to 9 points - strong
up to 10 points - very strong.
