Questions about whether the child is ready for school. Preparing children for school at home: developmental tasks, games, exercises, tests

Before you start testing, you need to prepare for it. All test materials must be prepared in advance, the room must be quiet and cozy, and everything must be presented to the child in the form of an exciting game. During testing, do not tell your child the answers or directions for solving the task.

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Child's readiness for school

Tests that determine a child's readiness for school

Test No. 1 “Determining the level of psychosocial maturity of a child”

Instructions for adults

The test is conducted in the form of a conversation.

Before starting the conversation, prepare a piece of paper on which you will write down the points counted for correct answers to the questions. Then you ask the child a question, he answers. The response time is not limited, there is no need to rush. Give your child a chance to think. If the answer is inaccurate, but close to the correct one, give time to think again, but do not suggest the answer or “guide” the child.

Instructions for the child

I will now ask you different questions, and you try to answer them. Some questions will be very easy, others will be more difficult. But even if you don’t immediately know how to answer them, that’s okay. The main thing is to take your time and think carefully before answering.

Questions for conversation

1. What is your last name, first name, patronymic?

2. State the last name, first name and patronymic of your parents.

3. Are you a boy or a girl? When you grow up, will you be an uncle or an aunt?

4. How old are you? How much will it be in a year? In two years? In three?

5. Do you have a brother or sister? Who's older?

6. Where do you live? Give your home address.

7. What do your parents do?

8. Is it evening or morning? (Day or morning?)

9. When do you have breakfast - in the evening or in the morning? Do you have lunch in the morning or afternoon? What comes first - dinner or lunch?

10. What color is this pencil, blouse, dress?

11. Why does snow fall not in summer, but in winter?

12. What season is it now: winter, summer, spring or autumn? Why do you think so?

13. When do people ski (skate, sled) - in summer or winter?

14. Why do we need a desk and a bell at school?

15. Do you want to go to school?

16. What does the teacher do? Doctor? Salesman?

17. What do you need your nose, ears, eyes for? Show your right ear, left eyebrow.

18. What birds do you know? What about animals?

19. Who has more legs - a duck or a cow?

20. Who is bigger: a mosquito or a bird? Cat or horse?

21. Count from 7 to 10. From 8 to 3. Which is greater: 9 or 4? 2 or 7?

22. What will you do if you accidentally break someone else’s toy?

Dough Processing

1. For correct answers to all subquestions of one item, the child receives one point

(with the exception of control tests - see below).

2. Answers that correspond to the question posed are considered correct: “Dad works as a driver. A cow has more legs than a duck." Incorrect answers are answers like: “Dad works at work. Mom Natasha", etc.

3. For correct but incomplete answers to the subquestions of the item, the child receives half a point.

4. Control questions include questions: No. 4, No. 6, No. 14, No. 22. They are assessed as follows:

- No. 4 – if the child says how old he is – 1 point. If he names years including months - 3 points.

- No. 6 – for incomplete home address – 1 point. For a complete one, with the name of the city - 2 points.

- No. 14 – for each correctly named use of school attributes – 1 point.

- No. 22 – for the correct answer – 2 points.

5. No. 15 is assessed together with No. 14 and No. 17. If in point No. 14 the child scores 3 points and gives a positive answer to No. 15, then he has a positive motivation for studying at school (the total score must be at least 4- X).

Evaluation of results

24 – 29 points – High level (level of psychosocial maturity corresponding to school requirements).

20 – 23 points – Average level – average maturity.

15 – 20 points – Low level of psychosocial maturity.

Collecting cut pictures

Cut the picture according to one of the proposed patterns. Mix the resulting parts and ask your child to assemble the broken picture. In this case, you do not need to pronounce the name of the resulting image.

High difficulty option Easy option

Evaluation of results.High level - all the pictures are collected, medium level - the second picture is collected (simplified version), low level - the pictures are collected incorrectly.

Perception Research

What geometric shapes are these drawings made of?

To identify the level of selectivity of attention, the child can be asked to find only a circle, only a triangle.

Evaluation of results.High level - the child correctly found and named all the figures, medium level - the child made 3-4 mistakes, low level - the child made 5 or more mistakes.

Story from pictures

Place 3-4 pictures in random order in front of the child, connected by a single plot. Then invite him to put them in the right order and make up a story based on them.

Example 1.

Example 2.

Evaluation of results.High level - correct arrangement of pictures and correct description of events, medium level - the child has correctly arranged the pictures, but cannot compose a competent story, low level - a random sequence of pictures.

Recommendations. To develop coherent speech, teach your child to give a complete answer to the questions posed, ask him to retell the stories read to him, fairy tales, films and cartoons he watched.

Understanding grammatical structure

Say the sentence:“The girl went for a walk after watching a cartoon”. Then ask the question: “What did the girl do before—walk or watch a cartoon?”

What's extra?

Show your child the card and ask the following questions:

What's missing here?

Why?

How can you name the rest of the items in one word?

Card No. 1 Card No. 2

Testing fine motor skills

One of the prerequisites for successful schooling is a sufficiently high level of development of small movements. For many six-year-old children, this skill is not sufficiently developed. To identify the level of development of small movements, the child can be offered the following task:

The cyclist needs to go to the house. Recreate his path. Draw a line without lifting the pencil from the paper.

Evaluation of results.High level - there are no exits from the “track”, the pencil is torn off the paper no more than three times, there are no line violations. Low level - there are three or more exits from the “track”, and there are also pronounced line irregularities (uneven, quivering line; very weak or with very strong pressure that tears the paper). In intermediate cases, the result is assessed as average.

Recommendations. To increase the level of development of small movements, drawing and sculpting are useful. We can recommend stringing beads, fastening and unfastening buttons, snaps, and hooks.

Count within 10

1. Which is greater than 7 or 4, 2 or 5.

2. Count from 2 to 8, from 9 to 4.

3. Mom baked pies. Dima took 2 pies with cabbage and the same number with meat. How many pies did Dima take?

4. There were 7 cars in the garage. 1 car left. How many cars are left?

5. The children inflated 10 balloons. 2 balloons burst. How many balls are left?

Reading check

Option 1. The child cannot read, but knows letters.

1. Show your child the letter card and ask what letter it is.

2. Place several letter cards in front of your child. Name the letter and ask to see the correct card.

3. Read the syllables: ta, then, us, nor, re, ku, po, bu.

Option 2. The child can read.

Sparrow and swallows.

The swallow made a nest. The sparrow saw the nest and took it. The swallow called her friends for help. Together the swallows drove the sparrow out of the nest.

Who built the nest?

What did the sparrow do?

Who did the swallow call for help?

What did the swallows do?

Test No. 2

Exercise 1

Target. Demonstrate the ability to convey the shape of a figure (draw an equal or similar figure, observing the proportions between the elements of the figure). In addition, the task allows you to judge the strength of the child’s hand, the ability to draw angles without rounding them, and straight line segments.

Task text. "Look here ( indicate the drawing for the task). This is where you will complete the task. Inside the small frame you see a figure. Look at it. Take a pencil. Draw a similar figure in a large frame" (The teacher circles a large frame with a pointer).

Assessment of task completion:

0 points – the general shape of the figure is not captured, but some closed line is depicted;

1 point – the proportions between the elements of the figure have been significantly changed; the general shape of the figure is poorly captured;

2 points – a similar or equal figure is depicted, the proportions are slightly changed, but not all angles are right, parallel lines are not maintained everywhere. The same point is given if the general shape of the figure is well captured, but the proportions between the elements of the figure are significantly changed, but all angles are right and parallelism is maintained;

3 points – a similar or equal figure is depicted, the proportions between the elements of the figure are basically preserved.

If the figure is drawn with an unsteady hand, a minus sign is given in addition to the point.

Task 2

Target. Demonstrate the ability to navigate on a plane (left, right, up, down). The ability to count cells is also tested.

Task text. “You will complete the task on the checkered part of your sheet (indicates the location for completing the task). Find a black square on a checkered field.

1. Take a red pencil, count four cells to the right from the black cell and fill in the fifth with a red pencil.

2. Take a blue pencil. From the red cell, step down two cells and fill in the third with a blue pencil.

3. Take a green pencil and a cell located to the left of the blue one, one cell from it, and fill it in with a green pencil.

4. Take a yellow pencil. Count five cells up from the green cell and color the sixth with a yellow pencil.”

Assessment of task completion:

0 points – the student did not start completing the task; several cells are painted over, but their location does not correspond to the instructions;

1 point – only one item of the task was completed correctly, errors were made in the direction, recalculation of cells, and the beginning of the countdown;

2 points – 2–3 points of the task were completed correctly;

3 points – all points of the task were completed correctly.

If the cells are poorly colored, a minus sign is added to the score.

Task 3

Target. Reveal the ability to select and perform the operation of addition and subtraction, correctly understand the text of the problem and move from a given number to the corresponding finite set of objects (circles, squares).

Task text. “Here you will perform the third task (indicates the location for task 3). Listen to the task.

1. There are 3 girls and 2 boys on duty in the class (group) today. How many children are in class today? Draw as many circles as there are children in class today. (The task text can be repeated.)

2. There were 6 people traveling in the car. The two got out of the car. Draw as many squares as there are people left in the car. (The task text can be repeated)».

Assessment of task completion:

0 points – there is an attempt to solve one problem, but the number of circles or squares is incorrect;

1 point – only one task was completed correctly, there were no attempts to complete the second task;

2 points – one task is completed correctly, there is an attempt to solve the second task, but the number of circles or squares is incorrect;

3 points – both tasks were completed correctly.

Task 4

Target. Demonstrate the ability to compare sets by the number of elements (regardless of counting skills).

Task text. “Find a drawing on your sheets of paper that shows circles and triangles (indicate the drawing for task 4). What are more: circles or triangles? If there are more circles, then draw another circle nearby. If there are more triangles, then draw another triangle.”

Assessment of task completion:

0 points – the comparison is made incorrectly (one triangle is drawn);

3 points – the comparison is made correctly (one circle is drawn).

Task 5

Target. Reveal the ability to classify, find the signs by which the classification is made.

Task text. "Look at these two pictures (the drawings for task 5 are indicated). In one of these drawings you need to draw a squirrel. Think about what kind of picture you would draw her in. Draw a line with a pencil from the squirrel to this drawing.”

Assessment of task completion:

0 points – the task was not accepted, the line was not drawn;

1 point – the line is drawn incorrectly;

3 points – the line is drawn correctly.

Task 6

Target. Check the state of phonemic hearing and phonemic perception in the process of selecting pictures with a given sound in their names.

Task text. “Look at these pictures. You see, there are small circles under them. You need to name each picture yourself and, if the name of the picture contains the sound [s], cross out the circle under it. The first picture shows the sun. In a word Sun there is a sound [s], which means you need to cross out the circle. Now start completing the task yourself.”

Completion Score:

0 points – lack of differentiation of sounds [s] – [z], [s] – [ts], [s] – [sh] or complete refusal to accept the task;

1 point – presence of errors (no differentiation of sounds [s] – [z]);

2 points – the sound is selected only from the position of the beginning of the word, there is no erroneous selection of other sounds;

3 points

Task 7

Target. To identify the degree of mastery of sound analysis at the level of determining the number of sounds in a word.

Task text. “You see a house with three windows and next to it there are pictures. Each window is a sound in a word. Quietly name all the pictures and think about which word has three sounds. Connect this picture with an arrow to the house.”

Completion Score:

0 points – complete lack of correspondence between the number of sounds in a word and the number of “windows”;

2 points – presence of errors in one sound (the word is marked wolf );

3 points – correct completion of the task.

Test material - knowledge of information about yourself, your family.

1. State your last name, first name, patronymic

2. Give the last name, first name and patronymic of your father and mother

3. What does your mom (dad) do?

4. Where do you live, what is your home address?

Determining the type of orientation towards school and learning

(the level of formation of the child’s internal position as a student)

Adapted standard conversation by T.A. Nezhnova

Interpretation of the content of answers and evaluation criteria.

A – orientation to the content of educational activities ( 2 points);

B – orientation towards the external attributes of school life ( 1 point);

B – orientation towards extracurricular activities ( 0 points).

Questions		Points
1. Do you want to go to school?	A - I really want to
	B – so-so, I don’t know
	B – I don’t want to
2. Why do you want to go to school?
	B – I like the new uniform, books, pens, pencils, briefcase, etc.
	B – I’m tired of kindergarten, they don’t sleep at school, it’s fun there, all the children go to school, mom said, etc.
3. Are you preparing for school? How do you prepare (how are you being prepared) for school?	A – I study in a training group, learn letters with my mother, solve problems, etc.
	B – they bought me a uniform, school supplies, etc.
	B (mentions non-school activities)
4. If you didn’t have to go to school and kindergarten, what would you do at home, how would you spend your day?	A – would write letters, read, etc.
	B – would draw, sculpt, design, etc.
	B – would play, walk, help around the house, look after animals

Result

7–8 points – the student’s internal position is sufficiently formed;

4–6 points – the initial stage of formation of the student’s internal position;

0–3 points – the student’s internal position has not been formed.

Test to check a child’s level of readiness for school

When entering school, a preschooler must have a certain level of development that is necessary for learning. And the point is not whether he can read, count and write. Although, let’s face it, this is also monitored upon admission.

The concept of readiness includes several characteristics. Firstly, a certain intellectual level of development. The child must have an idea of the world around him and the ability to navigate it. Let's not forget about a certain stock of knowledge, the development of mental and mental processes. As they say in textbooks on developmental psychology, a preschooler can understand the general connections, principles and patterns that underlie scientific knowledge. But you need to keep in mind that this is just a child about to leave preschool. Logical forms of thinking are still just being formed, as well as the formation of various types of memory. Intellectual readiness also assumes that the baby has developed certain skills. He can hear, highlight the task that an adult sets for him and deal with it.

In addition, the child must want to go to school. And here we, adults, must be able to distinguish between internal and external motivation. That is, a preschooler should go to school because he wants to know a lot, expects that it will be interesting, and not because we will buy him a new construction set for it.

Before we start talking about how a parent can check the level of readiness of a child, it is necessary to talk about certain rules.

1. All assignments must be offered in a relaxed atmosphere. It should be a game, or just some kind of everyday activity.

2. You should not tell your child that you are going to check him. He will close himself off. Or he will be too tense.

3. This is just an observation, so it may be extended over time. Don't rush him or yourself. Save your nerves with him.

There are many different methods to test a child’s readiness for school. However, no matter what methods you use to prepare, no matter what recommendations you use and no matter what screening tests you perform in advance for training, in no case should you train your child before the interview or force him to memorize ready-made answers. Preparing for school is a painstaking task, and good results are possible only with systematic and systematic studies. Therefore, no matter how hard you try to train your child for an interview at the last moment, the teacher or psychologist will definitely determine that the child has simply memorized ready-made answers to questions.

Test to check the level of readiness of a 5-6 year old child for school

1.1 General outlook (assessment of psychosocial maturity).

1. How old are you? (preferably with months).

2. What are your parents' names? (First and middle name).

3. What does your mother (father) do?

4. Where do you live, what is your home address?

5. How old will you be in a year? (two)

6. Do you have a brother or sister? Who's older?

7. Is it morning, evening or afternoon?

8. What comes first: lunch or dinner?

9. What season is it now: spring, winter, autumn or summer? Why do you think so?

10. What do a postman, a doctor, a teacher do?

11.. Show me your left eye and right ear? Why are eyes and ears needed?

12. What animals do you know? What birds?

13. Who is bigger: a cow or a goat? Bird or bee?

14. Do you like to draw? What color is this pencil?

8 questions. 7-6-high level

5-6-intermediate level

4-0-low level.

1.2 Ability to establish cause-and-effect relationships.

Come up with the ending of the sentence:

1. If you bring a piece of ice into the room, then it...

2. If you get hurt, then...

3. If you want to buy something, then...

4. If the car breaks down, then...

5. If it gets dark outside, then...

6. If you put a lot of sugar in tea, then

7. If it’s getting lighter outside, then...

8. If you leave water in the cold, then...

9. If you throw paper into a fire, then...

10. If it started to rain heavily, and you couldn’t hide anywhere, then...

1b.-exact causal answer

0.5b. - repeating a phrase

0b. - incorrect.

9-0-high level, 6-8-medium level, -0-5-low level.

2.1 Motivational readiness. Answer the questions:

1. Do you want to go to school yourself? Why?

2. Why do we need a bell, desk, and briefcase at school?

3.What do you think will be interesting at school?

4. How should you prepare for school?

5. Do you want to stay in the kindergarten? What about at home?

6.Who would you like to teach you at school? Teacher? Teacher? Mother?

7. Which school would you like to study at? Where do they count, read, write, or where do they play, sing, dance?

1b. - educational motive, 0.5b. - playful, 0b. - does not know.

6-7-high level, 4-5-medium, 2-3-low.

Children who want to study can focus on studying itself (which is the most favorable factor), others - on external attributes (beautiful uniform, briefcase, cheerful friends and recess, etc.). Children's reluctance to go to school may be associated with a fear of the strict rules established in it or a critical attitude towards themselves, as well as a reluctance to part with familiar conditions, with the position of a preschooler, fear of novelty - all this is noted in their statements.

Children with a low level of psychosocial maturity need to broaden their horizons, meaningful communication with adults and peers, enrichment of life experiences, and stimulation of cognitive interest. The adaptation of such children can be complicated by conflictual relationships with peers and teachers due to the child’s continued desire and need to play. All this requires the attention of a teacher, psychologist, and parents.

2.2 Prepare two tests separately for boys and girls.

The test consists of nine pictures depicting the activities of a boy (girl). Three pictures - play, three - work, three - educational (writing, reading, counting at school). Look at the pictures and tell me what you would like to do with the boy? What else would you like to do? What else? (three attempts)

____________________________________________________________________________

2-3 times study. d-t.- high level, 1p- medium. lv., 0 - did not select beat.

3.1 Level of intelligence development:

Fold the cut pictures (three attempts) What kind of picture do you think it was? Try folding it.

Ball or ball. from or maireshki, jug or bucket

High ur. - folded it myself

Medium - 1 help

Bottom - 2 with pom.

3.2 Sensory standard. Prepare three cards with standards.

In each card, prepare five drawings based on the standards. 1st standard: dog head, shoe, tractor, stroller, truck. 2nd standard: doll, carrot, iron, acorn, pyramid. 3rd standard: onion, light bulb, tumbler, pear, guitar. Three cards with standards are in front of the child, the pictures are mixed and turned upside down.

Take the 1st card, name what is depicted on it, and then guess which of the three figures it looks like?

_____________________________________________________________________________

14-15b.-high level; 10-13-middle level, 5-9b.-low level.

3.3 Children’s ability to identify features in objects.

Prepare 2 groups of shapes, red and green: large and small circles, large and small squares. Total 8 pcs. 8 figures are laid out in front of the child,

Look, these figures are of different sizes: large and small, of different shapes: circles and squares of different colors. I took the largest green square, find me the figure most unlike it. (3 attempts)

_____________________________________________________________________________

v.-1 attempt on 2 signs, 2 on three.

S. - all attempts based on 2 criteria.

N. - all attempts for 1 attempt.

4.1 Level of speech development.

1.I will speak words to you. You must name them in one word.

2.Plate, glass, bowl, fork, knife.

3. Shirt, trousers, skirt, tights, cap.

4.Sneakers, shoes, slippers, felt boots, slippers.

5.Soup, porridge, bread, pizza, cookies.

6.Dandelion, rose, chamomile, bell, forget-me-not.

7.Birch, linden, spruce, pine, elm, oak.

8. Table, stool, chair, bed, sofa.

9.Sparrows, pigeons, crows, geese, tits.

10. Crucian carp, perch, pike, catfish, herring.

11. Blackberries, raspberries, strawberries, blueberries, lingonberries.

12.Carrots, tomatoes, cabbage, beets, radishes.

13.Apples, pears, plums, oranges, apricots, peaches.

14. Tankers, artillerymen, paratroopers, cavalrymen.

15.Mechanics, joiners, drivers, carpenters, welders, electricians.

_____________________________________________________________________________________

1b. - answers immediately, 0.5b. - thinks, 0b. - did not answer.

12-14-high level, 9-11-medium, 0-8-low.

4.2 Eliminate the fourth extra picture. Prepare 6 cards with 4 pictures: school supplies - 3 pictures and a toy, a bird and an animal, dishes and paints, furniture and a ball, carpentry tools and pencils, vegetables and flowers, 1 of the cards is educational. Which picture is the odd one out and why?

1b. - understandable level, 0.5b. - functional, 0 - unanswered.

4-5b.-high level., 2-3b.-medium., 0-2-low.

4.3 Storytelling from pictures (speech development)

3-4 pictures of the plot story are laid out in disorder in front of the child. Compose the story from the pictures and arrange them in order. A correctly understood answer, imagery and emotionality, and meaningfulness are assessed.

5.1 Level of development of short-term auditory memory. 4 presentations are given. Each one is recorded.

House, bread, rain, car, pain, doll, picture, forest, coat, pine tree.

1st presentation - 5-6 words of the highest level.

1st prd.-3-4 words-medium. ur.

1st prev. - 3 words.

5.2 Thinking and speech. Completing the tasks of this technique by a child makes it possible to roughly identify an understanding of the plurality of objects, the presence of the concept “one - many,” as well as the concept of grammatical constructions using the example of plural nouns, and their correct use in accordance with the situation. Diagnosis is carried out on an individual basis.

Instructions. The psychologist says to the child: “I will give you a word for one object, and you change this word so that it means many objects. For example, I will say “toy”, and you must answer me - “toys.” You can ask the child if he understands he, how to act, answer. Then 11 singular nouns are called:

book lamp pen

table window city

chair ear brother

flag child

If a child makes mistakes in the first 2 words, you can help him by repeating the correct example again: “Toy - toys.” The child’s correct answers should be the following (with emphasis):

books lamp pens

city window tables

chairs ears brothers

flags guys

The child is given up to 10 seconds to think about the answer.

Evaluation of results

3 points - the child made no more than two mistakes;

2 points - from 3 to 6 mistakes were made;

1 point - the child made more than 7 mistakes.

Errors include both incorrect words and incorrect emphasis on a word.

Children who made more than 7 mistakes (1 point) need additional work on speech development (organizing conversations, retelling, linguistic games). It should also be noted possible situations when peers will pay attention to errors in the speech of such a child.

5.3 Development of hand motor skills. Imitation of written text.

(A variant of the task from the “School Maturity” test by A. Kern and I. Irasek)

Completing the tasks of this technique requires the child to show volitional effort when performing not very interesting work, to complete the task in the form of imitation of a model. The child’s abilities for this kind of action are important for mastering learning activities. It is also important in the process of performing this type of task to identify the characteristics of fine motor skills of the hand and motor coordination. Thanks to this, it is possible not only to predict the success of mastering writing and drawing skills, but also to draw a (tentative) conclusion about the child’s development of the ability to self-regulate and manage his behavior in general. It is known that the level of development of fine motor skills and small movements is one of the important indicators of mental development.

The diagnostic procedure consists of presenting the child with the phrase “He ate soup” written in advance on a white sheet of paper. The phrase should be written in normal handwriting, large and clear. The child is offered the following instructions: “Look: there’s something written here on the sheet. You don’t know how to write yet. But try - would you (could) write it? Look carefully and try to write the same thing next to it.” A separate sheet with a sample inscription can be prepared for each child, or you can use one sample for all children, giving each child a blank sheet of paper to work with. It is advisable that the phrase copied by the child fit on one line. If this does not work out, the child can write the last word higher or lower than the previous ones.

Evaluation of the results of work using this methodology is carried out as follows

5bl - the phrase copied by the child can be read. It is clearly divided into three words; the size of the letters can be no more than 2 times larger than the size of the sample letters. The deviation of the recording from the horizontal line should not exceed 30°.

3 points - at least 2 groups can be identified in the child’s entry and at least 4 letters can be read.

2 points - at least 2 letters are similar to the sample letters. The copied image vaguely resembles letters, writing.

1 point - separate or continuous “doodles”, among which it is impossible to distinguish something similar to letters.

Based on the results of this technique, the following conclusions can be drawn. Children who received 5 points need additional classes, especially close attention in the initial period of study. They most likely have problems understanding the teacher’s assignments, mastering drawing and writing.

Children who receive 3 points are considered ready for school, subject to supervision and attention during the initial period of study. As a developmental procedure, they can be offered work related to the improvement of fine motor skills - drawing patterns according to a model, activities with small details (making mosaics, assembling models, knitting, embroidery, drawing).

Children who receive 1-2 points are considered mature for school education.

It should be noted that when using the results of this methodology for the purpose of ranking and selection taking into account the results of other methods, reverse scores are applied: the most successful implementation is assessed with 5 points, the most unsuccessful - 1 point, since in most other methods a proportional scoring system is observed: than The more successful you are, the more points you earn.

5.4 Development of logical thinking.

Cucumber: vegetable

Carnation: weed, dew, garden, flower, earth

Vegetable garden: carrots

Garden, fence, mushrooms, apple tree, well, bench

Teacher: student

Doctor: glasses, hospital, ward, patient, medicines

Flower: vase

Bird beak, seagull, nest, feathers, tail

Glove: hand

Boot: stockings, sole, leather, leg, brush

Dark: light

Wet: sunny, slippery, dry, warm, cold

Clock: time

Thermometer: glass, patient, bed, temperature, doctor

Machine: motor

Boat: river, lighthouse, sail, wave, shore

Table: tablecloth

Floor: furniture, carpet, dust, boards, nails

Chair: wooden

Needle: sharp, thin, shiny, short, steel

This technique (E. Zambatsevičienė, L. Chuprov, etc.) allows one to study the child’s ability to make inferences by analogy with the proposed model. Completing the task requires the development of the ability to establish logical connections and relationships between concepts. It is possible to diagnose a child’s ability to maintain and use a given method of reasoning. The relationships between concepts in each task are different, and if the child is not yet able to identify essential features in concepts, he will build an inference based on the previous analogy, which will lead to an erroneous answer. Thus, the success of completing the tasks of the methodology allows us to draw conclusions about the level of development of verbal-logical thinking according to such an indicator as a logical action - “inference”.

The survey is carried out individually, there is no time limit for answers. If the child has obvious difficulties, the psychologist should not insist on an answer and tactfully move on to the next task. The text of the assignments is printed (or written) large on a sheet of paper. The psychologist clearly reads the task out loud; the child, if he already knows how to read, can follow the text.

The task is performed in several stages. At the first stage, the child is told the following: “Now you and I will select words to match each other. For example, cucumber is a vegetable. We need to choose one for the word “clove” that would fit the same way as the word “vegetable” fits the word “cucumber.” The words are: weed, dew, garden, flower, earth.

Second stage (after a pause). "Let's try: cucumber - a vegetable; cloves - ?" After a pause, all words are read out. "Which word is appropriate?" - we ask the child. No additional questions or explanations should be given.

Stimulating assistance is possible when completing tasks. If the child is unsure of the answer, you can invite him to think again and give the correct answer. Such assistance is taken into account when calculating points. The faster a child refuses help and begins to complete tasks independently, the higher his learning ability; therefore, we can assume that he quickly remembers the algorithm for solving a problem and can act according to a model.

Assessing the success of tasks

1 point - completing the task from the first presentation; 0.5 points - the task was completed on the second attempt, after assistance was provided by the psychologist.

The quantitative results can be interpreted taking into account the data of L. Peresleni, E. Mastyukova, L. Chuprov. A high level of success is 7 or more points; children have developed such a mental operation as inference.”

Average level - from 5 to 7 points: children perform mental operations in the “zone of proximal development.” During the learning process, in the initial period, it is useful to give such children individual tasks to develop mental operations, providing minimal assistance.

Low level - less than 5 points, children have practically no skills in mental operations, which places special demands on the development of their logical thinking skills in educational cognitive activity.

Overall program grade: ______________________________

The overall success score for the program is calculated as the sum of the points received by the child using all methods. There are three levels of readiness for schooling:

high level - from 39 to 47 points

average level - from 28 to 38 points

low level - from 17 to 27 points

The distribution of results by level is quite approximate, but it allows the school psychologist, at least, to characterize future students for primary school teachers who may have certain learning problems. The nature of the problems can be identified based on an analysis of the diagnostic results for each method. It is useful to pay special attention to children with both high and low levels of readiness: it is in them that we can primarily expect a decrease in learning motivation. For the former, because of the ease and simplicity of the learning tasks for them, for the latter, because of their complexity.

Additional diagnostic capabilities. A psychologist, observing a child’s behavior during a diagnostic procedure, can draw a number of conclusions about individual characteristics, the consideration of which is necessary in order to individualize learning.

Social maturity is manifested in the child’s understanding of the diagnostic situation as quite important and serious. At the same time, it is important that it is not overly significant, dangerous, or scary for him. Social maturity is also manifested in the attitude towards the very fact of entering school, as a significant event that will change a lot in the child’s life.

Self-awareness, self-esteem.- This individual characteristic significantly affects the success of training as a whole. The psychologist can ask the child how he evaluates his results: as successful or unsuccessful. Frequently assessing your results as successful may indicate inflated self-esteem, while disbelief in your success is an indicator of low self-esteem.

Anxiety.- Manifests itself in general psychological tension in a communication situation. Highly anxious children often hesitate to give an answer for fear of making a mistake, think for a long time, and sometimes refuse to answer, even if they know what to say. As a rule, they listen carefully to the instructions of an adult psychologist, but do not always understand them because of their fear of the situation.

Emotional excitability.- Children with high emotional excitability are characterized by rapid changes in emotions and a quick emotional reaction to current circumstances. Both laughter and tears come easily to them. Emotions are unstable and are not always adequate to the reason that caused them.

Understanding the context of communication. - It is important that the child quickly engages in solving the problem, understands the psychologist’s instructions, and feels the difference between incidental comments and the psychologist’s speech in the context of the task. The psychologist can observe to what extent the child perceives help in the process of completing a task: as a guide to action, as a model for completion, or not at all.

Fatigue. - It is useful to pay attention to how long after the start of work the child begins to get distracted; it becomes difficult for him to listen to the psychologist and concentrate on the instructions.

Thus, observation of these and a number of other individual manifestations (such as independence, friendliness, sociability, aggressiveness, stubbornness) is possible during the diagnostic procedure. These data are noted in the examination protocol.

Tests for parents to determine their child's readiness for school

Mark each affirmative answer with one point.

1. Do you think your child wants to go to first grade?

2. Does he think that he will learn a lot of new and interesting things at school?

3. Can your baby independently engage in some painstaking work (painting, sculpting, assembling a mosaic, etc.) for some time (15-20 minutes)?

4. Can you say that your child is not shy in the presence of strangers?

5. Can your child coherently describe a picture and compose a story based on it in at least five sentences?

6. Does your child know poetry by heart?

7. Can he name the given plural noun?

9. Does the baby count to ten forward and backward?

10. Can he add and subtract at least one unit from the numbers of the first ten?

11. Can your child write the simplest elements in a checkered notebook and carefully draw small patterns?

12. Does your child like to draw and color pictures?

13. Can your child handle scissors and glue (for example, make paper appliqués)?

14. Can he assemble a whole picture from five elements of a picture cut into pieces in a minute?

15. Does your baby know the names of wild and domestic animals?

16. Does your child have generalization skills, for example, can he name apples and pears using the same word “fruit”?

17. Does your child like to spend time independently doing some activity, for example, drawing, assembling construction sets, etc.

If you answered yes to 15 or more questions, then your child is quite ready for school. You did not work with him in vain, and in the future, if he has difficulties in learning, he will be able to cope with them with your help.

If your baby can cope with the content of 10-14 of the above questions, then you are on the right track. During his studies, he learned a lot and learned a lot. And those questions to which you answered in the negative will indicate to you what points you need to pay attention to, what else you need to practice with your child.

If the number of affirmative answers is 9 or less, you should devote more time and attention to activities with your child. He's not quite ready to go to school yet. Therefore, your task is to systematically work with your baby, train in performing various exercises.

Perhaps, at the first stages of schooling, you will have to do homework with your child very, very carefully, maybe even return again and again to the material covered, but do not despair - persistent and systematic studies will help your child master the necessary knowledge and develop the necessary skills and abilities.

Literature:

Lyublinskaya A. A. “To the teacher about the psychology of a junior schoolchild,”

Fridman L. M., Kulagina I. Yu. “Psychological reference book for teachers.”

Internet resources

http://adalin.mospsy.ru/l_04_01.shtml

How to check your child's readiness for school

Test for parents of future first-graders

There is no need to worry about what age to send your child to school. Of course, you can go to a consultation with a psychologist and ask to have your child tested. But first, try to answer the test questions yourself to understand how ready your child is for school.

In the language of psychology, the level of readiness for school is called school maturity, or psychological readiness for school. Traditionally, there are three aspects of school maturity: intellectual, emotional and social.

Intellectual maturity for the age of 6-7 years is the ability to distinguish a figure from the background, the ability to concentrate attention, establish connections between phenomena and events, the ability to remember logically, the ability to reproduce a pattern, as well as the development of subtle hand movements and their coordination.

Emotional maturity is the weakening of immediate, impulsive reactions (the ability to control oneself), and the ability to perform not very attractive work for a long time, that is, the development of arbitrary behavior.

Social maturity implies the need to communicate with peers and the ability to subordinate one’s behavior to the laws of children’s groups, the ability to accept the role of a student, the ability to listen and follow the teacher’s instructions.

Thus, a certain necessary level of development of the child is taken as the basis for readiness for school, without which he cannot study successfully at school at all.

Can any child go to school and study successfully? Obviously this is not the case. The fact is that the development path of each child is individual. Some people begin to walk earlier than others, but then do not speak for a long time; others, on the contrary, do not know how to smile, but they begin to speak in whole phrases, and even remember letters. Therefore, children come to school age with a different amount of experience - knowledge, skills, habits. Subsequently, each of them will learn to read and count and, perhaps, even become literate, but by the time they enter school, it is more important to have not specific developed skills, but the ability to perceive and assimilate new material, that is, the child’s ability to learn.

So, since school maturity, like all child development in general, is subject to the law of uneven mental development, each child has his own strengths and areas of greatest vulnerability. So that you can assess your child’s readiness yourself, we offer you a short test. Is your child ready for school?

Test for parents

1. Does your child want to go to school?
2. Is your child attracted to school because he will learn a lot there and it will be interesting to study there?
3. Can your child do anything independently that requires concentration for 30 minutes (for example, building a construction set)?
4. Is it true that your child is not at all embarrassed in the presence of strangers?
5. Can your child write stories based on pictures that are no shorter than five sentences?
6. Can your child recite several poems by heart?
7. Can he change nouns according to numbers?
8. Can your child read syllables or, better yet, whole words?
9. Can your child count to 10 and back?
10. Can he solve simple problems involving subtraction or addition of one?
11. Is it true that your child has a steady hand?
12. Does he like to draw and color pictures?
13. Can your child use scissors and glue (for example, make appliqué)?
14. Can he assemble a cut-out picture from five parts in one minute?
15. Does the child know the names of wild and domestic animals?
16. Can he generalize concepts (for example, call tomatoes, carrots, onions in one word “vegetables”)?
17. Does your child like to do things independently - draw, assemble mosaics, etc.?
18. Can he understand and accurately follow verbal instructions?

Possible test results depend on the number of affirmative answers to the test questions. If it is:

* 15-18 points - we can assume that the child is quite ready to go to school. It was not in vain that you studied with him, and school difficulties, if they arise, will be easily overcome;
* 10-14 points - you are on the right track, the child has learned a lot, and the content of the questions to which you answered in the negative will tell you where to apply further efforts;
* 9 and less - read specialized literature, try to devote more time to activities with the child and pay special attention to what he does not know how to do.

The results may disappoint you. But remember that we are all students in the school of life. A child is not born a first-grader; school readiness is a set of abilities that can be exercised. The exercises, tasks, games you have chosen for your child’s development can be easily and cheerfully done with mom, dad, grandmother, older brother - with anyone who has free time and the desire to study. When selecting tasks, pay attention to your child’s weak points. It is useful that he still knows how to read and write a little, and count - if the child is ahead of the requirements of the program, he will feel better at school.

You can give free rein to your imagination and modify the tasks, or you can strictly follow the instructions - in any case, your child is growing and approaching school. But please remember a few simple rules:

Activities with your child should be mutually voluntary.
Their duration should not exceed 35 minutes.
Do not try to give your child tasks if he is tired.
Try to keep your classes regular - brainstorming when preparing for school is not very effective.

If you are afraid for your child’s success, we advise you not to focus on developing specific skills - you should not “train” him to add and subtract, or read syllables. Teaching methods in elementary school are constantly changing, there are many proprietary programs, and your efforts may go against them, which will only complicate your child’s education in the future. It will be much more useful to use general developmental exercises that are useful for strengthening perception, memory, attention, and fine motor skills of the hands. Teach your child to pay attention to how words sound - invite him to clearly repeat words, both Russian and foreign, familiar and unfamiliar (“electrification”, “magistracy”, etc.). Learn poetry, tongue twisters and write fairy tales with him. Ask them to repeat the text they heard by heart and retell it in their own words. Remember collective games like “The lady sent a hundred rubles”, “I was born a gardener...” - they develop voluntary action, concentration, and enrich children’s speech reserves.

It is very useful to remember various objects, their quantities and relative positions; Draw your child’s attention to the details of the landscape and surroundings. Don’t forget to often ask him to compare different objects and phenomena - what they have in common and how they differ. Encourage your child to memorize a sequence of numbers (for example, telephone numbers). Labyrinth games in which you need to “trace” a character’s path, as well as a task to compare two almost identical drawings, are a good way to stimulate the development of concentration.

Do not neglect activities that develop and strengthen small hand movements: modeling, drawing, appliqué, playing with construction sets like LEGO - all this creates the prerequisites for the formation of good handwriting and contributes to the development of the child’s thinking. Use available tools - you can separate peas from corn or beans, sort buttons, arrange matches.

And, no matter how your child’s objective progress progresses, try to create a healthy mood before school, in which he would strive for knowledge, not be afraid of bad grades and be confident that, whether he is an excellent student or a poor student, he is still your favorite!

The article uses materials from the website “Workshop for Parents”

Tags: preparation for school, test
School readiness test

I suggest testing your child to determine his readiness for school. The test questions may seem too simple to you, but in fact, this test can reveal your shortcomings in the process of your child’s education.

Will your child be able to immediately name his father's last name and patronymic? And explain why it snows in winter and not in summer? Try it, the test is small, but in some ways very interesting.

How to test? Read the question to your child and note whether he answered correctly or not. At the end of the test, count your scores.

If you have the patience and complete the test, your feedback on the result will be very interesting.

The child must answer the following questions:

1. State your last name, first name, patronymic.
2. Give the last name, first name and patronymic of your father and mother.
3. Are you a girl or a boy? Who will you be when you grow up - an aunt or an uncle?
4. Do you have a brother, sister? Who's older?
5. How old are you? How much will it be in a year? In two years?
6. Is it morning or evening (afternoon or morning)?
7. When do you have breakfast - in the evening or in the morning? When do you have lunch - in the morning or in the afternoon?
8. What comes first - lunch or dinner?
9. Where do you live? Give your home address.
10. What does your dad and your mom do?
11. Do you like to draw? What color is this ribbon (dress, pencil)
12. What time of year is it now - winter, spring, summer or autumn? Why do you think so?
13. When can you go sledding - in winter or summer?
14. Why does it snow in winter and not in summer?
15. What does a postman, a doctor, a teacher do?
16. Why do you need a desk and a bell at school?
17. Do you want to go to school?
18. Show your right eye, left ear. What are eyes and ears for?
19. What animals do you know?
20. What birds do you know?
21. Who is bigger - a cow or a goat? Bird or bee? Who has more paws: a rooster or a dog?
22. Which is greater: 8 or 5; 7 or 3? Count from three to six, from nine to two.
23. What should you do if you accidentally break someone else’s thing?

Evaluation of answers

For the correct answer to all questions of one item, the child receives 1 point (with the exception of control questions). For correct but incomplete answers to subquestions, the child receives 0.5 points. For example, the correct answers are: “Dad works as an engineer,” “A dog has more paws than a rooster”; incomplete answers: “Mom Tanya”, “Dad works at work.”

Test tasks include questions 5, 8, 15,22. They are rated like this:

No. 5 - the child can calculate how old he is - 1 point, names the year taking into account the months - 3 points.

No. 8 - for a complete home address with the name of the city - 2 points, incomplete - 1 point.

No. 15 - for each correctly indicated use of school paraphernalia - 1 point.

No. 22 - for the correct answer - 2 points.

No. 16 is assessed together with No. 15 and No. 22. If in No. 15 the child scored 3 points, and in No. 16 - a positive answer, then it is considered that he has a positive motivation for learning at school.

Evaluation of results: the child received 24-29 points, he is considered school-mature,
20-24 - average maturity, 15-20 - low level of psychosocial maturity.

How do you know if your child is ready for school?
Many parents are in doubt at what age to send their child to school. At 6 or 7 years old? The issue is usually easily resolved if, at the time of September 1, the child has just turned, or will soon turn 7 years old. But what about “winter” children who can go to school at 6.5 and 7.5 years old? According to the law, a child can now go to school if he is 6.5 years old on September 1. True, there are children who were sent to school when they were not yet 6 years old, and there are those who started almost 8.

Situations in life are different. Someone is in a hurry and goes earlier, or, on the contrary, waits to get to the chosen teacher when he recruits first-graders. Someone finds other arguments.

What arguments do parents not give?

* I have a boy, he should join the army at 6 - he will have a year to enter college;
* why deprive a child of his childhood - let him go to 7.5;
* is it really possible to go so late, he already knows how to read, he will be bored in 1st grade;
* I already have him tall (small), he will be the biggest (small) in 1st grade.

There is also an opinion that you can send a child to school when his “sixes” - molars - grow. This means that the child’s bone tissue is sufficiently strong, there is enough calcium in the body, and the spine is ready for the increased stress that is inevitable at school.

All these arguments have a reasonable grain, but first of all you need to focus on the psychological readiness of the child, on the maturity of his nervous system.

After all, difficulties in learning can arise not only because the child does not understand a certain subject or because the teacher is bad, but because of restlessness and inattention. And this is not a prank on his part, but a psychological immaturity that arises as a result of the immaturity of certain mental processes.

The task of parents is to develop these mental processes for school so that the child is prepared for new events in his life. And all kinds of tests help to check your readiness for school, which we will talk about a little later.

Tests and exercises for future first-graders.

Exercise to develop voluntary attention.

The child is given a sheet of paper, colored pencils and asked to draw 10 triangles in a row. When this work is completed, the child is warned about the need to be careful, since the instruction is pronounced only once. “Be careful, shade the third, seventh and ninth triangles with a red pencil.” If the child asks again, answer - let him do as he understands. If the child has completed the first task, you can continue working, gradually complicating the tasks.

An exercise to develop observation skills.

Offer your child a game: “Look carefully around the room and find objects that have a circle or a circle.” The child names objects - a clock, the base of a pencil, a switch, a vase, a table: You can play this game in a competitive form for a group of children, and come up with similar tasks.

Memory development game.

This game can be played with your child, for example, during long trips. An adult starts this game and says: “I put apples in the bag.” The next player repeats what was said and adds something else: “I put apples and bananas in the bag.” The third player repeats the entire phrase and adds something of his own. You can simply add one word at a time, or you can select words alphabetically.

A game for training thinking and intelligence "How can this be used?"

Offer your child a game to find as many options for using an object as possible. For example, you name the word “pencil”, and the child comes up with how it can be used - write, draw, use it as a stick, pointer, doll thermometer, fishing rod, etc.

One of the most accessible and widespread methods for testing a child’s readiness to learn at school is the Kern-Jirasek test.
It consists of three tasks:
- draw a human figure;
- copy a short phrase;
- copy 10 points located one below the other at equal distances vertically and horizontally.
Prepare a blank sheet of paper, a pencil, and two cards with tasks. On one of them, with a black felt-tip pen (not very thick), you need to write the phrase “He ate soup”, the vertical size of the letters is 1 cm, and the capital letter is 1.5 cm. On the second card you need to draw 10 dots, the distance between the dots is vertical and horizontal - 1 cm, dot diameter - 2 mm. When completing the first task, tell your child: “Draw here (on a blank sheet) a man, an uncle, as best you can.” Children often ask a lot of additional questions; it is better to answer them: “Draw as best you can.” You can reassure your child if he is unsure.

After the child finishes drawing, you need to turn the sheet over and give the following task: “Something is written on this card, you don’t know how to write in written letters yet, so try to draw as accurately as possible at the top of the sheet” (the card with the task should be placed in front of child). Then have them draw dots at the bottom of the paper.

Each task is graded on a five-point scale, with 1 being the best grade and 5 being the worst.
Criteria for assessing the image of a person: 1 point is given when the figure has a head, neck, torso, arms and legs, hair on the head, eyes, nose, mouth on the face, there are signs of clothing, and 5 points when in the picture " something" cephalopod.
When evaluating a phrase, 1 point is given when the phrase is copied quite accurately, 2 points - the sentence can be read, 3 points - at least 4 letters can be read, 4 points - at least two letters are similar to the sample, the visibility of the letter is preserved, 5 points - scribbles .
When assessing the drawing of points: 1 point - fairly accurate reproduction of the sample, but it is possible to increase or decrease the figure while maintaining symmetry vertically and horizontally; 2 points - a slight violation of symmetry is possible, the image of circles instead of dots is acceptable; 3 points - a group of points does not correspond well to the sample, symmetry is broken, possibly a larger or smaller number of points; 4 points - the points are arranged in a cluster, but resemble any geometric figure; 5 points - doodles.

The scores for completing each task are summed up. A child ready for school usually receives from 3 to 9 points. As you can see, the range is quite wide, so don't worry if you don't think you can give an accurate rating. The Kern-Jirasek test gives an idea of the child's level of general development, spatial perception, copying abilities, as well as the degree of development of hand-eye coordination - all this is necessary when teaching a child at school.

A test that can be used to determine whether a child wants to go to school and what attracts him there:

1. If there were two schools - one with lessons in the Russian language, mathematics, reading, singing, drawing and physical education, and the other with only singing, drawing and physical education lessons - which one would you like to study in?
2. If there were two schools - one with lessons and recess, and the other with only recess and no lessons - which one would you like to study in?
3. If there were two schools - one would give A's and B's for good answers, and the other would give sweets and toys - which one would you like to study in?
4. If there were two schools - in one you can stand up only with the permission of the teacher and raise your hand if you want to ask something, and in the other you can do whatever you want in class - which one would you like to study in?
5. If a teacher in your class fell ill and the principal offered to replace her with another teacher or mother, who would you choose?
6. If there were two schools - one would give homework, and the other would not - which one would you like to study in?
7. If my mother said: “You’re still very young, it’s hard for you to get up and do your homework. Stay in kindergarten and go to school next year,” would you agree with such a proposal?
8. If your mother said: “I agreed with the teacher that she will come to our house and study with you. Now you don’t have to go to school in the morning,” would you agree with such a proposal?
9. If your friend (girlfriend) asked what you like most about school, what would you answer him?
Analyze your child's answers. For each correct answer, 1 point is given, for each incorrect answer - 0 points. If a child scores 5 points or more, we can safely say that he is internally ready for school.(END)
It would be good to observe how your child plays with children, whether he knows how to play “by the rules” not only with peers, but also with adults.

If the test results confuse you for some reason, seek help from specialists. Maybe there is a psychologist in your kindergarten who will answer all your questions and dispel your doubts. Now a network of psychological, medical and social centers is being developed in Moscow and other cities of Russia. Here, specialists will advise you free of charge, conduct qualified diagnostics, and determine your child’s level of preparation for school.

A humorous test for first-graders (the presenter reads the quatrains, first-graders say “and I” where appropriate.

All homework
I will do it clearly.
To class without being late
I'll come running in the morning.

I won't forget my pen at home
And a notebook and a pencil.
I forgot - I’ll cry
For the whole class, for the whole floor.

I promise in class
Don't make noise or chatter.
If I don’t know the answer,
I will raise my hand.

And during recess
I promise not to make noise
Don't knock down people or walls,
Don't push like a bear.

I will be clever, I will be brave,
I will play football.
So I'll be there every now and then
Hit the ball into the window.

I'll be smart and cheerful
Do good deeds
So that my home school
She accepted him as if she were her own.

Ready for school

Before we start talking about how a parent can check the level of readiness of a child, it is necessary to talk about certain rules.

1. All assignments must be offered in a relaxed atmosphere. It should be a game, or just some kind of everyday activity.
2. You should not tell your child that you are going to check him. He will close himself off. Or he will be too tense.
3. This is just an observation, so it may be extended over time. Don't rush him or yourself. Save your nerves with him.

So, let's start observing. When entering school, a preschooler must have a certain level of speech development. This is, firstly, vocabulary. Talk to your child. What parts of speech does he use? Are verbs, adjectives, and participles often present? What sentences does he use: simple or complex? Is his speech expressive? To do this, you just need to find an image of any plot and ask your child questions. It is advisable that the plot be unfamiliar. Ask your child who is shown in the illustration. What is he doing? What is he like? Why is he doing this? Why exactly does he do this? It’s great if the answers are not monosyllabic, the speech is expressive and literate.

It is interesting to watch how a preschooler copes with such a task. There is a drawing in front of him. It depicts two boys walking down the street. One of them is holding the ball. Both look upset. Invite your child to make up a story based on this picture. Help him if he finds it difficult. After all, the hardest thing is to start! Ask him questions that he must answer:
- what happened to the boys?
- why does one of them have a ball?
- why are they so upset?
- what's happening now?
- what does each of them think about, what does he want, what does he feel, what does he see, what does he hear?
- what will happen next?

This is an easy task. Moreover, it's interesting. The child will begin to fantasize and compose, and you will listen to him.

Secondly, reading. Every parent wonders whether a child should be able to read before school. If your child shows a desire to learn this, you can teach him the letters yourself or entrust the training to a professional. Nowadays it’s not so difficult: there are tutors, and often kindergarten teachers do this privately. You will be very lucky if your children's institution has regular classes for children. And yet, when you come to school, your child will definitely be asked if he can read. Remember that it is not speed that is being tested, but the way of reading (word, syllable, letter) and its consciousness. Does the child understand what he just read and is he able to answer the questions? Therefore, if reading is accessible to a preschooler, ask him to read to you, and then ask a few questions about the plot, ask if he liked what he read about, let him express his opinion.

We've sorted out the reading. Next, we plan to test the child’s mathematical abilities. Let's start, of course, with the count. Ask your child:
- count from 1 to 10;
- from 3 to 8;
- name the number that comes before 5;
- name the number that comes after 4;
- name a number that is between 5 and 7.

The following questions may be useful: what numbers does the number 5 consist of? what number is 1 more than 6; How much more is 5 than 3? The scheme is clear, we are just playing with numbers. Offer to solve a simple problem: Olya has a doll, and Sasha has a car. How many toys do the guys have in total? Katya ate an orange, a pear and an apple. How much fruit did the girl eat?

These are basic tasks, you can complicate them. The following tasks will also be interesting:
- How many bears did Masha meet in the forest?
- How many dwarves did Snow White meet?
- How many animals lived in the mitten?

Remember fairy tales and cartoons. Come up with questions with the word "how much". And also don’t forget that you can catch your baby with puzzles and jokes:
There were three nests on the tree. There is a puppy in each nest. How many puppies were in the nests?
One crow has three wings, and the other has one wing more. How many wings does the second crow have?

Invite your preschooler to create the problem himself. It will be difficult for him at first. Maybe you can do this together. And then you can simply set the number. The child’s task will be to come up with a story with a question. If he does not understand the word “problem”, then use the term “mathematical story”.

Test your child's logical thinking. Sample tasks can be of the following type:
- squirrel, hedgehog, bear;
- January, July, June.

Now try to answer these questions:
- Does the child listen to instructions carefully?
- Does he understand the conditions of the task?
- Is he focused in his work?
- Can it work according to the model?
- Are you worried?
- When encountering difficulties, does he overcome them or give up what he started?

The answers to these questions will indicate psychological readiness for school.

There are also standard tests to determine the level of readiness.

1. Sorry to draw a little man: “Take a piece of paper and draw a little man. Decide who it will be: a boy, a girl, an uncle, an aunt.” Ideally, this should be a picture of a human figure that has all the parts: ears, eyes, mouth, torso, neck, hands with fingers, legs, the lower part of the body is separated from the upper. The fewer details, the more primitive the drawing.

2. Write the phrase in written letters on an unlined piece of paper: “She was given tea.” The instruction could be as follows: “Look carefully at how the letters are drawn here, try to write them exactly the same way.” The highest score can be given when you see complete similarity between the letters and the sample. Of course, the letters may differ from the original, but not more than twice. And also the child must show that he saw a capital letter that will be higher than the rest.

3. Using a compass, draw a circle on a sheet of paper with a diameter of approximately 2.5 cm. Ask the child to carefully trace it along the contour without lifting his hand. If this task is completed successfully, you will see an exact reproduction of the sample. Observe how gross mistakes were made in this work.

Your baby is going to school. If you see that many things are difficult for him, and even more so he has no desire, you should not force him. In the end, he's just not ready. This is what we wanted to find out. But we’ll talk about what needs to be done to make it ready a little later.

And please do not forget that your child may not be ready for school based on purely physiological criteria. Many people try to send their child to school when he reaches six years old. But think about it: will he be able to withstand the training load? But for him it will be great. Healthy children do not always cope with it. Answer yourself this question: does the child have chronic diseases, has he suffered from serious illnesses this year. Does he get sick often? If you answer positively, then there is no need to rush. Consult your pediatrician. Wait another year, you have it.

For the first time in first class

If this soon affects your baby, then it won’t hurt to work with him. How? For example, test whether a 5-6 year old child can answer the following questions?

What time of year does it snow?
What time of year does leaf fall?
What time of year does ice break out?
What time of year is it midday?
What time of year does it rain?
What time of year is there a thunderstorm?
At what time of year do leaves appear on trees?
At what time of year do birds build nests?
At what time of year do chicks hatch?
At what time of year is day equal to night?
At what time of year can you see dew?
What time of year does hail occur?
At what time of year does frost occur?
What time of year do snowdrops grow?
What time of year is the sleigh ready?
What time of year is the cart prepared?
At what time of year is the river covered with ice?
At what time of year do animals molt?
What time of year are winter crops sown?
What time of year is the harvest done?

What are they made from?
(Possible correct answers are given in brackets.)
What is made from flour? (bread,...)
What is made from milk? (cottage cheese,...)
What is made from sheep and goat wool? (wool threads,...)
What is made from wool threads? (socks,...)
What is made from sand? (glass,...)
What is made from clay? (brick,...)
What is made of metal? (tools,...)
What is made from oil? (petrol,...)
What is made from cotton? (textile,...)
What is made from wood? (furniture,...)
What is made from sunflower seeds? (sunflower oil,...)

What are they doing with what?
Sand is poured, and water...
The table is set, and the bed...
The cutlets are fried, and the soup...
Flowers are watered with water, but fire...
They put a thread into a needle, and a nail into a wall...
The water can be spilled, but the peas...
The table can be broken, but the glass...
The hay is cut, and the hair...
The threads are spun, and the canvas...
The dress is being sewn, and the scarf...

Play the game "Speak Correctly" with your child. Which word in the sentence is superfluous, unnecessary? How to correct a sentence so that it becomes literate?
Old people lived in the village.
(Old people lived in the village. Old people lived in the village.)

The carpet was covered in dust.
(The carpet is covered in dust. The carpet is dusty.)

Petya designed the glider structure.

Mom added salt to the soup.

Little kids are walking in the garden.

By spring the greenery has turned green.

Yura had a young kitten.

Grandma melted the greasy fat.

Linden smells like honey.

The soldiers spent the night in a dugout.

Tolya asked the teacher a question.

Dunno was a lazy lazybones.

I have a piece of wood.

Anton tried sour citric acid.

The light came on in the room.

Sasha has a birthday in July.

His comrades came running to help the brave man.

I saw this apartment with my own eyes.

Valera told an interesting story.

The baby was trembling and whispering in a whisper.

Grandpa was a grumpy grump.

My brother and I love to celebrate holidays.

The store sold sweet treats.

The crow pecked the impudent cat with its beak.

There were white daisies in the meadow.

A round ball rolled across the room.

The cat left a scratch on my hand.

In the drawing Olya drew a forest.

What a beautiful beauty!

I love watching the morning sunrise.

There were blue cornflowers on the field.

Tourists always have a spare supply of water.

Camels wandered in the desolate desert.

Vova Vladimirov was a sleepy sleepyhead.

Yesterday we did a lot of shopping.

The student learned a lot during the year.

The cat has blue eyes.

The old man tied a bunch of firewood.

Everyone admired the hero's heroic deed.

Suddenly a signal sounded.

Apples hung on the branchy branches.

Near the hen, yellow chickens were turning yellow.

We sent a written letter.

The clown was a merry fellow.

If your child finds it difficult, try looking for answers together. And after a few days, ask some of these questions again.
This activity broadens your horizons and trains your memory.

Is your child ready for school?

The wide range of individual variations in the pace of development of children leads to the fact that the calendar (passport) age of the child and the level of his morphofunctional development (biological age) can diverge quite significantly. Meanwhile, for carrying out social, pedagogical and therapeutic activities with a child, it is often much more important to focus on his individual level of morphofunctional maturity than on calendar age. A biologically more mature child can more easily cope with physical and mental stress, adapts more easily to new conditions, including school, is less sensitive to stress, to childhood infectious agents, etc.

Knowing the degree of biological maturity of an organism is necessary for many practical purposes. Therefore, simple criteria have been developed that, with a certain degree of probability, can characterize the biological age of a child.

Half-height leap - morphological criteria

1. Body proportions and growth rates

The simplest, but also the crudest way to assess biological age is by body proportions. It should be emphasized that individual body length or weight, as well as the size of any part of the body, cannot be used as criteria for biological age. So, for example, the tall height of a child can mean not only that he is developing faster than others (this is exactly what we have to find out) or that he will become a tall adult and is already ahead of his peers. Another thing is the proportions of the body, taking into account the ratio of the degree of development of its individual parts: head, torso, limbs. At the same time, such an assessment can only give a very rough, approximate result. Therefore, based on body proportions, a child can only be classified into one or another age group, and its range is quite wide.

The easiest way to assess the degree of biological maturation of an organism is by changes in body proportions during periods of growth spurts. Thus, in preschool age (usually 5–6 years old), children experience the so-called “half-height growth spurt.” In order to find out whether the half-height leap has already passed or not yet, you need to conduct the Philippine test (first used by anthropologists when examining a large group of children in the Philippines). You need to ask the child to touch his left ear with his right hand, moving his hand above his head. This does not cause any difficulties for an adult, nor for schoolchildren, but a 4-5 year old child, it turns out, cannot do such a simple thing: his arms are still too short. A half-height leap consists of a significant lengthening of the arms and legs. The result of the Philippine test quite accurately characterizes the biological age of the child, since it reflects not just the characteristics of skeletal development, but something much more important - the degree of morphofunctional maturity of the body. This is primarily due to the level of maturation of the nervous system and the ability of the brain to perceive and process information. It is not for nothing that the Philippine test is often considered as one of the main criteria of “school maturity”, that is, the readiness of the child’s body for the difficult process of schooling. Physiologists and hygienists have firmly established that if a child begins to attend school before he has passed his mid-growth leap, this has a sharply negative effect on his health, primarily mental, and extremely rarely brings success in learning.

The age at which this half-growth leap occurs can vary significantly. For some children it is completed by the age of 5, for others only after 7 years. It is clear that at this age, a difference of two years is a lot. But such diversity is normal; the acceleration or deceleration of the pace of physical development in itself does not give any cause for concern; it is important that this development be harmonious. And it is also important that parents understand the degree of maturity of their child and do not make demands on him that he cannot cope with due to his level of biological maturity. Haste in education and training is destructive. Very little time will pass - and the child will reach the next stage in development, at which, perhaps, he will quickly catch up and surpass his peers who were ahead of him for a short time. If you use violence and force a child to do something for which his body is not yet ready, you can cause irreparable damage to the body and psyche.

Half-height leap – physiological consequences

The midlife leap is one of the important critical periods in a child’s life, during which many of the body’s functions change qualitatively. At the same time, the physiological consequences of a half-height leap are very simple: the body becomes more reliable in the biological sense, and therefore more efficient. From a physiological point of view, we can generally talk about performance only after completing the half-growth leap. Before this, the child does not yet have true working capacity (neither mental nor physical). After all, the basis of performance is such an organization of nervous, energetic and other processes that is capable of ensuring work in a “stable mode”. There is no need to talk about any stable regime before the half-growth leap - the cells of a child’s body under 6 years old are simply not suitable for this. But after the half-height leap is completed, the child has real functional capabilities for assiduous, fairly long-term work at an even pace (of course, still small ones - they will quickly but unevenly increase as they grow older, but the foundation has already been laid).
Ready for school. What is this from a physiological point of view?

So, school readiness has biological, psychological and social aspects. We consider only biological ones, in particular morphological and physiological ones.

Morphologically, the child must be of sufficient size to fit at the desk (desk). His proportions should correspond to the motor tasks that he will have to solve during the learning process, and should also reflect the fact that the half-height leap has already passed.

The physiological systems of the body must acquire properties that ensure the necessary level of reliability, that is, the child’s legal capacity under moderate mental and physical stress. The nerve centers that control various activities must mature. In particular, the ability for fairly fine coordination of movements is a property of the nervous system that is realized only at a certain level of its maturity. It is with these abilities that learning to write is associated. And finally, qualitative changes must occur in metabolic processes, thanks to which the child approaches an adult in his internal sense of time. The fact is that our “internal clock” does not work from a spring or battery, but from those biochemical reactions that occur continuously in the cells of our body. So, in children before the half-height leap, the speed of these reactions is much higher than in adults. Therefore, they cannot do the same thing for a long time, and it is difficult for them to sit in class, even if it is shortened to 30–35 minutes. Children acquire a new quality in this regard precisely at the age of 6–7 years, and this is very important in order to successfully organize joint activities between adults and children.
Criteria for a child's readiness for school

Morphological:
absolute body dimensions (weight not less than 23 kg);
body proportions (Philippine test);
change of teeth.

Physiological:
motor skills (the presence of a flight phase when running; the ability to jump; the ability to throw);
performance (perseverance; the ability not to be distracted while performing a specific task for at least 15 minutes);
the sense of time (depending on the speed of metabolic processes) must approach that of an adult - otherwise the child and the teacher live, as it were, in different dimensions.

What to do if a child is not physiologically ready for school at 6 years old?

The answer is simple and unique: wait! But do not sit idly by, but work with the child, stimulate the development of those systems and functions that have already matured or have begun to mature. But under no circumstances should you get ahead of yourself or try to create something that is not yet functionally ready. There is no point in planting an immature seed in the ground - nothing will grow from it. And a child is the same biological object and is subject to the same laws of nature. He is capable only of what he is ripe for!

Is the school ready to accept a 6-year-old child?

Is the school ready to offer the student conditions that would not hinder his development? Didn't create continuous stress? Didn’t you overload him physically, emotionally, mentally? Wouldn’t they place increased demands on the still fragile systems of immunity, digestion, excretion, and on the child’s psyche?

Public schools are clearly not ready for this yet. Including because teachers, as a rule, do not know (and do not understand that they are required to know) age-related physiology. They believe that a child is a small and weak adult, but this is absolutely not true. A child is a fundamentally differently structured organism that needs our care, but has its own means to overcome difficulties in its life. A child is not “preparing for adult life”, a child is already living a full life every day, every second, and this must be treated with full understanding and respect.

What a teacher should know

The teacher must know that a child grows not because he is raised, but because such is his nature. Growth is always change, and quantitative changes inevitably turn into qualitative ones. Development is a process that is extremely difficult to accelerate, but it can be slowed down, especially if you overload a child with tasks that are not appropriate for his age. At each stage of development, the child has his own priorities, and they may not coincide with what is presented to the main teacher. And in this case, the child is right, not the teacher, since the teacher invented his truth, and the child knows it instinctively. From birth, a child is always worthy of the highest respect simply because he lives in this world, so little adapted for him, and tries to adapt to it, and spends on this the entire modest reserve of his biological and mental strength.

What to explain to parents

If a child develops more slowly than others, this may mean that he will go further than others: “the slower you go, the further you will go.” Many of the greats were infantile in childhood, and only a few child prodigies achieved anything worthwhile in adulthood. Rapid development does not mean that everything in the body is good. It only means that this is the nature of this young creature. Rapid development creates many problems, and only a few are able to cope with them with dignity. On the contrary, slow development is a softer, more delicate, gentle regime, but in both cases respect and care are required from parents. And (obligatory!) you need to humble your pride in relation to the child: the child does not owe anything to his parents, he lives his own life, and no one has the right to interfere with it for the sake of any goals or ambitions. The life of a child in a family must be organized with dignity - and this is the main thing that is required of parents.

Of course, parents with children of “preschool” age are interested in knowing whether the child is ready for school or not. And here it is not only the knowledge and mental abilities of the child that are important, on which parental attention is mainly focused. Of no small importance is child's psychological readiness for school. Agree, if a child really wants to learn, but when he comes to class, he cannot find a common language with his peers, his motivation will quickly dry up. The same thing will happen if the child is not ready to carry out certain commands, contrary to his wishes. Consequence psychological unpreparedness of the child for the educational process may be a long recovery with a school psychologist. Check how ready your child is for school using the tests below.

Child's motivational readiness for school

If, based on the test results, you discover that the child has weak and inaccurate ideas about school, you will need to work with him to build motivation.

Test: “Child’s motivational readiness for school» .

(according to T.D. Martsinkovskaya)

This test will allow you to understand your child’s internal position towards school.

There is no time limit for answers. Ask questions and record all the child’s answers on paper:

“Imagine a city with only two schools. I will tell you how these schools differ, and you must choose which one you want to study in.”

One school offers lessons in mathematics, singing, Russian, labor, drawing and physical education. At another school there are only lessons in singing, drawing and physical education.

In one school there are lessons and breaks. At the second school there are no lessons, there are only breaks.

In the first school, good answers are given marks of 5 and 4. And in the other they give candy and toys.

In one school you can do whatever you want, whenever you want. In another school you can’t get up from your desk without the teacher’s permission, and if you want to ask something you have to raise your hand.

In one school, the teacher assigns homework to the children. And in the other there is no homework.

In one school, the director replaces a teacher who falls ill with another teacher. In another school, instead of a sick teacher, a mother begins teaching the children.

In one school you can negotiate with a teacher, and he will teach you at home. You won't have to get up in the morning and go to school. In another, the teacher does not teach children at home; they must go to school.

Now imagine that your mother said: “You are still small, it will probably be difficult for you to do your homework and get up early in the morning. Stay in kindergarten for another year, and then you will go to school.” What would you answer?

If a boy you know asks: “What do you like most about school?”, how will you answer him?

Analysis of answers: The correct answer is 1 point, the wrong answer is 0 points. A child’s internal motivational attitude towards school is formed if, based on the results of his answers, he scored 5 or more points.

Test: “What type of motivation for school prevails in a child.”

1 question : Do you want to go to school?

A) Yes I want

B) No, I don’t want to

Analysis of the answer: Everything is simple here, either motivation is present or not. If the child chose answer "A"- continue the test. If selected answer "B" you need to analyze the reasons for the lack of desire.

2) Question: Why do you want to go to school?

A) This category includes all answers that contain external attributes: “I want, because I will have the same portfolio as Petya”; “I want to wear a nice school uniform, like an adult,” etc.

Analysis of the answer: Answer "A"- indicates that the child has external motivation. In the first grade, children study much more successfully if they have external motivation. This happens because the child’s wishes are realized, while at the same time the load on the intellect is still very small. Answer "B"- speaks about the child’s internal motivation. It will contribute to successful learning if the intellectual load is feasible for the child.

The child’s communicative readiness for school

With developed communicative readiness, the child is endowed with communication skills, a willingness to negotiate and cooperate. He is able to adhere to social rules.

Test: “The importance of communication and identifying sympathy for group members”

(Two Houses Methodology).

This test will reveal the attitude of a child (3.5-6.5 years old) towards individual people from his environment (family members, teachers, brothers and sisters, friends, etc.). For a more objective result, it is advisable that the test be conducted by a qualified psychologist, or at least not by parents. A prerequisite is that the test is carried out one on one (child + psychologist)

You will need a sheet of white paper, red and black markers.

The psychologist unobtrusively asks the child about his home: “What kind of house do you live in?”
The psychologist says: “Wonderful, let’s build another, wonderful and very beautiful house for you,” and draws a house on a piece of paper with a red felt-tip pen. During the drawing process, you need to constantly emphasize the attractiveness of the red house.
The psychologist suggests to the child: “Well, now we need to populate this beautiful house. Of course, you will be its first inhabitant, because we built it for you.” The psychologist writes down the child’s name next to the house. “Who else will live in this house? You can infuse it into whoever you want, both those who now live with you and those who live elsewhere. Infuse whomever you want.”
The psychologist writes down the name of each “new inhabitant” of the house under the child’s name. You can very gently ask who it is.
When 2-3 new residents appear in the house, the psychologist draws a black house next to it and says: “Someone probably won’t live with you in the red house, they also need to live somewhere. Let's put them in a house that will stand nearby." An important clarification - the black house is not characterized in any way in front of the child and is not described! It's just a neighboring house and it's no worse than red!
If a child does not move into the black house, the psychologist gently encourages him to do so: “Well, will the house remain empty?”
When the houses are already occupied, you can ask about some person who was forgotten (teacher, brother, etc.).
Then the psychologist says: “Let's see, maybe someone from the neighboring house wants to move to the red house to live. Who do you think this is?” Arrows on a piece of paper indicate “moving”.
“Or maybe someone wants to move out of the red house?” - says the psychologist and again marks “moving” with arrows.

Decoding test results not symbolic. Conclusions are drawn directly: people with whom the child sympathizes live in the red house, the child avoids the “residents of the black house” and is psychologically fenced off. When relocating “tenants” from one house to another, you need to take into account the child’s explanation or the wording of the question (whose desire influenced the relocation). The most important thing is where the child “settled” his parents, brothers and sisters. In which house is the teacher or educator located? And also whether the child’s peers are present in the red house.

Test: “Communicative readiness for school”

1 question: When can you get up during class?

A) When you are tired of lessons and want to play.

B) If the teacher asked a question, you raised your hand to answer and the teacher called your name.

2) Question: What questions can you ask your teacher?

A) Can I not do my homework?

B) Can I go to the toilet?

Analysis of answers to questions No. 1 and 2 : The child must understand that there are certain rules for behavior in class and communication with the teacher. If such an understanding has not yet been formed in the child, work needs to be done on social and communicative preparation for school.

3) Question: If a boy in the same class as you got a better grade than you, what feelings will you have?

B) In this category include answers that carry aggressive emotions: “I’ll hit”, “I’ll get angry”, “I’ll call him names”, “I’ll laugh at him”, etc. And also answers with suffering emotions: “I’ll pay”, “I’ll pout”, “I’ll be offended”, etc.

Analysis of answer No. 3 : Answer "A"- the most adequate reaction, indicating a weak or absent experience. Psychological resistance to the situation. Self-confidence and ability to dominate. The child is calm about school competition. Answer "B"- the child’s reaction is either actively aggressive (anger, irritability, hostility). Or passive-passive, in which the child has no desire to acquire new communication skills. There is a return to more familiar forms of behavior (a small child cries, is offended and complains).

When a child is prepared for learning and takes initiative in studies and extracurricular activities, he will not have any difficulties in studying and communicating with classmates. This article will help you prepare your child for school at home and determine his level of knowledge and motivational readiness.

Parents of future first-graders are concerned about the question: is their child ready for school? After all, it is very important not just to send your child to first grade, but to do it on time - when the child is ready to attend an educational institution morally and sufficiently developed for this.

An error in determining a child’s readiness can be costly: reluctance to attend an educational institution, refusal to study lessons, depression, uncontrollable behavior - all this will be demonstrated by a first-grader who finds himself at school at the wrong time. To avoid trouble and prevent psychological trauma in a child, parents should be very attentive to the issue of whether the child’s level of knowledge and skills corresponds to modern requirements.

Requirements for preparing a child for school: list

By now, a whole list of what a future first-grader should know and be able to do has been compiled:

Confidently state your last name, first name and patronymic
Your date of birth
Home address
Full name of mother and father (grandmothers, grandfathers and other relatives - optional)
Parents' place of work
Famous poets and writers in the country
Holidays
Distinguish between the concepts: “forward - backward”, “right - left”
Days of the week
Colors and shades
Seasons (with months)
Traffic rules
Distinguish between domestic and wild animals, call their babies
Name garden, forest, and wildflowers
Name migratory and wintering birds
Distinguish fruits from vegetables
Know the professions
Name the types of transport and the method of its movement
Retell what you heard
Anwser the questions
Make up a story based on a picture
Make up fairy tales
Reciting poems by heart
Describe from memory
Copy text and picture
Finish sentences
Find an extra object, picture, word, letter
Solve riddles
Count from 0 to 10 and back
Know the composition of numbers
Distinguish between the concepts of “more” and “less”
Know the shapes
Write in boxes
Know letters and distinguish them from sounds
Identify the first and last letter (sound) in a word
Choose words starting with the given letter
Read simple words and syllables
Know when a sentence ends
Trace along the contour
Hold a pen

Despite the fact that a child must learn many of the listed skills in elementary school, testing before entering first grade is carried out precisely on these points.

Cognitive interest, quick reaction, non-standard and logical thinking will be formed in a preschooler if you regularly conduct mathematical lessons with him in a playful way.

In order for these lessons to bring benefit and joy to the child, parents should take into account:

child's age
level of training
ability to concentrate
interest in classes

Math classes– these are not monotonous examples and problems. To interest a child and diversify mathematics lessons, the following types of tasks should be used when working with preschoolers:

problems with geometric shapes
math riddles
tasks are jokes
puzzles

IMPORTANT: Any task must be selected individually, taking into account its degree of complexity and the child’s level of development.

Math games

"Houses". Draw 3 three-story houses, each on a separate sheet. Draw 3 windows on each floor. Randomly draw curtains in some windows. Tell your child that people already live in apartments where there are curtains. Ask him to move people onto the remaining floors so that each floor has an equal number of residents. Let him himself complete the colorful curtains in the windows of the apartments where he placed people. Then ask them to count which house has more residents.

"Drawings from geometric shapes". Draw any geometric shape on the sheet. Ask your child to come up with a drawing using the suggested figure. If the child does not understand the task, show, for example, how easily a circle can turn into a sun, a snowman or a car wheel.

"Connect the numbers." Ask your child to connect the numbers with lines. Explain that if he does this correctly, he will see the drawing. For younger children, use pictures with numbers up to 10; for older children, use more complex pictures with numbers up to 30 or 50.

IMPORTANT: Group classes increase the child’s interest in what is happening. The sense of competition, strongly developed in preschool age in most children, will not allow the child to be distracted.

Game "Connect the numbers"

Fun math questions and problems:

How many legs do three cats have and how many legs do two birds have?
How many ears are there in two mice?
Mom Natasha has a daughter Masha, a cat Fluff and a dog Druzhok. How many daughters does mom have?
What is heavier: 1 kg of stones or 1 kg of fluff?

The hare has five hares

They are sitting on the grass with their mother.

Another hare has three

They're all white, look!

What is three and five?

Pears fell from the branches to the ground

The pears cried, tears dropped

Katya collected them in a basket

I gave everything away to my friends in kindergarten:

Two for Pavlushka, three for Seryozha,

Marinka and Arinka,

Masha, Nadya and Oksana

And one thing, of course, for mom.

Calculate quickly

How many are Katya's friends?

Five geese were flying in the sky

The two decided to have lunch

And one is to take a break.

How many hit the road?

Mother hen brought

Seven chickens go for a walk in the garden.

All chickens are like flowers.

Five sons, how many daughters?

Four blue plums

They hung on a tree.

The children ate two plums

How many didn’t make it?

IMPORTANT: Encourage your child’s interest in such tasks, praise if he tries to come up with similar problems on his own.

Preparing for school: developmental reading tasks for children

Reading– one of the most important disciplines. The better a child learns to read, the easier it will be for him to study at school. The purpose of training— explain to the child the principles and rules of reading, get the preschooler to confidently read letters, syllables and short words.

IMPORTANT: Due to the fact that information is perceived by young children somewhat differently than by adults, reading training should only be carried out in a playful way.

Child Reading Plan simple enough:

Teach your child the letters in this order: all vowels, hard voiced consonants, voiceless and hissing consonants.
Achieve quick and error-free identification of letters.
Teach your child to read sounds, that is, to pronounce the letters he already knows together. Start with syllables that are easy to read and pronounce (na, ma, la, yes) and gradually move on to more complex ones (zhu, ku, gu, fo).
Proceed to reading short words consisting of several simple syllables (ma-ma, ba-ba, o-la, cat, house).
Every day make the task a little more difficult, introduce a few difficult words.
When your child learns to read words, move on to reading short sentences.
After your child learns to read in sentences, you can use various developmental tasks in teaching.

IMPORTANT: During classes, ensure the purity of pronunciation of sounds, explain at what point in the sentence you need to pause between words.

Game "Find the word". Invite your child to find a specific word in a small unfamiliar text. Moreover, this must be done within a certain time (for example, one minute).

“Loudly, quietly, to myself”. Ask your child to read either quietly, or loudly, or to himself. According to your instructions, he should switch from one type of reading to another as quickly as possible. Make sure that the pace of reading does not change.

"Syllables on cards". Write the syllables on the cards so that they can be used to form words. Ask your child to help the lost syllables find their friends and form words. Play the game daily, gradually adding new syllables.

"Vowels consonants". Have the child name or write as many consonant letters and then vowels in 30 seconds.

"Answers on questions". Prepare a few simple questions based on the text. Encourage your child to find answers to these questions while reading the text.

"Reading with interference." Teach your child to read regardless of the environment. Turn on music or TV for a while while reading. Ensure that the child continues to read without paying attention to the change in background sound.

"Letter size." Reading texts with different fonts should not be a problem for a child. To do this, encourage him to print and read letters of different sizes on his own every day.

“Words are shapeshifters”. Show your child words that change their meaning when read backwards: “cat - current”, “cart - call”, etc. Explain that you should always read from left to right.

"Reading Through Gritted Teeth". Complicate the usual daily reading with an unusual fun task: the child must read without opening his teeth. After reading the text, you need to retell it.

"Missed a letter". Write 5 - 10 words familiar to him, missing one letter in each of them. Ask your future first grader to fill in the missing letters in the words.

"Similar words." Write several pairs of words that are similar in spelling but different in meaning: “cat - whale”, “hand - river”, “house - smoke”. Ask your child to read the pairs and explain the meaning of each word.

"Read in a minute". Invite your child to read the same text “at speed” every day. Notice that every day he reads faster and more clearly, and moves further in the allotted minute. For clarity, it is better to use an hourglass.

Sometimes children have difficulty completing developmental reading tasks. This happens for the following reasons:

Uncertainty. To make sure that a syllable or word is read correctly, the child rereads it several times in a row.
Distracted attention. Preschoolers quickly lose interest in what they consider boring activities.
Lack of concentration. The child cannot perceive the entire word, but concentrates attention only on the first few letters or syllables.
Small vocabulary. The child pronounces unfamiliar words hesitantly when reading.
Bad memory. The child does not remember letters, sounds, and forgets the principle of formation of syllables and words.
Disorders of the speech apparatus, chronic diseases of the ENT organs (otitis media, enlarged tonsils).

Video: How to teach a child to read?

Preparing for school, developing writing assignments for children

The greatest difficulties for all first-graders, without exception, arise when completing graphic tasks. This happens for three reasons:

lack of child interest
immaturity of the hand muscles
inexperience

To facilitate the process of mastering writing at school, parents should start working with their child from an early age. Game educational tasks will help to interest the preschooler.

"Labyrinth". Invite your child to find a way out of the maze for a mouse running away from a cat, or a bunny that has fallen behind its mother. Using a pen or pencil, you need to show the animal the right path.

“Complete the drawing.” Draw a bouquet of flowers and invite your child to finish drawing a vase for the bouquet, let him put fish in an empty aquarium, or draw a door in the house. The more similar tasks a child completes, the more confident he will be in holding a pencil.

"Drawing by dots". Ask your child to connect the dots to make a drawing. If your child has difficulty completing this task, prompt him.

"Hatching". Ask your child to do any exercises where you need to shade the drawing. These tasks are required to practice graphic movements. During execution, make sure that the lines are directed from top to bottom, from left to right.

IMPORTANT: The development of fine motor skills in children is facilitated by modeling, games with mosaics, construction sets, beads, and finger gymnastics.

When your child learns to confidently hold a pencil in his hands, encourage him to trace along the dotted line. You can immediately trace funny children’s pictures, then the letters or their elements.

Preparing for school: developmental tasks for children's speech development

You can easily and naturally develop your child’s speech with the help of fun tasks and exciting games.

"Impromptu". Prepare 5 - 7 cards with situations or actions familiar to the child depicted on them. Place the cards face down in front of your child. Invite him to choose any card and ask him to come up with a story based on it. To make it interesting for the child, you can involve other family members in completing the task and organize a competition for the best story.

"Associations". Show your child a picture that depicts some action familiar to him (birds fly south, a woman buys bread, children go to kindergarten, etc.). Ask your child to name the words that he associates with the image in the picture.

Adjective game. Ask your child to form adjectives from the words provided by answering the questions: “which”, “which”, “which”?

Light (light, light, light)
Home (home, home, home)
Wood (wooden, wooden, wooden)
Iron (iron, iron, iron)
Snow (snowy, snowy, snowy)
Sand (sandy, sandy, sandy)

Synonyms and antonyms. Ask your child to choose words that are similar and opposite in meaning to randomly chosen adjectives.

Regular speech therapy exercises will help achieve purity of pronunciation of sounds:

"Angry cat". The child's mouth is open, the tongue rests on the lower teeth, while it is arched the way a cat arches its back when it is angry.

"Pencil". Place the pencil in front of the child, at the level of his lips, on any hard flat surface. Ask the child to place the edge of the tongue on the lower lip and in this position blow strongly on the pencil. The exercise is considered completed if the pencil rolls.

"Nut". The child rests his tongue first on the right cheek, then on the left. At the same time, the mouth is closed, the muscles of the cheeks and tongue are tense.

"Snake". The mouth is open. The child extends and hides his tongue so that it does not touch either his lips or teeth.

"Watch". The child's lips are parted and smiling. The tip of the tongue touches either the right or left corners of the lips.

"Toothbrush". Use the tip of your tongue to imitate the actions of a toothbrush. Thus, it is necessary to “clean” the lower and upper teeth, inside and out. In this case, it is important that the lower jaw remains motionless.

"Fence". The child shows a “fence” of teeth for 10–15 seconds, smiling as widely as possible to do this.

IMPORTANT: If you cannot correct the pronunciation of some sounds on your own, parents should contact a speech therapist.

Preparing children for school at home: educational games

Home preparation for school involves systematic parent-child activities. It is important to devote at least a few hours a day to your preschooler, turning everyday activities and regular walks together into exciting games. Parents should show their imagination, find an individual approach to their child, and act according to his interests.

Here are just a few options for joint educational games with a preschooler:

“Give me the number.” While walking, ask your child to name the numbers of houses and passing vehicles indicated on the signs.

“How many trees?” Together, count all the trees that come your way during your walk. You can also count cars passing by, all of them or a certain color (size, brand).

"Who switched places?" Place 8 to 10 soft toys in front of your child, ask him to look at them carefully and then turn away. At this time, swap a few toys. When the child turns around, let him try to guess who switched places.

"Favorite cartoon." Watch his favorite cartoon with your child. Ask questions about its content, ask your child to tell you what it is about.

"A Tale for Grandmother". Read a fairy tale to your child. Ask to tell your grandmother (dad, aunt, sister) what this fairy tale is about, describe the characters, their appearance and character.

Regular modeling, drawing, playing puzzles and mosaics will captivate the child and, at the same time, contribute to the development of fine motor skills of the fingers.

IMPORTANT: Don’t rush your child, don’t get angry if he doesn’t succeed in something right away. Educational games should not only educate the child, but also become entertainment for him.

Preparing children for school at home: developmental exercises

Developmental exercises with preschoolers can be performed not only in a notebook, sitting at a desk, but also on the street. Outdoor lessons will appeal to every child and will be remembered for a long time.

"Seasons".

Take a walk with your child autumn alley. Show your future student the colorful leaves of different trees. Tell us about the seasons and the changes in nature that occur with the onset of autumn, winter, spring and summer. Let your child choose a few beautiful leaves and keep them at home, between the pages of a thick book. When the leaves are dry, have your child trace them on a piece of paper and color them.
IN snowy winter days go out together to feed the sparrows and titmice. Tell your child about wintering and migratory birds. At home, ask to draw the birds you liked the most.
in spring Show your child the first flowers to bloom. Tell us that there are wildflowers, forest flowers, and garden flowers. Ask to perform a sound analysis of the words: “rose”, “snowdrop”, “buttercup”, “forget-me-not”.
During summer walks Draw your child's attention to the increase in temperature outside. Explain that there are summer and winter clothes. Have your child name the clothes to wear in summer, autumn, winter and spring. At home, ask your child to draw summer.

"Applique of cereals and pasta". Invite your child to make an applique using rice, buckwheat, pasta, semolina, peas and other cereals. Such exercises are good for developing fine motor skills. Use PVA glue in your work.

"Snowflakes". Teach your child to cut out snowflakes. On a sheet of paper folded 4 and 8 times, ask him to cut out different geometric shapes. Unfold the snowflakes and evaluate the result.

"Fruits and vegetables from plasticine." Show your child how you can easily mold fruits and vegetables from multi-colored plasticine. The child must immediately roll the ball and turn it into the desired fruit or vegetable. The easiest way to make a bunch of grapes, beets or carrots is a little more difficult.

Developmental lesson “Seasons”

Psychological and emotional preparation of children for school: tasks, games, exercises

The onset of school life means that the preschool period is over. Children have to quickly adapt to new conditions, get used to the academic load, and get to know teachers and classmates.

To make the adaptation period as easy as possible, parents and teachers try to prepare the child for the upcoming changes in life. Group games and exercises are most successful.

"Same color". Two groups of children need to find the largest number of objects of the same color in 10 seconds. The group that finds the most items wins.

"Magic Circle". Children are asked to trace a circle according to the template and complete any geometric shapes to create a drawing. When everyone has completed the task, the teacher organizes a drawing competition.

"Repetitions." In a group of children of 5 - 7 people, a leader is chosen. The leader comes forward and shows the children any pose. Children try to copy this pose. The new leader becomes the one who managed to cope with the task better than others.

"Not really". Instead of answering “yes” or “no” to the questions proposed by the teacher, a group of children clap or stomp. You need to agree in advance with the guys that “yes” means clapping, and “no” means stamping your feet. Questions can be chosen arbitrarily, for example:

“Do flowers grow in the field?” and “Are flowers flying in the sky?”
“Is the hedgehog carrying an apple?” and “Does a hedgehog climb trees?”

"Meow, woof." Children sit on chairs. The presenter walks next to the children with his eyes closed, then sits in the arms of one of the sitting children and tries to guess who it is. If the leader guessed right, the child says “meow”; if he made a mistake, he says “woof”.

IMPORTANT: Such activities and games help to develop communication skills in preschoolers, develop confidence in their own strengths and capabilities, adequate self-esteem, and independence.

You can independently determine whether a child is ready to enter school using a few simple tests, the results of which can be completely trusted.

Test “Drawing a school”

Give your child a sketchbook and colored pencils. Ask your future first grader to draw a picture of their school. Don’t give your child any hints, don’t help, don’t ask leading questions, don’t rush. Let him independently depict on paper the school that seems to him.

plot
drawing lines
color spectrum

Plot:

2 points– the school is located in the center of the sheet, the picture also contains decorations and decor, trees, bushes, flowers around the school, students and (or) teachers going to school. It is important that the picture depicts the warm season and daylight hours.

0 points– the drawing is asymmetrical (the school building is located close to one of the edges of the sheet), there are no people in the drawing or sad children leaving school are depicted; It’s autumn or winter outside, at night or in the evening.

1 point

Drawing lines:

2 points– the lines of objects are without breaks, carefully drawn, smooth and confident, and have different thicknesses.

0 points– the lines are unclear, weak or careless, the drawing is sketchy; double or broken lines are used.

1 point– the figure contains elements of both characteristics.

Color spectrum:

2 points– predominance of bright and light colors.

0 points- drawing in dark colors.

1 point– the drawing contains both dark and light colors.

The sum of points indicates the child’s readiness for school:

5 to 6– the child is ready for school, he has a favorable attitude towards the learning process, and will interact with teachers and classmates.

0 to 1– the child is not ready for school; strong fear will prevent him from studying normally, communicating with classmates and the teacher.

It will help to determine whether the child is focused on attending school, the educational process, and whether he sees himself as a schoolchild in the near future. Nezhenova test.

IMPORTANT: This test should only be used with children who are already attending preparatory courses at school or are well acquainted with the learning process.

For each of the questions presented, there are three possible answers: A, B, C.

A– focus on learning, worth 2 points

B– orientation towards learning is superficial, not fully formed, attracted by the bright external attributes of school life – 1 point

IN– there is no focus on school and learning, the child prefers extracurricular activities – 0 points

Ask your child the following questions, asking you to choose an answer from three options:

Do you want to go to school?

A - yes, very much

B – not sure, don’t know, doubt

B – no, I don’t want to

Why do you want to go to school, what interests you there?

B – I want someone to buy me a nice briefcase, notebooks and uniform, I want new textbooks

B – school is fun, there are breaks, I will have new friends, I’m tired of kindergarten

How are you preparing for school?

A – I learn letters, read, write copybooks, solve examples and problems

B – parents bought a uniform, briefcase or other school supplies

B – I draw, play, sculpt from plasticine

What do you like about school?

A – lessons, classroom activities

B – changes, teacher, new desks, type of school and other things that are not directly related to the process of learning and gaining knowledge

B – physical education and (or) drawing lesson

If you didn't go to school or kindergarten, what would you do at home?

A – read, wrote letters and numbers, solved problems

B – played with construction sets and drew

B – looked after a cat (or other pet), walked, helped mom

0 – 4 – the child does not realize that he will go to school, does not show interest in the upcoming education

5 – 8 – there is a superficial interest in the learning process, this is the initial stage in the formation of the student’s position

9 – 10 – the attitude towards school is positive, the child feels like a schoolchild.

Diagnostics of children’s general preparation for school: tests

Diagnosis of children's general preparation for school is carried out by a psychologist using special tests. Here are some of them:

Test "Yes - No". The psychologist asks the child to answer questions in any way, the main thing is that he does not use the words “Yes” and “No.” The child tries to find the right words and is focused on not breaking the rules, so his answers will be as truthful as possible.

Do you want to go to school?
Do you like fairy tales?
Do you like cartoons?
Do you want to stay in kindergarten?
Do you like to play?
Do you want to study?
Do you like to get sick?
You have friends?
Do you know what time of year it is?

When assessing the results, the teacher determines whether the answer satisfies the rules of the task. Answers: “yeah” or “nope” are not an error. One error = 1 point. All answers are correct – 0 points.

0 – 2 – attention is sufficiently developed

3 -5 - moderately or poorly developed

5 – 10 - poor, unsatisfactory attention

Determination of motivational readiness. The psychologist asks a number of questions, gives the child time to think and reason, and helps if difficulties arise:

State your name and age
First name, patronymic and last name of mother and father
Where do you live?
Name your family members
What interests you in your city?
What to do if you see a person who has fallen?
When do buds and leaves appear on trees?
Why is an army needed?
How and where do you cross the road? This is right?
How can you tell if it has rained recently?
Why do you need ears and nose?
Do you want to go to school? What will you do there?
How many days are there in a week?
How many seasons are there? Months? Name them
Your favorite and least favorite professions
What do you like to watch on TV?
What country do you live in? What other countries do you know?
If you hurt your knee and started bleeding, what should you do?
What utensils do you have in your kitchen?
What products do you know?
Which animals are domestic and which are wild? What is the difference?
What is a day? Night?
If you borrowed a toy from a friend to play with and lost it, what would you do?
Count from 1 to 10 and back, name the number that comes before 5 and after 8
What is greater than 2 or 3?
What's interesting at school?
How do you behave when visiting?
Why aren't children allowed to play with matches and fire?
What does it mean: “If you love to ride, you also love to carry a sled”?
How are people different from animals?
What do they pay money for in a store, on a bus, in a movie?
Who is Gagarin?
What will you do if you see a house burning?

When assessing the results, the child’s ability to reason and conduct a conversation is assessed.

"Snake". Test to determine the level of development of fine motor skills. In 30 seconds, the child must draw dots in the circles. The more points he manages to leave, the better. One point = 1 point. When calculating points, only those points that fall into the circle are taken into account. Points on the border are not counted.

34 or more– excellent development

18 – 33 - above average

12 – 17 – insufficient development

11 or less– low level, unsatisfactory result.

If a psychologist, after conducting tests, comes to the conclusion that the child needs to stay in kindergarten for another year, parents should listen to the opinion of a specialist. Perhaps this year will change a lot in the child’s life; during this time he will understand his role in school and will show interest in acquiring knowledge.