Diagnosis of readiness for school - basic methods. Diagnosis of a child’s psychological readiness for school

READINESS SURVEY

CHILD TO STUDY IN SCHOOL.

The beginning of the school year is a crucial moment for both the teacher and the student. But their meeting is preceded by an important process in the life of the future first-grader - a pedagogical examination of his readiness for school. Moreover, a child’s readiness to study at school is determined by three parameters: first - state of health and level of physical development - determined by doctors and reflected in the medical record,

second and third- intellectual and personal readiness is determined during a pedagogical examination. When a child is admitted to school, examinations are required by the school psychologist using special methods.

However, it is important for the teacher himself to have an idea of ​​the degree of development of figurative ideas, sensory development, development of observation, memory, and imagination. It is equally important for the teacher to assess the child’s knowledge in relation to school, peers and adults. The most important thing for pedagogical diagnostics is to determine the formation of prerequisites for mastering literacy and mathematics.

Such prerequisites are the age-appropriate level of development of oral speech (state of auditory-speech memory, vocabulary, state of coherent speech); the level of general development corresponding to the age norm (the child’s education, sufficiently developed visual thinking, the basics of logical thinking); a sufficient degree of development of a number of non-speech functions (state of visual perception, state of spatial perception, state of motor skills and hand-eye coordination)

HOW TO DIAGNOSTY READINESS FOR TRAINING.

Psychological and pedagogical diagnostics of a child’s readiness for school includes two interrelated stages.

The first stage is group examination

The second stage is an individual examination.

Both stages are equally important. When organizing a group survey, you must adhere to certain rules:

The number of children in a group should not exceed 12-15 people.

Children are invited to class alone, without parents, and are seated one at a table.

It is necessary to prepare worksheets and sets of colored pencils for each child.

On average, each lesson takes about 3 minutes. The total duration of the group examination should not exceed 30-35 minutes.

The teacher should create a friendly atmosphere, not point out mistakes, and often encourage with the words: “Very good! Well done!”

DIAGNOSTIC TASKS TO BE CARRIED OUT

GROUP SURVEY.

EXERCISE 1.

TARGET: identify the ability to convey the shape of a figure, the ability to draw straight segments and angles, and evaluate the strength of the child’s hand.

TASK TEXT:

Look here (the drawing for the task is shown on the board). You see a figure. Review it on your worksheets. Take a pencil and draw a similar shape next to it.

(the figure is given at the discretion of the teachers and is the same in all groups)

EVALUATION OF IMPLEMENTATION:

3 points - a similar figure is depicted, the proportions are mostly preserved;

2 points - a similar figure is depicted, the proportions are slightly changed, but all the angles are right angles and the lines are not parallel everywhere

1 point - the overall shape of the figure is poorly captured, the proportions are significantly changed

0 points - the general shape of the figure is not captured.

TASK 2.

TARGET: determine the ability to navigate on a plane, the ability to count cells.

TASK TEXT:

You will complete the task on a worksheet in a box. Find a cell painted black on your sheets.

Take a red pencil, count 4 cells to the right from the black cell and color the fifth one with red.

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

Take a green pencil and color the cell located to the left of the blue one, one cell apart.

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

PERFORMANCE EVALUATION:

If everything is done correctly and painted evenly, then the overall score is 3 points. For every two wrong steps, one point is deducted.

TASK 3.

TARGET: identify the ability to select and perform addition and subtraction operations in accordance with the correct understanding of the text of the problem.

TASK TEXT:

On a blank worksheet you will complete the third task.

3 girls and 2 boys are playing in the clearing. How many children are playing in the clearing?

Draw as many circles as there are children playing in the clearing.

There were 6 people on the bus. The two got off the bus. Draw as many squares as there are people left on the bus.

EVALUATION OF IMPLEMENTATION:

3 points - both tasks completed correctly

2 points - one task was completed correctly, an attempt was made to solve the second

1 point - one task completed, no attempts to solve the second

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

TASK 4.

TARGET: identify the level of understanding of the terms “inside” and “outside”.

TASK TEXT:

Look at the board (the teacher draws a triangle on the board).

I drew a triangle. (Mark the point inside the triangle)

I marked a point inside the triangle. (The point outside the triangle is marked)

I marked a point outside the triangle

Now on your worksheets, find the square and the circle.

Take a blue pencil and mark a point inside the circle but outside the square

Take a red pencil and mark a point inside the square but outside the circle.

Take a green pencil and mark a point that would be located both inside the circle and inside the square.

PERFORMANCE EVALUATION:

3 points - everything was done correctly.

2 points - 2 points completed correctly

1 point - 1 point completed correctly

0 points - task not completed

TASK 5.

TARGET: identify the ability to compare sets by the number of elements.

TASK TEST:

Find the drawing on your pieces of paper. (In three or four rows there are 25-30 circles in which triangles are inscribed; one of the circles is empty).

What are more: circles or triangles?

If there are circles, then draw how many are missing

If there are triangles, then draw triangles.

EVALUATION OF IMPLEMENTATION:

3 points - the comparison was carried out correctly

2 points - the comparison was carried out with minor inaccuracies

0 points - the comparison was carried out incorrectly.

TASK 6.

TARGET: identify the ability to classify, the ability to find signs by which classification is made.

TASK TEXT:

There are two frames on your worksheet: one has 4 birds, the other has 5 animals. Between them is a squirrel. Think about where she belongs. From the squirrel, draw a line with a pencil to the frame where it belongs.

EVALUATION OF IMPLEMENTATION:

3 points - the line is drawn correctly: from the squirrel to the frame in which the animals are depicted.

2 points - the line is drawn to the birds, but the sign is related to the number of objects.

1 point - the line is drawn incorrectly.

0 points - the line is not drawn.

TASK 7.

TARGET: examine the state of motor skills, the ability to copy a given sample.

TASK TEXT:

You see something written in English on your worksheets. Of course, you don’t yet know how to read and write in English, but you can copy this inscription. Look carefully at how the letters are written and redraw them below.

EVALUATION OF IMPLEMENTATION:

3 points - the sample is copied well and legibly. The number of letters in each of the three words is correctly conveyed.

2 points - the sample is copied quite legibly, but there are missing letters or 2-3 are written incorrectly.

1 point - 2-3 letters match the sample

0 points - nothing can be made out.

TASK 8.

TARGET: determine the state of phonemic hearing.

TASK TEXT:

On your worksheets there are pictures (sun, dog, umbrella, plane, braid, elephant, fox, rose, chicken, vase, paintbrush, cabbage) with a circle under each. You need to name each picture and cross out the circle if there is a sound in the name, which I will name - sound (s).

EVALUATION OF IMPLEMENTATION:

3 points - all tasks completed correctly

2 points - the sound is highlighted only at the beginning of the word

1 point - presence of errors (no differentiation of sounds s-z)

0 points - lack of differentiation of sounds (s-z, s-ts, z-ts)

TASK 9.

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

TASK TEXT:

You see houses with different numbers of windows and pictures next to them (crayfish, lion, wolf, cheese, bow). Place each picture in a house so that each sound has a separate window. Look at the picture "cancer". The word cancer has three sounds. So this picture is for a house with three windows. Try to do the rest of the work yourself.

PERFORMANCE EVALUATION:

3 points - all tasks completed correctly

2 points - presence of isolated errors

1 point - presence of several errors

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

DIAGNOSTIC TASKS FOR INDIVIDUAL EXAMINATION.

EXERCISE 1.

TARGET: identify the level of auditory-verbal memory.

TASK TEXT:

Listen and repeat what I tell you: “Cucumbers, cabbage, and onions grow in the garden beds.”

If the child repeated less than 7 words, he is asked to listen to the sentence again. If necessary, a third attempt is given.

PERFORMANCE EVALUATION:

3 points - if 7-8 words are repeated after the second time.

2 points - if 6-8 words are repeated after the second time.

1 point - if after the third time 6-8 words are repeated.

0 points - after the third time less than 6 words.

TASK 2.

TARGET: identify the level of development of coherent speech.

The child is offered 3 pictures related to the same story. The child must determine their sequence himself and compose a story based on them. If necessary, you can offer the following questions as help: “Where is the picture of where it all began?” , “Where is the continuation?”

If the child cannot complete the task with the help of leading questions, you should put the pictures in the correct order and invite the child to write a story.

PERFORMANCE EVALUATION:

3 points - for a correctly structured story with correct speech format.

2 points - for a logically correct story, but executed with slight difficulties in speech design, manifested in repetitions of the same words, in errors in the coordination of words in a sentence.

1 point - for a story compiled with the help of a teacher, which consists of arranging pictures in the required sequence.

0 points - for an uncompleted task even after assistance was provided.

TASK 3.

TARGET: examination of the state of phonemic hearing and perception.

It is carried out only with those children who made mistakes in task No. 8 in the group examination. The set of pictures must include not only pictures whose names include a given sound, but also pictures whose names contain sounds that are close to the given one based on articular-acoustic characteristics. Sample set of pictures:

Hat, scarf, hut, shower, pencil, matryoshka, pine cone, cat, pear, beetle, magazine, fireman, brush, dog, elephant, scales.

EXERCISE.

Name each picture. If its name has a sound (sh), place the picture to the right.

If the child selected only pictures in which the sound (w) is in the initial position, the teacher says: “You chose the pictures correctly, but missed some. Listen, I will name the pictures again, and you will say whether there is a sound (w) or not.

(The teacher slightly intonates the sound (sh) - sh-hat).

PERFORMANCE EVALUATION:

3 points - for correct execution

2 points - for independently identifying a sound from the initial position, the ability to identify a sound in the middle and at the end of a word with the help of a teacher.

1 point - for isolating a sound only from the beginning of a word.

0 points - for failure to complete the task even with the help of the teacher.

TASK 4.

If a child made a mistake in completing task No. 5 of the group examination and received 0 points, then he is shown a sheet with his work and asked the question: “Why do you think there are more triangles?” If at this moment the child notices his mistake and gives the correct answer, the teacher clarifies: “Why do you now think that there are more circles?”

PERFORMANCE EVALUATION:

3 points - if the answer is correct

2 points - in case of an incorrect answer, but when completing a simpler similar task (for example, 6 circles are given, in each, except one, a triangle is drawn, which is more: circles or triangles) and the correct explanation.

1 point - task completed, but not explained.

0 points - not completed.

TASK 5.

If a child made a mistake when completing task No. 6 of the group examination, it is necessary to find out the reason for the error.

Children who receive low scores on most assignments require special attention from the teacher. For such children with a low level of readiness for school, additional classes are needed.

High level of preparation for school 24-27 points

Average level of preparation for school 16-23 points

Low level of preparation for school 9-15 points

The child is not ready for school with less than 9 points

For children with a low level of preparation for school, it is recommended to attend additional classes for children with learning difficulties

High level of preparation for school 12-15 points

The average level of preparation for school is 8-11 points

Low level of preparation for school 5-7 points

The child is not ready for school with less than 5 points

BY TWO PROTOCOLS:

High level 36-42 points

Average level 24-35 points

Low level 14-23 points

The child is not ready for school with less than 14 points

PSYCHOLOGICAL AND SOCIAL READINESS

TO STUDYING AT SCHOOL.

The main questions to study should be:

desire to study at school

motivation to study

ability to communicate and behave appropriately

organization skills

The following readiness levels are defined:

high – the child wants to go to school, understands the importance and necessity of learning, knows how to organize his activities and communicate with peers and adults

average - has mastered accepted norms of behavior, knows how to behave in a group, correlates his actions with the actions of other children, is fairly organized

low – wants to go to school, but is attracted only by his appearance, is not sufficiently organized and adequate in behavior, is more inclined to play, is not fully ready for school

very low - the child does not want to go to school, does not show interest in school activities, has poorly learned the norms of behavior and communication, behavior is disorganized

It is important for the teacher to know the basic characteristics of the students’ health; the main method of study is the analysis of the child’s medical records.

I health group– there are no deviations in the systems and functions of the body, he is not burdened with hereditary chronic diseases, he rarely gets sick.

II health group- minor deviations in the systems and functions of the body (visual defects, hearing defects, disorders in the musculoskeletal system - poor posture, flat feet), increased fatigue, getting sick often, a tendency to chronic diseases.

III health group- significant deviations in health systems and functions. The nature of possible deviations: chronic diseases of internal organs (liver, kidneys, lungs), borderline disorders of the nervous system (neurotic conditions, asthenic syndrome), burdened with hereditary diseases. Gets sick often.

When determining the level of readiness for learning at school and assessing the level of development of the child, the teacher must assess:

development of general educational skills

development of speech and thinking

development of the emotional-volitional sphere.

Elena Kosolapova
Diagnosis of readiness of 6–7 year old children for schooling

INTRODUCTION

One of the many areas of activity of a practical psychologist is the selection children to school, and in particular diagnostics of readiness of 6-7 year old children for schooling. Despite the availability of a wide variety of material on this problem, the main disadvantage of most of these manuals is the incomplete description of the examination procedure and processing of results. In addition to this, in diagnostics not always all components of psychological readiness.

Traditionally, there are three aspects school maturity: intellectual, emotional and social. Intellectual maturity is understood as differentiated perception, including the identification of a figure from the background; concentration; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. Emotional maturity is generally understood as a reduction in impulsive reactions and the ability to perform a not very attractive task for a long time. Social maturity includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a situation schooling.

Determination tests are created based on the selected parameters school maturity. In this regard, this publication contains not just methods, but entire programs that allow for full-fledged diagnosing a child’s readiness for school and receive information about the formation of each component school maturity.

The work outlines 5 programs (including specially selected methods, 5 methods for determining the leading motives of teaching and research methods learning ability, which is very popular because of its practical significance, which can be used both independently and in addition to programs.

Materials for each diagnostic methods are presented in the following ok:

The purpose of the study using this technique;

Necessary diagnostic material;

Features of presenting instructions;

Features of the study;

Evaluation of results;

Data interpretation.

Diagnostic program 1

Psychological school readiness includes four spheres: 1) affective-need; 2) arbitrary; 3) intellectual; 4) speech.

Research of the affective-need sphere.

a) a technique for determining the dominant motive in a child

Equipment: Toys are placed on the table in advance.

The child is invited into the room, shown toys, which he examines for one minute. Then the experimenter calls the child over and offers to listen to an interesting fairy tale. (but not very long). At the most interesting point, the reading of the fairy tale is interrupted and asked question: “What do you want now? more: Listen to the end of the story or go play with toys?

Children with developed cognitive interest are asked to finish reading the fairy tale, while children with weak ones go to play (but the game, as a rule, is manipulative in nature - they grab one toy, then another).

b) Experimental conversation to identify internal position schoolboy

The conversation should contain questions that would indirectly allow us to determine the presence of cognitive or educational needs.

Questions could be like this:

What do you know about school?

What do you think will be interesting there?

You and your friends are playing school?

Who do you like best? be: teacher or student?

Do you like cartoons or films about school?

Why do you think children need to go to school?

What do you think is best? study: V school with the teacher or at home with mom?

Who do you want to be? What is needed for this?

Number of positive answers 6 or more testifies about the presence of cognitive or educational needs.

a) Methodology "House".

Target: To identify the child’s ability to focus on a model in work, the ability to accurately copy it, the level of development of voluntary memory, attention, sensorimotor coordination and fine motor skills of the hand.

Instructions: “In front of you lies a piece of paper and a pencil. Draw on this piece of paper exactly the same picture as you see here (put a sample with a house in front of the child). Take your time, be careful, try to ensure that your drawing is exactly the same as on the sample. If you draw something wrong, you can’t erase it with an eraser or your finger, but you have to over it. (or nearby) draw correctly. Do you understand the task?

The picture looks like this way:

While the child is drawing, stands Mark:

Leading hand;

How to work with a sample;

Draws lines quickly or slowly;

Distractibility while working;

Does he compare his drawing with the sample at the end of the work?

Does he correct errors himself?

Errors are considered:

Absence of any detail in the picture;

Increase in individual details by more than 2 times while maintaining the overall dimensions of the picture;

Incorrect representation of details in the drawing space;

Deviation of straight lines by more than 30° from the given direction;

Line breaks in places where they should be connected;

Overlapping lines one on top of the other.

One point is awarded for each error.

Table 1 Levels of outcome assessment for children 6 and 7 years old

For children 6 years old: For children 7 years old:

1-2 points – high level;

3-5 points – average level;

> 5 points – low level. score – high level;

Balla – average level;

> 3 points – low level.

b) Methodology "Yes and no"

Instructions: “Let’s play a game where you can’t say words.” "Yes" And "No". Again, what words will not be uttered? (The child repeats these words). Now be careful, I will ask you questions, answering which you will not be able to speak words. "Yes" And "No". It's clear?"

After the child confirms that he understands the rules of the game, the experimenter begins to ask him questions that provoke answers. "Yes" And "No".

Only words are considered errors "Yes" And "No". Words "yeah", "nope" and the like are not considered errors. Also, a meaningless answer is not considered an error if it satisfies the formal rules of the game. It is acceptable if the child, instead of a verbal answer, responds with an affirmative or negative nod of the head.

Grade:

Average level – 1 error;

Research of the intellectual sphere.

a) Research methodology learning ability A. Ivanova (Appendices A, B).

b) Story pictures

The technique is intended to study the development of logical thinking, speech and the ability to generalize.

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

Instructions: “Look, there are pictures in front of you that depict some event. The order of the pictures is mixed up, and you have to figure out how to swap them in order to make it clear what the artist drew. Think, rearrange the pictures as you see fit, and then use them to tell a story about the event depicted here.”

Grade:

High level - if the child did everything correctly or, if the pictures were arranged incorrectly, he composed a logical version of the story.

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

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

The child is considered to have failed the task if If:

I couldn’t post the sequence of pictures and abandoned the story;

Based on the sequence of pictures he himself laid out, he composed an illogical story;

The sequence laid out by the subject does not correspond to the story (except for those cases when the child, after a leading question from an adult, changes the sequence that does not correspond to the story);

Each picture is told separately, on its own, not connected with the others - as a result, the story does not work;

Each drawing simply lists individual items.

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

This technique allows you to determine the level of speech development baby: how he constructs phrases, whether he is fluent in the language, what his vocabulary is, etc. But no less important is the ability to distinguish different sounds in a word by ear, i.e. the development of phonemic hearing.

Research of the speech sphere

Methodology "Sonic Hide and Seek".

Designed to test phonemic hearing.

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

Instructions: “Let’s play hide and seek with sounds. You and I will make a wish for some sound that we will need to look for. Then I will tell you the words, and you will tell me whether they contain the sound we are looking for or not.” Disassemble example: "y"- fur coat.

Suggested 4 words for each sound:

"O"– cat, sea, point, bathhouse;

"A"– mother, desk, table, porridge;

"sh"– washer, handle, school, land;

"With"– soup, pussy, puddle, light.

Grade:

High level – not a single error;

Average level – 1 error;

Low level – more than 1 error.

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

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

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

Examination protocol

child's FI

Age Date of examination

Research of the affective-need sphere

1. Dominant motive: a) educational

b) gaming

Conversation to identify internal position schoolboy

1 2 3 4 5 6 7 8 9 10

Exploring an Arbitrary Sphere

a) Methodology "House"

high average low

b) Methodology "Yes" And "No"

high average low

Research of the intellectual sphere

a) Research methodology learning ability A. Ivanova

b) Methodology "Story pictures"

high average low

IV. Research of the speech sphere

Methodology "Sonic Hide and Seek"

high average low

Diagnostic program 2

This program is quite time-consuming, but it gives the most complete picture of the formation of the most necessary for successful schooling mental and physical functions.

Description diagnostic procedures and evaluation of their implementation

General outlook (points "A" And "b" from the protocol):

From the beginning of the examination, to establish contact with the child, a conversation is held, which is also diagnostic in nature. It includes 11 questions, of which the first eight are aimed at identifying the child’s general knowledge, and questions 9-11 reveal attitudes towards school:

What is your name?

How old are you?

What are your parents' names?

What is the name of the city (village) where you live?

What pets do you know? What about the wild ones?

At what time of year do leaves appear on trees?

What remains on the ground after rain?

What is the difference between day and night?

Do you want to go to school?

What do you think will be good or interesting in school?

Do you think it is better to study at home with your mother or in school with a teacher?

In the protocol, next to the question number, we mark the correct answer with a plus, and the incorrect answer with a minus.

Orientation in the environment, reserve knowledge:

Answers to questions 1-4 are assessed based on information from parents, «+» , even if the child answered in a diminutive form. The answer to question five is considered correct if at least two domestic and two wild animals are named and they are not confused. The answer to question six is ​​considered correct if the child answered "spring", "when winter ends" etc. The seventh answer will be correct if the child said "puddles", "dirt" etc. The eighth answer is counted as correct if the answer is type "the day is bright, sunny", "it's dark at night", “they work during the day and sleep at night” and so on.

answers:

High – 7-8 correct answers;

Average – 5-6 correct answers;

Low – 4 or fewer correct answers.

Attitude to school:

The answer to the ninth question is considered correct if the child answered positively. The 10th answer will be correct if the child says “classes, lessons, new knowledge”, but incorrect if he calls “change, games with children, new briefcase” etc. The correct answer to the 11th question is schooling is better than homeschooling.

The final level is determined by the number of correct answers:

High – 3 correct answers;

Medium – 2 correct answers;

Low – 1 correct answer or 0.

Thinking and speech (item "V" protocol).

The level of development of thinking and speech is determined by four tasks, each of which is assessed.

A) Understanding grammatical structures.

The child is given the following instructions: “Now I will read the sentence. Listen carefully and then answer my question. Agreed?"

Offer: Petya went to the cinema after reading the book.

Question: What did Petya do? earlier: watched a movie or read a book?

If the child cannot immediately answer the question, then the sentence can be read again and then asked the question again.

Evaluation of results:

«+» - if the child gave the correct answer

«–» - if the child gave the wrong answer

B) Carrying out verbal instructions

Scatter pencils on the table and place a box of them next to it. The child is given instructions: “Gather your pencils, put them in a box and put them on the windowsill.”. After the child has completed the task, they are asked questions: Where are the pencils now? Where did you get them from?

If the child does not understand the instructions and does not begin to carry them out, then he is given a simplified exercise: “Take the pencils and put them in the box.”. Accordingly, it is set question: Where are the pencils now?

Evaluation of results:

«+» - if the child followed all the instructions correctly

«+-» - if you followed the simplified instructions

«–»

C) Changing nouns by number

The child is given instructions: “I will give you one object in a word, and you change it so that you get many objects. For example: if there is one, then a pencil, and if there are many, then pencils.”

Words to present: book, lamp, table, window, city, chair, ear, brother, flag, child.

Evaluation of results:

«+» - if the child made no more than two mistakes

«+-» - from three to six errors

«–» - if the child made seven or more mistakes

D) Story based on pictures

In front of the child, 4-5 pictures are laid out randomly, connected by one plot. Instructions are provided next: “I have pictures, but they are mixed up. You put them in order and I’ll come up with a story based on them.”

Evaluation of results:

«+» - if the child correctly arranged the pictures and made up a story based on them

«+-» - if you laid out the pictures correctly, but didn’t talk about them

«–» - if the child has arranged the pictures incorrectly

The final level is determined based on the results of all four tasks:

High - if four «+»

Low – if four «-» or two «-» and two «+-»

Figurative representations (item "G" protocol).

A child’s ability to formulate images is revealed with the help of two techniques:

A) Collecting cut pictures

The child is presented with a cut-out picture (hard version first) and is given instructions: “I had a picture, but it was broken. Help me fold it". If the child cannot cope, then a simplified version is given.

Pictures must be at least 10*15 in size, in color, with large details. They are cut as follows way:

Evaluation of results:

«+» - if the child completed a difficult option

«+-» - if you completed the simplified version

«–» - if the child did not complete the task at all

B) Drawing of a man

The child is given pencils and a piece of paper with words: “Please draw me a person as a souvenir. Draw the way you want.”

The drawing is evaluated according to three criteria: presence of main body parts (head, eyes, mouth, nose, torso, legs, arms); presence of minor details (fingers, neck, ears, hair, hat, shoes, clothes); way to depict arms and legs (two or one line).

Evaluation of results:

«+» - if the picture shows all seven main parts, at least 3 minor ones, arms and legs are shown with two lines

«–» - 5 or less main parts and 5 or less minor parts

«+-» - all other options

The final level is determined based on the results of both tasks:

High - if two «+»

Low – if two «-» or one «-» and one «+-»

Medium – all other options

1. Sample analysis (item "d" protocol).

A figurine of a man is laid out on the table from matches. To kid it says: "What is this? That's right, it's a little man. Let me give you some matches and you can do exactly the same. Look carefully and now do it.” We cover our little man with a sheet of paper.

After the child has finished his work, we remove the piece of paper from his figure and invite him to compare his work with the model. Wherein we talk: “Okay, are you finished? Now look, your little man turned out exactly the same?” If the child does not correct the mistakes made on his own, then we ask guiding questions: “Look what the little man has? Head. Does yours have a head? What's on his feet? Slippers. Where are your slippers?

The final level is determined by the way the child corrects the admitted mistakes. errors:

High - if he corrected the mistakes himself

Low – if it doesn’t fix it at all

Medium – if corrects with questions

1. Simultaneous perception of quantity (point "e" protocol).

Two piles are laid out on the table matches: around the child and around yourself.

Instructions: “You take from here as many matches as I will take. After that, we will hide the matches in our fists, and on the count of one, two, three, we will open our palms.” First, one match is taken, shown to the child for a few seconds, and the palm is clenched into a fist. The child does the same. The child's mistakes are not corrected. Thus, the child is presented with up to five matches randomly without repetition.

Final level:

High – if the child is able to simultaneously perceive 4-5 matches

Medium – if the child simultaneously perceives 3 matches

Low – 1-2 matches

8. Small movements

Methodology "Riding on the tracks"

Material: 2 drawing options, pencil

Instructions: “Let’s imagine that you are a driver and you need to drive up to this house (show on option B)" In option A we draw, explaining: “You will go here So: the pencil should not come off the paper, otherwise it will turn out that the car took off. Try to drive carefully so that the car doesn’t leave the road.”

Final level:

High – there is no exit from the road, the pencil comes off the paper no more than 3 times;

Low - 3 or more exits from the road or an uneven, trembling line, very weak, invisible, or, on the contrary, very strong pressure, tearing the paper and repeated holding over the same place;

Medium – all other options.

9. Big moves

The level of development is checked by completing the set exercises:

Walk along a line 2-3 meters long, heel to toe;

Stand on your left leg, right leg bent, eyes closed. You can balance with your hands. The norm is 15 seconds;

A child at a distance of 3-4 meters catches a small ball and throws it back (6-7 throws).

Final level:

Inadequate: 1) uneven gait; 2) the presence of a large number of movements that accompany the main task and interfere with its implementation; 3) violation coordination: The child cannot catch the ball, hold it or throw it back.

Sufficient – ​​individual minor violations of instructions when performing tasks.

Protocol for individual psychological and pedagogical examination

Full name Date of examination

Date of birth Did you attend kindergarten?

a) Orientation in the environment, reserve knowledge:

1 2 3 4 5 6 7 8 9 10

Final level: high medium low

b) Attitude towards school:

Final level: high medium low

c) Thinking and speech:

Final level: high medium low

d) Figurative representations:

Final level: high medium low

e) Sample analysis:

Final level: high medium low

f) Momentary perception quantities:

Final level: high medium low

g) Small movements:

Final level: high medium low

h) Large movements:

Final level: high medium low

http://www.vseodetishkax.ru/gotovnost-k-shkole

I present to your attention a diagnostic case of psychological methods for determining the level of readiness of children of preparatory groups to study at school. These methods are carried out in preschool educational institutions, where the educational program is developed based on the approximate basic educational program “From birth to school”, ed. N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva.
This diagnosis, in accordance with the Federal State Educational Standard for Preschool Education, is carried out only with the consent of the parents or legal representatives of the child.

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Cognitive sphere.

The cognitive sphere is responsible for the implementation of a position that is especially characteristic of preschool age, which can be indicated by a question often asked by children: “What is this?” In order to answer it, the child uses processes such as thinking, perception, memory, attention, and imagination.

• Thinking is the process of solving a particular problem, which is associated with the knowledge of hidden properties and relationships. In preschool age, it is necessary to analyze the level of development of visual-figurative (as dominant) and verbal-logical thinking (which appears at the end of this period).
• Perception is the process of constructing an image of an object through direct contact with the object. The highest level of its development in the preschool image is evidenced by the success of solving perceptual problems associated with the action of modeling.
• Memory is the process of storing and reproducing previously received impressions (or information). In preschool age, it is mainly of a direct nature, but towards the end of this period the development of mediated memory begins.
• Attention is the ability of the psyche to focus on the subject of activity. It includes the following indicators: distribution of attention (the ability to simultaneously hold several goals), switching attention (the ability to quickly change goals, that is, move from performing one task to another), stability of attention (the ability to concentrate on performing an activity).
• Imagination is the process of constructing a new image and attributing it to another reality. The following indicators are used to analyze imagination: flexibility – the ability to use a variety of strategies when solving problems (the number of images that the child can create is determined); originality – the ability to produce unusual, non-standard ideas (in other words, this is an indicator reflecting the child’s ability to use such imaginative actions as objectification and inclusion);development(level of image detail). When talking about the elaboration of an image, it is necessary to take into account not just the number of details, but also their relevance to the “reality of the image” and functionality. Therefore, if a child has drawn a large number of elements, but cannot explain their meaning, one cannot speak of a highly developed image.

Pictogram (A.R. Luria)

The purpose of the technique.

The technique is aimed at diagnosing the development of voluntary indirect memorization, as well as verbal and logical thinking, distribution of attention.

For this purpose, subjects are offered 12 words and expressions that must be remembered. The instructions are as follows:

“Now I will tell you the words, and you draw something that will help you remember them later at the end of the lesson. You can only draw pictures, not letters. There is only one piece of paper, so arrange the drawings so that they all fit on it.”

The quality of the drawing does not matter. Each drawing takes 1-2 minutes. However, the experimenter should ask the subject how the given image will help him remember this or that word. The child’s explanations will help assess the degree of adequacy of his associations. After finishing the work, you should number the drawings. The results are checked after 20-30 minutes: the subject is presented with his drawings, and he tries to reproduce words or phrases.

A set of words:

• Fun party
• Delicious dinner
• Strict teacher
• Hard work
• Warm wind
• Disease
• Deception
• Parting
• Development
• Blind boy
• Fear
• Funny company

The analysis of the methodology is carried out according to five indicators.

1. The number of correctly reproduced words indicates the level of development of mediated memory. Therefore, the reproduced words must be noted in the protocol.

Normally, 5-year-old children can reproduce 5-6 words out of 10 without distortion; children

6 years –7-8 words out of 12, 7 years –9-10 words out of 12. As a rule, preschoolers distort some words at the semantic level (hard work - hard work).Taking into account such errorsThe following standards can be given: for children 5 years old – 7 words out of 10,

6 years – 9-10 words out of 12, 7 years – 10-11 words out of 12.

1. Level of development of thinking. The words included in the memorization set vary in the degree of specificity. For example, “development”, “doubt”, justice” are very abstract concepts that require a special way of depiction. Therefore, based on the obtained drawings, a conclusion is made about the predominance of concrete (characteristic of the dominance of visual-figurative thinking) or abstract images, that is, generalized (with an appropriate level of development of verbal-logical thinking).

A clear indicatorconcreteness of thinking is the presence of people in the drawings. In the presence of pronounced imaginative thinking, associations can be quite original and at the same time allow the subject to remember the desired word or phrase.

1. The level of imagination development based on the parameter of flexibility and sophistication.

Flexibility indexdetermined based onhow many different images the subject created.Despite the fact that all the words offered to the child for indirect memorization are different, you can find pictures in which they are designated the same.

Development indicator determined degree of image detail. At the same time, one must remember that the detail must be functional, that is, aimed at establishing an adequate association with the image and the word.

Increased detail in the drawings, which does not clearly reveal the specifics of the image (or the presentation of several image images to denote one word), may indicate not only the development of imagination, but also a weakness of memory, or the general insecurity of the child. If the subject showed a normal result in the “Ten Words” method, then most likely we are talking about emotional tension and anxiety.

1. Level of development of attention.The stability (concentration) of attention is reflected in the quality of the drawings.If the image quality gradually decreases, then this indicates exhaustion of attention. The way the child arranges the drawings indicates the distribution of attention.If he scatters images chaotically, greatly varying the size, facing the problem of lack of space, then this indicates a low level of attention development. The reason for this may be an increased level of anxiety. However, in the case when the drawings are carefully separated from each other and numbered. That is, there is an emphasized organization of work, then we can talk about a high level of concentration against the background of increased anxiety.
2. The subject's reaction to certain words. A child can react emotionally to certain words and phrases, since they can affect areas of life that are significant to him. This is reflected not only in the nature of the associations used for memorization, but also in the nature of the images. Images of emotionally charged words will stand out from other pictures.

Low level – 0 – 6 words;

Intermediate level – 7 – 8 words;

High level – 9 – 12 words.

“Ten Words” Method (A.R. Luria)

The purpose of the technique.

This technique is intended for diagnosing voluntary immediate memory.

Features of the technique.

The methodology is organized as follows. The experimenter names 10 words between which there is no obvious semantic connection and asks the subject to reproduce the words in random order. The procedure is repeated five times, and the entire list is read again. The named words are entered on the registration sheet, and the extra words are signed.

A set of words:

• Airplane
• Kettle
• Butterfly
• Legs
• Candle
• Wheelbarrow
• Log
• Magazine
• Car
• Wolf

Interpretation of the results of the technique.

Based on the results of the technique, a memorization curve is constructed, where the series number is marked on the abscissa axis, and the number of words reproduced by the test subject is marked on the ordinate axis. It's obvious thatthe curve goes up when memory is in good condition.

The number of words reproduced the first time shows the volume of memory, and the number of repetitions required to memorize the entire series indicates the speed of memorization.

For preschool children naming8–9 words based on the results of five series is considered a normal result. If the child names a lot of words, and then each time less and less, then in this case we cannot talk about a limited amount of memory, since here we are talking about attention, in particular about the high degree of its exhaustion.

Memory curvecan also wearsawtooth, which speaks about poor attention span. Reproducing the same number of words in different series or naming different words may indicate the presence of organic brain dysfunction.

This technique also allows you to assess your attention span. In fact, the number of words reproduced reflects the amount of information that a child retains per unit of time.

Low level – 0 – 6 words;

Intermediate level – 7 – 9 words;

High level – 10 words.

Methodology "Encryption"

The purpose of the technique.

The technique is designed to assess switching, stability, distribution and volume of attention.

Features of the technique.

On the sheet of paper with which the child works, various figures are depicted, arranged in several rows. A “key” is drawn above the figures - a set of figures presented on the sheet, inside which additional elements are depicted. The experimenter draws the child’s attention to the “key” and offers to reproduce it on the first five figures. After this, he asks the subject to continue performing the task at a fast pace. Operating time – 2 minutes.

Interpretation of results.

This technique allows you to assess the following properties of attention: the child’s ability to concentrate on completing a task (sustainability of attention) and the ability to move from one task to another. Omissions of figures and a large number of errors indicate a weakness in concentration. The degree of attention switching is indicated by the number of filled figures, that is, the speed of processing a certain amount of information.

For each correctly completed figure, the subject receives 1 point.

Norm: 6 years – 35 points, 7 years – 45 points.

The number of errors indicates the degree of concentration. The indicator of attention switching is reflected in the number of correctly filled figures. IN6 years old - 2 (with 37 filled figures), at 7 years old - 1 mistake (with 45 filled figures).

0 – 23 – low level,

24 – 36 – average level,

37 – 45 – high level.

The results are calculated using the formula:

S = 0.5*N – 2.8*n

Where S – indicator of switching and distribution of attention

N – number of geometric shapes. Viewed and tagged with appropriate icons within 2 minutes.

n – the number of errors made while filling out the task. Errors are considered to be incorrectly placed and missing icons.

S 0.15 – high level;

0.1S 0.15 – average level;

S 0.09 – low level.

Methodology “Completing Figures” (O.M. Dyachenko)

The purpose of the technique.

The technique is aimed at determining the level of development of imagination and the ability to create original images.

Features of the technique.

As a material, children are given 10 figures and are asked, after thinking, to complete these figures so that they get a picture.

Before the examination, the experimenter tells the child: “Now you will finish drawing the magic figures. They are magical because each figure can be completed so that you get any picture, any picture you want.”

Interpretation of the technique.

• 0 – 2 points - the child didn’t come up with anything; I drew something of my own next to it; vague strokes and lines.
• 3 – 4 points - drew something simple, unoriginal, devoid of details; fantasy is not guessed.
• 5 – 7 points – depicted a separate object, but with various additions.
• 8 – 9 points – drew several objects with a unified plot.
• 10 points – created a single composition, including in it all the proposed elements, turned into images.

Low level – from 0 to 2 points.

Average level – from 3 to 7 points.

High level – from 8 to 10 points.

Methodology “Perceptual Modeling”

(V.V. Kholmovskaya)

The purpose of the technique.

Development of perception. The technique is aimed at studying one of the most important perceptual actions - modeling, which allows you to build a complex form from individual sensory standards.

Features of the technique.

The experimenter asks the child to choose from a set of parts those that allow him to construct a figure of a certain shape. Of the 15 tasks, the first three are introductory and therefore not graded. Using the example of working with these drawings, children are explained:

“The figures of the trial problems are divided into parts by dotted lines, which helps to correlate them with the parts shown below, find the identical ones to get the same image. On the remaining pages the samples are given in undivided form. Now you have to separate them yourself.”

The first four tasks use two parts to make a figure, the next four use three, and the next four use four.

Interpretation of results.

The task is considered completed if the child has correctly selected all the necessary parts. Each task is scored with a certain number of points - the more difficult the task, the higher the score. A decision is considered erroneous when at least one detail is chosen incorrectly.

The maximum number of points is 36.

By the age of seven, children with a high level of perceptual development are able to solve all problems, which corresponds to 36 points. There are three levels of development of perception:

Low 0 – 8 points;

Average 8 – 25 points;

High 25 – 36 points.

Methodology “Progressive Matrices” (J. Ravena)

The purpose of the technique.

Development of thinking. Explores mental operations (verbal-logical and visual-figurative thinking).

Features of the technique.

The child is given the following instructions: “Look, there’s a big picture drawn here (show), it’s as if a piece was taken out of it, it looks like a hole (show), and patches are drawn below (show). Look which of these patches needs to be put here (show) so that this hole is not visible, so that it disappears, so that the drawing matches, so that the picture turns out correct. Show me this patch with your finger.”Next, all two series of tasks consisting of 12 tasks are completed. The answers are entered into the protocol.

Interpretation of the technique.

For each correct answer, the subject is awarded 1 point. If the child incorrectly completed the first five tasks, then the implementation of the method is stopped, since it is considered that the subject did not understand the principle of the solution.

The child's answers are compared with the correct answer key.

Low level – 0 – 10 points;

Average level – 11 – 21 points;

High level – 22 – 24 points.

Motivational-need sphere.

When analyzing the motivational-need sphere, we are interested in the motives that are actualized in the child. If by the beginning of preschool age all significant areas of development are actually side by side, then by the end of preschool age the social motive, which is one of the criteria for a child’s readiness for school, should come to the fore. For this purpose it is used

Methodology “Three Desires” (A.M. Prikhozhan, N.N. Tolstykh)

The purpose of the technique.

This technique is intended to assess the development of the motivational-need sphere.

Features of the technique.

To carry out the technique, the experimenter draws a flower with three petals on a sheet of paper in advance. Then he gives the subject the following instructions:“Imagine that this is a magic flower. You can write your cherished wish on each petal.”The experimenter writes the answers into the tabs.

Interpretation of the technique.

When analyzing a child’s answers, first of all, it is necessary to determine the general direction of his desires: focus on himself or on other people. If all desires reflect the child’s egocentric orientation, then this indicates insufficient development of the motivational-need sphere. However, if all desires are directed at others, then this is also not an indicator of successful development (most likely the child is afraid to express his own desire). Another unfavorable indicator of development is the refusal of desires or calling the norms and rules established by the teacher as desires.

Obviously, the most significant desires are expressed first, so it is necessary to evaluate the order in which desires are named. In preschool age, most desires should be associated with leading, playful activities.

When analyzing the answers, their categories are determined, which represent one or another area that is significant for the child. It can be:

• material sphere (for example, toys),
• sphere of communication (for example, getting to know one of your peers better),
• educational area (for example, the desire to improve academic performance),
• family sphere (for example, going to the zoo with dad).

The general projective nature of the technique makes it possible to actualize the most stressful areas for the child, within which his needs are concentrated. Tension can manifest itself in desires containing aggression (“I want to beat up the offender”), anxiety (“I want not to be scared”), lack of emotional warmth (“I want pussy”)

Emotionally - personal sphere.

The main indicator of the emotional-personal sphere is the child’s self-esteem, his personal characteristics and ideas about significant social spheres (family and kindergarten).

The following methods are used to diagnose this area:

• "Ladder"
• "Luscher color test"
• "Temml - Dorki - Amen Test"

Test Temml - Dorki - Amen.

The purpose of the technique.

Identifying the level of anxiety in children.

Description of the technique.

The child is offered the following instructions:“The artist drew pictures, but forgot to draw the face. Look what’s happening here, and tell me (or show me), which face would you put on - a happy one or a sad one?”

The child's answers are recorded on the Answer Form. In this case, you can use any encryption option. For example: “+” - cheerful, “-” - sad or “1” - cheerful, “2” - sad, etc. Children are not required to explain why they choose this or that face. Even if a child chooses a cheerful face for a picture in which a chair is being swung at a boy (girl), don’t mind. Warn children that there are no right or wrong answers in this task, and everyone decides how they want. Make sure that other children do not disturb the child with hints. You cannot explain to a child what is happening in the picture; you cannot “lead” him to the answer.

You can only periodically ask the child to look more closely at what is happening in the picture.

Interpretation of results.

The test is processed by summing the number of sad faces chosen by the child. The result obtained characterizes the level of his anxiety. To calculate the anxiety index as a percentage, divide the sum of negative choices by 14 and multiply by 100:

IT = (negative faces / 14) * 100

IT – the number of emotionally negative choices.

Depending on the anxiety index, children are divided into three groups:

High level – IT 50

Average level – 20 IT 50

Low level – IT 20

Luscher color test.

The purpose of the technique.

Allows you to study how comfortable a child feels at home, in kindergarten and to identify the emotional attitudes of schoolchildren in relation to the upcoming schooling.

Description of the technique.

Color cards are laid out in front of the child. Cards cannot be laid out in a row (one or two), since in this case, due to the effect of the combination, the perception of color is distorted. The cards should be scattered on the sheet in a random order.

The child is given the following instructions:

“Which of these colors most resembles your mood when you go to school in the morning? Show this color with your finger.” Ask the following question: “Which of these colors is your mood most like at home this weekend?”

Preschoolers are asked about their mood in a situation when they:

1) in the morning they go to kindergarten;

2) are at home on weekends;

3) they think that they are going to school soon.

The numbers of the selected colors are entered in the Answer Form.

Continuation of instructions

“Now we’ll choose the colors again. Now, from the flowers laid out in front of you, choose the one that you like best, it seems more beautiful.”Remove the selected color from the child’s field of vision. Next, invite your child to make a similar choice among the remaining colors, and so on until the end. The sequence of color preferences is recorded on the Answer Sheet.

Sometimes, among the remaining 2-3 colors, a child cannot choose the best one, since he does not like all of them. Then you need to change the instructions and ask:“Which of these flowers is the worst, the worst of all?”Answers are written in “reverse order”, starting with the last color.

Interpretation of the technique.

The results are entered into a table, which shows the child’s mood in certain situations (“at home”, kindergarten”, “school”), the child’s preferred colors, the correlation of characters and colors in relation to the child.

The higher the subject places himself (associates himself with the most preferred color), the higher his self-esteem.

Particularly noteworthy is the position of parents and other relatives in relation to the child. It is clear that the character’s detachment (distance from the child) indicates an unfavorable situation in their relationship.

Separately, it is necessary to note those cases when a child designates himself and any of the characters with the same color, usually one of the parents. The child wants to be like this person.

Interpretation of color choices.

Blue color.

They are chosen by sensitive, impressionable, but at the same time calm and balanced children with good aesthetic development. They have a need for deep personal rather than superficial gaming communication. If this need is satisfied (either at school or at home), then the child feels good. If this need is not satisfied, then it still remains for a long time as a positive emotional mood of the child.

Green color.

Prefers children with a high level of aspirations. They are characterized by concern for their own status and position in the team. They need praise and want to be better than others.

At home, it is necessary that the family respects them and takes their desires and achievements seriously, so that adults do not treat them like little ones.

School - they strive to get only A's, they want to be excellent students, they show high sensitivity in their relationships with teachers. They strive to be praised and set as an example to others.

Red color.

They prefer active, energetic, active children. They are usually optimistic, loud and cheerful. Often reserved.

Yellow.

Preferred by dreamy children. Full of hope, but not ready to actively act and inclined to take a wait-and-see attitude.

Home and school evoke positive and bright feelings in the child.

Purple.

I prefer children who have infantile attitudes

School – the child does not yet feel the responsibility of a student and wants to go to school mainly to play and communicate with other children. Such children like school when it is interesting and when they are praised there. But if difficulties arise, the attitude towards school changes dramatically.

At home, parents continue to communicate with the child as if he were a small child, are touched by his whims and build relationships with him on the principle of overprotection.

Brown color.

They prefer anxious children who often experience emotional and physical discomfort, unpleasant painful relationships (I feel nauseous, have a headache), and fear.

At home, school, kindergarten - he feels bad in these situations. Afraid of home, school and everything connected with them.

Black color.

Preference for this color reflects a negative attitude towards oneself and the entire world around us, active, sharp rejection, protest. If he chooses his favorite color as his main one, then the child has apparently come to terms with the negative assessment that he often receives from others.

School, kindergarten - they hate everything connected with them and openly talk about it.

At home – a state of open confrontation with parents.

Grey colour.

Preference for gray is associated with inertia and indifference. A gray attitude towards daycare and school is expressed by passive rejection and indifference.

At home, children are left to themselves, abandoned, there is no emotional involvement from adults.

“Ladder” technique

The purpose of the technique.

Study the features of self-esteem.

Features of the technique.

The child is asked: “Look at this ladder. There is a boy (or girl) standing here. On the steps higher there are good children (show), the higher, the better the children, and on the very top step are the best kids. On what level will you place yourself? What level will your mom, dad, or teacher put you on?

The child is offered a piece of paper with a ladder drawn on it and the meaning of the steps is explained. It is important to check whether the child understood your instructions correctly.

Interpretation of the technique.

The first stage is low self-esteem,

The second step is low self-esteem,

The third step is adequate self-esteem,

The fourth step is high self-esteem,

The fifth step is high self-esteem.

Psychological examination of children

According to the program of A.N. Veraks

"Children's readiness for school"

Preview:

Results of psychological examination.

Last name, first name of the child______________________________ Age____________

Group ________________________ Date of examination ___________________

“Pictogram” technique

Raven Matrix Method

“10 words” technique

Memory curve

The problem of a child's readiness for school is of great importance. In the modern world of rapidly developing technologies, education plays a huge role, and school education will be the base (foundation) for all subsequent “enrichment of knowledge.”

Western trends force us to reconsider the education system, and many children are sent to school from the age of 6. However, a child, even if he is ahead of his peers in his physical development, will have a very difficult time learning if psychological readiness for learning at school is not formed.

By sending an “unprepared” child to school, you can encounter a lot of problems: the child will not keep up, will not understand, this will result in an unwillingness to study and go to school, which ultimately can even ruin a person’s life. But these problems can be avoided if, having decided to send a six-year-old child to school, conduct an examination with him and determine his level of readiness.

In my work, I presented several methods that will help determine whether a child is ready or not for school:

1) The degree of psychosocial maturity (outlook) - a test conversation proposed by S. A. Bankov.

2) Kern–Jirasik School Orientation Test

The test consists of 4 parts:

· drawing points;

· questionnaire.

3) Graphic dictation developed by D. B. Elkonin.

4) Methodology for identifying the level of development of figurative ideas

5) Test “What’s missing?”, developed by R. S. Nemov.

6) Labyrinth

7) Test "Ten words".

8) Test “The fourth is extra.”

1) Degree of psychosocial maturity (outlook) - test conversation proposed by S. A. Bankov .

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 subquestions of one item, the child receives 1 point (except for 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 – medium-mature, 15-20 – low level of psychosocial maturity.

2) Kern–Jirasik School Orientation Test

· test “Drawing of a person” (male figure);

· copying phrases from written letters;

· drawing points;

· questionnaire.

Test “Drawing of a Person”

Exercise.

“Here (shown where) draw some guy as best you can.” While drawing, it is unacceptable to correct the child (“you forgot to draw the ears”), the adult silently observes.
Assessment

1 point: a male figure is drawn (elements of men’s clothing), there is a head, torso, limbs; the head and body are connected by the neck, it should not be larger than the body; the head is smaller than the body; on the head – hair, possibly a headdress, ears; on the face - eyes, nose, mouth; the hands have hands with five fingers; legs are bent (there is a foot or shoe); the figure is drawn in a synthetic way (the outline is solid, the legs and arms seem to grow from the body, and are not attached to it.

2 points: fulfillment of all requirements, except for the synthetic method of drawing, or if there is a synthetic method, but 3 details are not drawn: neck, hair, fingers; the face is completely drawn.

3 points: the figure has a head, torso, limbs (arms and legs are drawn with two lines); may be missing: neck, ears, hair, clothing, fingers, feet.

4 points: a primitive drawing with a head and torso, arms and legs are not drawn, can be in the form of one line.

5 points: lack of a clear image of the torso, no limbs; scribble.

Copying a phrase from written letters

Exercise

“Look, there's something written here. Try to rewrite the same here (show below the written phrase) as best you can.”
On a sheet of paper, write the phrase in capital letters, the first letter being capitalized: He was eating soup.

Assessment

1 point: the sample is well and completely copied; letters may be slightly larger than the sample, but not 2 times; the first letter is capital; the phrase consists of three words, their location on the sheet is horizontal (a slight deviation from horizontal is possible).

2 points: the sample is copied legibly; the size of the letters and horizontal position are not taken into account (the letter may be larger, the line may go up or down).

3 points: the inscription is divided into three parts, you can understand at least 4 letters.

4 points: at least 2 letters match the sample, the line is visible.

5 points: illegible scribbles, scribbling.

Drawing points
Exercise

“There are dots drawn here. Try to draw the same ones next to each other.”

In the sample, 10 points are located at an even distance from each other vertically and horizontally.

Assessment

1 point: exact copying of the sample, small deviations from the line or column are allowed, reduction of the picture, enlargement is unacceptable.

2 points: the number and location of points correspond to the sample, deviation of up to three points by half the distance between them is allowed; dots can be replaced by circles.

3 points: the drawing as a whole corresponds to the sample, and does not exceed it in height or width by more than 2 times; the number of points may not correspond to the sample, but there should not be more than 20 and less than 7; We can rotate the drawing even 180 degrees.

4 points: the drawing consists of dots, but does not correspond to the sample.

5 points: scribbles, scribbles.

After evaluating each task, all points are summed up. If the child scores in total on all three tasks:
3-6 points – he has a high level of readiness for school;
7-12 points – average level;
13 -15 points – low level of readiness, the child needs additional examination of intelligence and mental development.

Questionnaire.

Reveals the general level of thinking, horizons, and development of social qualities.

It is conducted in the form of a question-answer conversation. Exercise may sound like this: “Now I will ask questions, and you try to answer them.” If it is difficult for a child to answer a question right away, you can help him with several leading questions. The answers are recorded in points and then summed up.

1. Which animal is bigger - a horse or a dog?
   (horse = 0 points;
   wrong answer = -5 points)
2. In the morning we have breakfast, and in the afternoon...
   (we have lunch, eat soup, meat = 0;
   we have dinner, sleep and other incorrect answers = -3 points)
3. It's light during the day, but at night...
   (dark = 0;
   wrong answer = -4)
4. The sky is blue and the grass...
   (green = 0;
   wrong answer = -4)
5. Cherries, pears, plums, apples - what are they?
   (fruit = 1;
   wrong answer = -1)
6. Why does the barrier go down before the train passes?
   (so that the train does not collide with the car; so that no one gets hurt, etc. = 0;
   wrong answer = -1)
7. What are Moscow, Odessa, St. Petersburg? (name any cities)
   (cities = 1; stations = 0;
   wrong answer = -1)
8. What time is it now? (show on a watch, real or toy)
   (correctly shown = 4;
   only the whole hour or quarter of an hour is shown = 3;
   doesn't know the clock = 0)
9. A small cow is a calf, a small dog is..., a small sheep is...?
   (puppy, lamb = 4;
   only one correct answer = 0;
   wrong answer = -1)
10. Is a dog more like a chicken or a cat? How? What do they have in common?
    (per cat, because they have 4 legs, fur, tail, claws (one similarity is enough) = 0;
    per cat without explanation = -1
    per chicken = -3)
11. Why do all cars have brakes?
    (two reasons are indicated: to slow down from the mountain, stop, avoid a collision, and so on = 1;
    one reason = 0;
    wrong answer = -1)
12. How are a hammer and an ax similar to each other?
    (two common features: they are made of wood and iron, they are tools, they can be used to hammer nails, they have handles, etc. = 3;
    one similarity = 2;
    wrong answer = 0)
13. How are cats and squirrels similar to each other?
    (determining that these are animals or giving two general characteristics: they have 4 legs, tails, fur, they can climb trees, etc. = 3;
    one similarity = 2;
    wrong answer = 0)
14. What is the difference between a nail and a screw? How would you recognize them if they were lying on the table in front of you?
    (the screw has a thread (thread, such a twisted line around) = 3;
    the screw is screwed in and the nail is driven in or the screw has a nut = 2;
    wrong answer = 0)
15. Football, high jump, tennis, swimming - it's...
    (sport (physical education) = 3;
    games (exercises, gymnastics, competitions) = 2;
    wrong answer = 0)
16. What vehicles do you know?
    (three land vehicles + plane or ship = 4;
    only three ground vehicles or a complete list with an airplane, ship, but only after an explanation that vehicles are what you can move on = 2;
    wrong answer = 0)
17. What is the difference between an old person and a young person? What's the difference between them?
    (three signs (gray hair, lack of hair, wrinkles, poor vision, often getting sick, etc.) = 4;
    one or two differences = 2;
    wrong answer (he has a stick, he smokes...) = 0
18. Why do people play sports?
    (for two reasons (to be healthy, hardened, not fat, etc.) = 4;
    one reason = 2;
    incorrect answer (to be able to do something, to earn money, etc.) = 0)
19. Why is it bad when someone deviates from work?
    (others must work for him (or another expression that someone suffers damage as a result) = 4;
    he is lazy, earns little, cannot buy anything = 2;
    wrong answer = 0)
20. Why do you need to put a stamp on a letter?
    (so they pay for sending this letter = 5;
    the other, the one who receives, would have to pay a fine = 2;
    wrong answer = 0)

3) Graphic dictation , developed by D. B. Elkonin .

Diagnosis of a child's readiness for school

(N.Ya.Kushnir).

The concept of “readiness for school” in developmental and educational psychology is quite widespread, which is due to several options for children’s entry into school life (from six or seven years old), as well as the selection of preschoolers for gymnasium, lyceum, specialized and specialized classes. In this regard, the problem arose of developing indicators, criteria for a child’s readiness for school and, as a consequence, diagnostic methods, tests that allow one to determine the degree of his readiness and predict development in the learning process.

We have identified two approaches to studying this issue (see Diagram 2). The first approach can be called pedagogical, according to which readiness for school is determined by the presence of educational skills in children 6-7 years old (the ability to read, count, write, tell stories).

However, using only subject tests, test tasks, and diagnostic techniques for diagnosis provides one-sided information about the child. Unresolved questions remain related to his actual and potential mental development, compliance with psychological age, possible lag or advance. In this regard, the pedagogical approach does not have predictive validity: it does not allow one to predict the quality, pace, and characteristics of knowledge acquisition by a particular child in kindergarten or primary school.

The psychological approach to the problem of school readiness cannot be called universal. Nevertheless, with a wide variety of diagnostic tools used by psychologists to determine readiness for school, there is a general theoretical idea, which is that readiness for school is the result of the general mental development of a child throughout his preschool life.

Psychologists have developed many special tests, samples, and methods to determine the readiness of children to study at school. Researchers identify different aspects of mental development as the most important indicators of such readiness.

Summarizing empirical data on the problem of psychological readiness in domestic psychology, experts identify four parameters (affective-need, voluntary, intellectual and speech readiness), on the basis of which diagnostic methods are created, tasks, tests, etc. are developed.

INTELLECTUAL DEVELOPMENT OF SIX-YEAR-OLD CHILDREN WITHADMISSION TO PREPARATORY CLASS

Analysis of diagnostic tools for studying the psychological readiness of six-seven-year-old children for school made it possible to identify the following parameters: the level of development of motivational, intellectual, voluntary, speech readiness, the formation of the necessary prerequisites for educational activities.

One of the methods for obtaining information about the level of development of children aged 6-7 years when admitted to Skoda can be rapid diagnostics, the main purpose of which is to determine which children need correctional and developmental work.

"Test in pictures" helps determine preferred type of activity

“Draw yourself” technique helps determine the level of formed figurative ideas (group test).

Test "Cubes" helps determine the level of visual-figurative thinking

Methodology "Classification" helps to identify the level of formation of concepts through the classification operation

“Third Suitable” Method helps determine the level of concept development

Test "Right - left hand" reveals the child’s ability to position, the ability to adjust his point of view and the opinions of others

Pieron-Ruzer technique helps determine the level of self-regulation and learning ability (group test)

EXPRESS DIAGNOSTICS OF MENTAL,INTELLECTUAL DEVELOPMENT OF SEVEN-YEAR-OLD CHILDREN

Methodology “Test in pictures” helps determine the preferred type of activity.

Test "Personification of motives" identifies the most significant motives for studying at school

Method “Choose a figure” helps determine the level of development of visual-figurative thinking

Methods for determining the level of verbal-logical thinking

4.1. Classification. The psychologist tells the child: “Out of five words, choose the one that you consider unnecessary.”

4.2. Analogies.

Test "Right - left hand" helps determine the ability to position, the ability to adjust your point of view and the opinions of other people

"Kugler Test" helps determine the level of development of analytical and synthetic activities

Wechsler's Encryption Test helps determine the level of development of self-regulation and learning ability (group testing)

DIAGNOSTIC TECHNIQUES FOR PSYCHOLOGICAL EXAMINATIONCOGNITIVE SPHERE OF SIX-SEVEN YEAR-OLD CHILDREN

Task 1 “Draw circles” reveals the ability to remember and follow instructions when performing a task.

Task 2 “Graphic dictation” reveals the ability to follow the instructions of a psychologist, helps to solve the task independently

Task 3 “Four Rules” reveals the child’s ability to plan his actions according to the rule, to exercise self-control

Task 4 “Coding” helps determine the level of learning, self-regulation

Task 5 “Wand and cross” helps determine the level of self-regulation

Task 6 “Complete the figure” helps determine the level of perception

Task 7 “Find the words”(Munsterberg test) helps determine the level of stability and selectivity of attention

Task 8 “Search for samples” helps to determine the characteristics of selectivity of attention

Task 9 “Figure recognition”(Bernstein test) helps to identify features of figurative memory

Task 10 “Nine geometric shapes” helps to determine the characteristics of figurative memory

Task 11 “Pair connections” helps determine the level of voluntary memorization using functional connections

Task 12 “Pictogram” reveals the ability for associative visual-verbal memorization