Questionnaire of the orientation test of school maturity by Jaroslav Jirasik. In short, a complete list of questions for school readiness: Which animal is bigger, a horse or a dog?

The Kern-Jerasek school maturity orientation test, which is a modification of A. Kern's test, consists of 3 tasks.

First task – drawing a male figure from memory , second – drawing of written letters, third – drawing a group of points. The result of each task is assessed according to a five-point system (1 highest score; 5 lowest score), and then the total result for 3 tasks is calculated.

Development of children who received a total of 3 tasks:

- from 3 to 6 scores are considered above average

- from 7 to 11 points as average

- from 12 to 15 points – below the norm.

Children who received 12 - 15 points need to be examined in depth, because among them there may be mentally retarded ones. All three tasks of the graphic test are aimed at determining the development of fine motor skills of the hand and coordination of vision and hand movements. These skills are necessary in school to master writing. In addition, the test allows you to determine in general terms the intellectual development of the child. (drawing of a male figure from memory). The task “copying written letters” and “copying a group of dots”

They reveal the child’s ability to imitate a model - a skill necessary in school education. These tasks also make it possible to determine whether the child can work with concentration, without distractions, for some time on a task that is not very attractive to him.

J. Jierasek conducted a study to establish a connection between the success of the school maturity test and success in further education. It turns out that children who do well on a test tend to do well in school, but children who do poorly on a test may do well in school. Therefore, Jerasek emphasizes that the test result can be considered as a basis for a conclusion about school maturity and cannot be interpreted as school immaturity (for example, there are cases when capable children draw a sketch of a person, which significantly affects the total score they receive). The author of the test also notes the limitations of the methodology due to the non-use of non-verbal subtests, which allow making a conclusion about the development of logical thinking (the school maturity test mainly allows one to judge the development of sensorimotor skills).

The Kern–Jierasek test can be used both in a group and individually.

Instructions for using the test:

To kid (to a group of children) offer a test form. The first side of the form should contain information about the child and leave free space for drawing a male figure, on the back in the upper left part there should be a sample of written letters, and in the lower part - a sample of a group of dots. The right side of this side of the sheet is left free for the child to reproduce samples. A sheet of typewritten paper can serve as a form, oriented so that its lower part is longer than the side. The pencil is placed in front of the subject so that it is at the same distance from both hands (if the child turns out to be left-handed, the experimenter must make an appropriate entry in the protocol). The form is placed in front of the child with its clean side.

Instructions for task No. 1:

"Here (show each child) draw a man. Because you can." No further explanations, assistance or drawing attention to errors and shortcomings in the drawing is allowed. If children still start asking how to draw, the experimenter should still limit himself to one phrase: “Draw as best you can.” If a child does not start drawing, then you should approach him and encourage him, for example, say: “Draw, you will succeed.” Sometimes guys ask the question whether it is possible to draw a woman instead of a man, in which case they must answer that everyone draws a man and they also need to draw a man. If the child has already started drawing a woman, then you should be allowed to finish drawing her, and then ask him to draw a man next to him. It should be borne in mind that there are cases when a child categorically refuses to draw a man. Experience shows that such a refusal can be associated with trouble in the child’s family, when the father is either not in the family at all, or he is, but some kind of threat comes from him. After finishing drawing a human figure, children are told to turn the sheet of paper over to the other side.

Instructions for task No. 2:

“Look, there’s something written here. You don’t know how to write yet, but try, maybe you can do the same. Take a good look at how it’s written, and here, next to it, in the free space, write the same way.” It is suggested to copy the phrase:

"I am eating soup",

written in written letters. If a child unsuccessfully guesses the length of a phrase and one word does not fit on the line, you should pay attention to the fact that you can write this word higher or lower. It should be borne in mind that there are children who already know how to read written text, and then, after reading the phrase proposed to them, they write it in block letters. In this case, it is necessary to have a sample of foreign words, also written in written letters.

Instructions for task No. 3:

“Look, there are dots drawn here

Try to draw it exactly the same here, next to it.”

In this case, it is necessary to show where the child should draw, since one should take into account the possible weakening of the concentration of attention in some children. While the children are performing tasks, it is necessary to monitor them, while making brief notes about their actions. First of all, they pay attention to which hand the future student draws with - right or left, and whether he transfers the pencil from one hand to another while drawing. They also note whether the child turns around too much, whether he drops the pencil and looks for it under the table, whether he started drawing, despite instructions, in a different place or even traces the outline of the sample, whether he wants to make sure that he draws beautifully, etc.

EVALUATION OF TEST RESULTS:

Task No. 1 – drawing a male figure.

1 point is set when the following conditions are met: the drawn figure must have a head, torso, and limbs. The head and body are connected to the neck and should not be larger than the body. There is hair on the head (perhaps they are covered with a hat or cap) and ears, on the face - eyes, nose, mouth, hands ending in a five-fingered hand. The legs are bent at the bottom. The figure has male clothing and is drawn in the so-called synthetic way (contour), which consists in the fact that the entire figure (head, neck, torso, arms, legs) are drawn immediately as a single whole, and not composed of separate completed parts. With this method of drawing, the entire figure can be outlined with one outline without lifting the pencil from the paper. The figure shows that the arms and legs seem to “grow” from the body, and are not attached to it. In contrast to the synthetic method, a more primitive analytical method of drawing involves depicting separately each of the component parts of the figure. So, for example, first the torso is drawn, and then the arms and legs are attached to it.

2 points. Fulfills all requirements for the unit, except for the synthetic drawing method. Three missing parts (neck, hair, one finger, but not part of the face) can be ignored if the figure is drawn synthetically.

3 points. The figure must have a head, torso, and limbs. Hands and feet are drawn with two lines (volumetric). Absence of neck, hair, ears, clothing, fingers and feet is acceptable.

4 points. Primitive drawing of a head and torso. Limbs (one pair is enough) each drawn with one line.

5 points. There is no clear image of the torso (“cephalopod” or predominance of “cephalopod”) or both pairs of limbs. Scribble.

Task No. 2 – copying words written in written letters.

1 point. The written sample was copied well and completely legibly.

The letters are no more than twice the size of the sample letters. The first letter is clearly the same height as a capital letter. The letters are clearly connected into three words. The copied phrase deviates from the horizontal line by no more than 30 degrees.

2 points. Still legibly copied sample. The size of letters and adherence to a horizontal line are not taken into account.

3 points. Explicit division of the inscription into at least two parts. You can understand at least four letters of the sample.

4 points. At least two letters match the pattern. The reproduced sample still creates a caption line.

5 points. Scribble.

Task No. 3 – drawing a group of points.

1 point. Almost perfect copying of the sample. A slight deviation of one point from a row or column is allowed. Reducing the sample is acceptable, but increasing it should not be more than twice. The drawing should be parallel to the sample.

2 points. The number and location of points must correspond to the sample. You can ignore the deviation of no more than three points per half the width of the gap between the row and column.

3 points. The drawing generally corresponds to the sample, not exceeding its width and height by more than twice. The number of points may not correspond to the sample, but there should be no more than 20 and no less than 7. Any rotation is allowed, even 180 degrees.

4 points. The outline of the drawing does not correspond to the sample, but still consists of dots. The dimensions of the sample and the number of points are not taken into account. Other forms (for example, lines) not allowed.

5 points. Scribble.

Working with the verbal subtest

The fourth page in the answer form is intended for working with the verbal subtest. The experimenter must fully record the child's response to each question on the subtest.

Instructions for the verbal subtest:

“Now I will ask you questions about a variety of things that you, of course, are familiar with, and therefore will be able to tell me about them. Listen to question one. »

The subtest is administered individually. Each question is read only once. The experimenter needs to monitor his speech; it must be friendly and clear in order to prevent the child from misunderstanding the question. You should not allow leading questions, correct if the child answers incorrectly, or additionally encourage a more complete answer. Necessary exceptions to this requirement are specifically stated in the test key.

Verbal subtest.

1. Which animal is bigger - a horse or a dog?

Horse = 0 points.

Incorrect answer = -5 points.

1. In the morning we have breakfast, and in the afternoon

Let's have lunch. We eat soup, meat = 0 points.

We have dinner, sleep, other erroneous answers = -3 points.

1. It's light during the day and at night

Dark = 0 points.

1. The sky is blue and the grass

Green = 0 points.

Incorrect answer = -4 points.

1. What are cherries, pears, plums, apples?

Fruit = 1 point

1. Why does the barrier go down before the train passes?

To prevent the train from colliding with the car. So that no one gets hit by a train (etc.)= 0 points.

Incorrect answer = -1 point.

1. What are Moscow, Rostov, Kyiv?

Cities = 1 point.

Stations = 0 points.

Incorrect answer = -1 point.

1. What time does the clock show?

Correctly shown = 4 points.

Only a quarter, a whole hour, a quarter and an hour are shown, correct = 3 points.

Doesn't know the clock = 0 points.

1. A small cow is a calf, a small dog is this, a small sheep is this?

Puppy, lamb = 4 points.

Only one answer out of two = 0 points.

Incorrect answer = -1 point.

1. Is a dog more like a chicken or a cat? How are they similar, what do they have in common?

Like a cat, because it also has 4 legs, fur, claws, and a tail (one similarity is enough)= 0 points.

For a cat (without giving similarities)= -1 point.

For chicken = -3 points.

1. Why do all cars have brakes?

Two reasons (braking downhill, stopping at a turn; stopping in case of danger of a collision, stopping altogether after finishing driving)= 1 point.

1 reason = 0 points.

Incorrect answer (example: he wouldn't drive without brakes)= -1 point.

1. How are a hammer and an ax similar to each other?

Two common signs (they are made of wood and iron, they have handles, these are tools, you can hammer nails with them)= 3 points.

1 similarity = 2 points.

1. How are squirrels and cats similar to each other?

Determining that they are animals or giving two common characteristics (they have 4 legs, a tail, fur, and can climb trees)= 3 points.

One similarity = 2 points.

Incorrect answer = 0 points.

1. What is the difference between a nail and a screw? How would you recognize them if they were lying in front of you?

They have different characteristics: the screw has threading (carving, such a twisted line, around a notch, etc.)= 3 points.

The screw is screwed in and the nail is driven in; the screw has a nut = 2 points.

Incorrect answer = 0 points.

1. Football, high jumping, swimming?

Sports, physical education = 3 points.

Games (exercises), gymnastics, competitions = 2 points.

Incorrect answer = 0 points.

1. What vehicles do you know?

Three land vehicles, plane or ship = 4 points.

Only three ground vehicles or a complete list with an airplane and a ship, but only after explaining that vehicles are something you can move on = 1 point.

Incorrect answer = 0 points.

1. 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, can no longer work like that, sees poorly, hears poorly, would rather die than be young)= 4 points.

One or two differences = 2 points.

Incorrect answer (he has a stick, he smokes)= 0 points.

1. Why do people play sports?

For two reasons (to be healthy, hardened, strong, to be more mobile, to stand straight, not to be fat, to achieve a record, etc.)= 4 points.

One reason = 2 points.

Incorrect answer (to be able to do something)= 0 points.

1. Why is it bad when someone avoids work?

The rest must work for him (or an expression that someone else is harmed as a result). He is lazy. Earns little and cannot buy anything = 2 points.

Incorrect answer = 0 points.

1. Why do you need to put a stamp on the envelope?

This is how they pay for sending, transporting a letter = 5 points.

The other one had to pay a fine = 2 points.

Incorrect answer = 0 points.

After conducting the survey, the results are calculated based on the number of points achieved on individual questions. The quantitative results of this task are distributed into the following 5 groups:

Group 1 – plus 24 or more

Group 2 – plus 14 to 23

Group 3 - from 0 to 13

Group 4 - from -1 to -10

Group 5 - less than -11

By classification positive are considered first three groups. Children who score from plus 24 to plus 13 are considered ready for school.

General assessment of test results.

Children are considered ready for school if they score in the first three subtests from 3 to 6 points.

7-9 points– children represent the average level of development of readiness for schooling.

9-11 points– children require additional research to obtain more objective data.

12-15 points– special attention should be paid to this group of children (usually these are separate guys), since this constitutes development below the burrow. Such children need a thorough individual examination of intelligence, development of personal and motivational qualities.

Thus, we can say that the Kern-Jierasek method provides preliminary guidance on the level of development of readiness for schooling.

I. Irazek

Which animal is bigger - a horse or a dog? Horse = 0, wrong answer = -5.

In the morning we have breakfast, and at noon...?

Let's have lunch. We eat soup, pasta and meat = 0.

We have afternoon snack, dinner, sleep, etc. incorrect answers = -z.

It's light during the day, but at night...?

dark = 0, wrong answer = -4.

The sky is blue, and the grass?

Green = 0, incorrect answer = -4.

Cherries; pears, plums, apples... what is this?

Fruit = 1, wrong answer = -1.

Why do barriers along the track come down before the train passes?

To prevent the train from colliding with cars. So that no one gets hit by a train, etc. = 0, incorrect answer = -1.

What are Moscow, St. Petersburg, Odessa?

Cities = 1, stations = 0, wrong answer = -1.

What time is it now? (Show on the paper clock a quarter to seven, five minutes to eight, a quarter to twelve and five minutes.)

Well shown = 4, only a quarter, a whole hour, a quarter and an hour are shown correctly = 3, does not know the hours = 0.

A small cow is a calf, a small dog is.... a small sheep is...?

Puppy, lamb = 4, only one of the two data = 0, incorrect answer = -1.

Is a dog more like a cat or a chicken? How? What do they have in common?

For a cat, because they have four legs, fur, tail, claws (one similarity is enough) = 0, for a cat (without giving similarity signs) = -1, for a chicken = -3.

Why do all cars have brakes?

Two reasons (braking down a hill, braking at a turn, stopping in case of danger of a collision, stopping altogether after driving) = 1, one reason = 0, incorrect answer (for example, he would drive without a brake) = -1.

How are a hammer and an ax similar to each other?

Two common features (they are made of wood and iron, they have handles, you can hammer nails with them, they are tools, they are flat on the back) = 3, one similarity = 2, incorrect answer = 0.

How are squirrels and cats similar to each other?

Determining that it is a mammal, or a ghost

two common characteristics (they have four legs, a tail, fur, skin, they are animals, they can climb trees) = 3, one similarity = 2, incorrect answer = 0.

What is the difference between a nail and a screw? How would you recognize them if they were lying here next to you, on the table?

The screw has a thread (thread, such a twisted line around the notch) = 3. The screw is screwed in, and the nail is driven in, or: The screw has a nut = 2, incorrect answer = 0.

Football, high jump, tennis, swimming... is it?

Sports (physical education) = 3. Game (exercise, gymnastics, competitions) = 2.

Wrong answer = 0.

What vehicles do you know?

Three land vehicles and an airplane or ship = 4. Only three land vehicles or a complete list (and with an airplane or ship), but only after the explanation "Vehicles are what we use to get somewhere" = 2. Incorrect answer = 0.

What is the difference between an old person and a young person? What's the difference between them?

Three signs (gray hair or no hair, wrinkles, can no longer work like that, sees poorly, hears poorly, is sick more often, is more likely to die than young) = 4, one or two differences = 2, incorrect answer (he has a stick, he smokes) = 0.

Why do people play sports?

Two reasons (so that they are healthy, hardened, strong, so that they are more mobile, so that they stand straight, so that they are not fat, this is entertainment for them, they want to achieve a record - win, etc.) = 4.

One reason = 2. Wrong answer (to be able to do something. They bet and win money) = 0.

Why is it immoral (wrong, bad) for someone to avoid work?

The rest must work for him (or another expression for the fact that someone else suffers as a result of this). He is lazy or earns little and cannot buy anything for himself = 2. Incorrect answer = 0.

Why do you need to put a stamp on a letter?

So they pay for sending (transporting) this letter = 5. The other one would have to pay a fine = 2. Incorrect answer = 0.

After the child answers all questions, the total amount of points (+ and -) received for individual questions is calculated.

A total score of +24 and above characterizes the verbal intelligence indicator as high.

A score from +14 to +23 is an above-average indicator of verbal intelligence.

The total score from 0 to +13 is the average indicator of verbal intelligence.

The total score from -1 to -10 is below average.

A score of -11 or less is a low indicator of verbal intelligence.

If the verbal intelligence indicator is below average and even lower, an additional examination of the child’s neuropsychic development is necessary and a solution to the question of the learning characteristics of the future first-grader.

Here are all the answers:

1. Which animal is bigger - a horse or a dog? Horse = 0. Wrong answer = -5.

2. In the morning we have breakfast, and at noon...? Let's have lunch. We eat soup, dumplings and meat = 0. We have an afternoon snack. Let's have dinner. We sleep and other erroneous answers = -3.

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. Incorrect answer = -4.

5. Cherries, pears, plums, apples... what are they? Fruit = 1. Incorrect answer = -1.

6. Why are barriers lowered along the track before the train passes? To prevent the train from colliding with the car. So that no one gets hit by a train, etc. = 0. Incorrect answer = - 1.

7. What is it: Nikolaev, Kyiv, Odessa? Cities = 1, stations = 0. Incorrect answer = -1.

8. What time is it? (Show on a paper clock: quarter past six, five minutes to eight, quarter past eleven and five minutes.) Well shown = 4, only shown a quarter, a whole hour, a quarter and an hour correct = 3, doesn’t know the hours = 0.

9. A small cow is a calf, a small dog is..., a small sheep is...? Puppy, lamb = 4, only one of the two data = 0. Incorrect answer = -1.

10. Is a dog more like a cat or a chicken? What do they have the same? For a cat, because they have four legs, fur, tail, claws (one similarity is enough) = 0, for a cat (without giving similarity signs) = -1, for a chicken = -3.

11. Why do all cars have brakes? Two reasons (braking down a hill, braking at a turn, stopping in case of danger of a collision, stopping altogether after finishing driving) = 1, one reason = 0. Incorrect answer (for example, he would not drive without a brake) = -1.
12. How are a hammer and an ax similar to each other? Two common features (they are made of wood and iron, they have a handle, you can hammer nails with them, they are tools, they are flat on the back) = 3, one similarity = 3. Incorrect answer = 0.

13. How are squirrels and cats similar to each other? Determining that these are mammals or giving two common characteristics (they have four legs, a tail, fur, skin, they are animals, they can climb trees) = 3, one similarity = 2. Incorrect answer = 0.

14. What is the difference between a nail and a screw? How would you recognize them if they were lying here on the table next to you? The screw has a thread (thread, such a twisted line around the notch) = 3. The screw is screwed in, and the nail is hammered in or the screw has a nut = 2. Incorrect answer = 0.

15. Football, high jump, tennis, swimming... is this? Sports (physical education) = 3. Games (exercises, gymnastics, competitions) = 2. Incorrect answer = 0.

16. What vehicles do you know? Three land vehicles and an airplane or ship = 4. Only three land vehicles or a complete list (both with an airplane or a ship), but only after the explanation “A vehicle is what we use to get somewhere” = 2. Wrong answer = 0.

17. What is the difference between an old man and a young man? What's the difference between them? Three signs (gray hair or no hair, wrinkles, can no longer work as well, sees poorly, hears poorly, is sick more often, is more likely to die than young) 4. One or two differences = 2. Incorrect answer (he has a stick, he smokes) = 0.

18. Why do people play sports? Two reasons (so that they are healthy, hardened, strong, so that they are more mobile, so that they stand straight, so that they are not fat, this is entertainment for them, they want to achieve a record - win, etc.) = 4. One reason = 2. Wrong answer (to be able to do something, they place a bet and win money) = 0.

19. Why is it immoral (wrong, bad) when someone avoids work? The rest must work for him (or another expression that someone else suffers as a result of this) = 4. He is lazy - or: he earns little and cannot buy anything for himself = 0. Incorrect answer = 0.

20. Why do you need to put a stamp on a letter? So they pay for sending (transporting) this letter = 5. The other one would have to pay a fine = 2. Incorrect answer = 0. 03/15/2010 13:19:58,

Questionnaire of the orientation test of school maturity by J. Jerasek.

Target: determine the level of development of social qualities, the connection with the child’s general awareness and the development of mental operations.

Material: protocol with questions.

Instructions:"Answer the questions".

I.Drawing of a male figure.

Target: identify the child’s level of presentation and the development of fine motor skills of the hand.

Material: sheet of paper, pencil.

Instructions:"Draw a man."

1 point The drawn figure must have a head, torso, and limbs. The head and body are connected through the neck; the head does not exceed the body. There is hair on the head (or it is covered by a hat), there are ears, a nose and a mouth. The hands are finished with a hand with five fingers. The legs are bent at the bottom. Men's clothing is shown. The figure is drawn using the so-called synthetic method, i.e. the figure is drawn immediately as a single whole (it can be outlined without lifting the pencil from the paper). Legs and arms seem to “grow” from the body.

2 points. All requirements are met as in point 1, except for the synthetic image method. Three missing parts (neck, hair, one finger, but not part of the face) may be excluded from the requirements if this is balanced by a synthetic image method.

3 points. The drawing should have a head, torso, arms or legs drawn with a double line. Absence of neck, ears, hair, clothing, fingers, feet is allowed.

4 points. A primitive drawing with a torso. The limbs are expressed only by simple lines (one pair of limbs is enough).

5 points. Lack of a clear image of the torso (head and legs or predominance of the cephalopod image) or both pairs of limbs.

II.Imitation of written letters.

Target: determine the level of formation of the ability to focus on a model, the formation of voluntary attention, and hand motor skills.

Material: sample with written letters, sheet, pencil.

Instructions:“Draw it like mine.”

1 point. The imitation is completely satisfactory to the written model. The letters do not reach double the size of the sample. The initial letter has a clearly visible capital letter height. The rewritten word does not deviate from the horizontal line by more than 30 degrees.

2 points. The sample has been copied legibly. The size of the letters and adherence to the horizontal line are not taken into account.

3 points. Explicit division of the inscription into three parts. You can understand at least 4 letters of the sample.

4 points. In this case, at least two letters match the pattern. The copy still creates the caption line.

5 points. Scribble.

Sample Type

“Eva is drinking tea.”

III. Drawing a group of points.

Target: check the level of development of motor skills, the ability to perform a task according to a model and arbitrariness of attention.

Material: sheet of paper, sample.

Instructions:“Look, there are dots drawn here, try to draw the same ones.”

1 point. Almost perfect imitation of the model. Only a very slight deviation of one point from a row or column is allowed. Reducing the picture is acceptable; enlarging it should not be.

2 points. The number and location of points must correspond to the sample. You can allow even three points to deviate by half the width of the gap between the rows and columns.

3 points. The whole image is similar in its design to the sample. It does not exceed it more than twice in height and width. The dots do not have to be in the correct number, but there should be no more than 20 and no less than 7. Any rotation is allowed, even 180 degrees.

4 points. The outline of the drawing no longer resembles the sample, but still consists of dots. The size of the picture and the number of dots do not matter. Other forms are not allowed.

5 points. Sketching.

Type of sample.

ABOUT general assessment of results (based on three tests).

High level: 3 – 6 points. Ready for

Average level: 7 – 9 points. schooling.

Below average: 9 – 11 points (additional research).

Low level: 12 – 13 points (thorough individual research).

Protocol

"Drawing a group of points."

Child's full name.

Age of the child.

Date of the survey.

Features of the image.

Points:

Protocol

"Drawing of a male figure."

Child's full name.

Age of the child.

Date of the survey.

Features of the image.

Points:

Protocol

"Imitation of written letters."

Child's full name.

Age of the child.

Date of the survey.

Features of the image.

Points:

Protocol

“Questionnaire for the orientation test of school maturity by J. Jerasek.”

Child's full name.

Age of the child.

Date of the survey.

Processing the results of all testing.

Results.

Positive Negative

Group 1 - +24 or more;

Group 2 - +14 to 23;

Group 3 – from 0 to 13.

Group 4 – from –1 to – 10;

Group 5 – less than – 11.

Stimulus material.

1. Which animal is bigger - a horse or a dog?

Horse = 0 points, wrong answer = - 5 points.

2. In the morning you have breakfast, and in the afternoon...

Let's have lunch. We eat soup, meat = 0 points. We have dinner, sleep and other erroneous answers = - 3 points.

3. It’s light during the day, but at night...

Dark = 0 points, wrong answer = - 4 points.

4. The sky is blue and the grass...

Green =* 0 points, incorrect answer = - 4 points.

5. Cherries, pears, plums, apples - is this...?

Fruit = 1 point, wrong answer = - 1 point.

6. Why does the barrier go down before the train passes along the track?

To prevent the train from colliding with the car. So that no one gets hit by a train (etc.) = 0 points, wrong answer = - 1 point.

7. What are Moscow, Rostov, Kyiv?

Cities = 1 point. Stations = 0 points. Incorrect answer = - 1 point.

8. What time does the clock show (show on the clock)?

Well shown = 4 points. Only a quarter, a whole hour, a quarter and an hour are shown correctly = 3 points. Does not know the hours = 0 points.

9. A small cow is a calf, a small dog is..., a small sheep is...?

Puppy, lamb = 4 points, only one answer out of two = O points. Incorrect answer = - 1 point.

10. Is a dog more like a chicken or a cat? How are they similar, what do they have the same?

Like a cat, because they have 4 legs, fur, tail, claws (one similarity is enough) = 0 points. For a cat (without giving similarity signs) = - 1 point. For chicken = - 3 points.

11. Why do all cars have brakes?

Two reasons (braking down a mountain, braking at a turn, stopping in case of danger of a collision, stopping altogether after finishing driving) = 1 point. 1 reason = 0 points.

Incorrect answer (for example, he would not drive without brakes) = - 1 point.

12. How are a hammer and an ax similar to each other?

Two common features = 3 points (they are made of wood and iron, they have handles, these are tools, you can hammer nails with them, they are flat on the back). 1 similarity = 2 points. Incorrect answer = 0 points.

13. How are squirrels and cats similar to each other?

Determining that these are animals or citing two common characteristics (they have 4 legs, tails, fur, they can climb trees) = 3 points. One similarity “■ 2 points.

Incorrect answer = 0 points.

14. What is the difference between a nail and a screw? How would you recognize them if they were lying here in front of you?

They have different signs: the screw has a thread (thread, such a twisted line around the notch) T 3 points. The screw is screwed in and the nail is driven in, or the screw has a nut = 2 points. Incorrect answer = 0 points.

15. Football, high jump, tennis, swimming - is this...?

Sports, physical education = 3 points. Games (exercises), gymnastics, competitions = 2 points. Incorrect answer = 0 points.

16. What vehicles do you know?

Three land vehicles, aircraft or ship = 4 points.

Only three land vehicles or a complete list, with an airplane or a ship, but only after explaining that vehicles are something you can use to get somewhere = 2 points. Incorrect answer = 0 points.

17. What is the difference between an old man and a young man? What's the difference between them?

Three signs (gray hair, lack of hair, wrinkles,

can no longer work like this, sees poorly, hears poorly,

is more likely to be sick, more likely to die than young) = 4 points.

1 or 2 differences = 2 points.

Wrong answer (he has a stick, he smokes, etc.) = O

18. Why do people play sports?

Two reasons (to be healthy, fit, strong, to be more mobile, to stand straight, not to be fat, they want to achieve a record, etc.) = 4 points.

One reason = 2 points. Incorrect answer (to be able to do something) = 0 points.

19. Why is it bad when someone avoids work?

The rest must work for him (or another expression for the fact that someone else suffers as a result of this). He is lazy. Earns little and cannot buy anything = 2 points. Incorrect answer = 0 points.

20. Why do you need to put a stamp on the envelope?

This is how they pay for sending, transporting a letter = 5 points. The other one would have to pay a fine = 2 points. Incorrect answer = 0 points.

After the survey is completed, the results are calculated based on the number of points achieved on individual questions. The quantitative results of this task are divided into five groups:

1 group - plus 24 or more;

Group 2 - plus 14 to 23;

Group 3 - from 0 to 13;

Group 4 - from minus 1 to minus 10;

Group 5 - less than minus 11.

According to the classification, the first three groups are considered positive. Children who score from plus 24 to plus 13 are considered ready for school.

Overall assessment of test results

Children who receive from 3 to 6 points in the first three subtests are considered ready for school. The group of children who received 7-9 points represents the average level of development of readiness for school learning. Children who received 9-11 points require additional research to obtain more reliable data. Particular attention should be paid to a group of children (usually individual children) who scored 12-15 points, which constitutes development below the norm. Such children need a thorough individual study of intellectual development, the development of personal and motivational qualities.

Thus, we can say that the Kern-Yerasek methodology provides preliminary guidance on the level of development of readiness for schooling.

At the same time, the concept of “readiness for schooling” also includes the formation of the basic prerequisites and foundations of educational activities.

G.G. Kravtsov and E.E. Kravtsova; When talking about readiness for schooling, they emphasize its complex nature. However, the structuring of this readiness does not follow the path of differentiating the child’s general mental development into intellectual

mental, emotional and other areas, and therefore types of readiness. The authors consider the system of relationships between the child and the outside world and highlight indicators of psychological readiness for school associated with the development of various types of relationships between the child and the outside world. In this case, the main aspects of children’s psychological readiness for school are three areas: relationships with adults, relationships with peers, and relationships with oneself.

In the sphere of communication between a child and an adult, the most important changes that characterize the onset of readiness for schooling are the development of voluntariness. The specific features of this type of communication are the subordination of the child’s behavior and actions to certain norms and rules, reliance not on the current situation, but on all the content that sets its context, understanding the position of the adult and the conventional meaning of his questions.

All these traits are necessary for a child to accept a learning task. The studies of V.V. Davydov and D.B. Elkonin show that the learning task is one of the most important components of educational activity. The basis of the educational task is the educational problem, which is a theoretical resolution of contradictions.

The educational task is solved with the help of educational actions - the next component of educational activity. Educational activities are aimed at finding and highlighting general methods for solving any class of problems.

The third component of educational activity is the actions of self-control and self-assessment. In these actions the child is directed, as it were, at himself. Their result is changes in the cognizing subject itself.

Thus, voluntariness in communication with adults is necessary for children to successfully carry out educational activities (primarily for accepting a learning task).

The development of a certain level of communication with peers is no less important for a child for further learning than the development of arbitrariness in communication with adults. Firstly, a certain level of development of a child’s communication with peers allows him to act adequately in conditions of collective learning activities. Secondly, communication with peers is closely related to the development of learning activities.

G.G. Kravtsov and E.E. Kravtsova emphasize that mastering educational actions gives the child the opportunity to learn a general way of solving a whole class of educational problems. Children, I don’t know-

Those who learn in a general way learn to solve only problems with the same content.

This connection between the development of communication with peers and the development of educational activities is due to the fact that children who have developed communication with peers have the ability to look at the task situation with “different eyes”, take the point of view of their partner (teacher), they are quite flexible and not so rigid tied to the situation.

This allows children to identify a general way to solve a problem, master appropriate learning actions, and solve direct and indirect problems. Children who can easily cope with both types of problems are able to identify a general solution scheme and have a fairly high level of communication with peers.

The third component of a child’s psychological readiness for school is his attitude towards himself. Educational activities require a high level of control, which should be based on an adequate assessment of one’s actions and capabilities. Inflated self-esteem, characteristic of preschoolers, is transformed due to the development of the ability to “see” others, the ability to move from one position to another when considering the same situation.

In connection with the identification of various types of relationships in the psychological readiness of children that influence the development of educational activities, it makes sense to diagnose children entering school through indicators of mental development that are most important for successful learning at school.

E.A. Bugrimenko, A.L. Wenger, K.N. Polivanova, E.Yu. Sushkova offer a set of techniques as such a diagnostic procedure that allows us to characterize the following mechanisms:

1) level of development of the prerequisites for educational activity: the ability to carefully and accurately follow the adult’s sequential instructions, act independently according to his instructions, focus on the system of task conditions, overcoming the distracting influence of side factors (methods “Graphic Dictation”, “Sample and Rules”);

2) the level of development of visual-figurative thinking (in particular, visual-schematic), which serves as the basis for the subsequent full development of logical thinking, mastery of educational material (the “Labyrinth” method).

It is advisable to carry out all the identified methods during a group examination, since they are aimed at the child’s ability to follow the instructions of adults addressed to the group or class.

O E.I. Rogov, Prince. 1 65

Methodology "Graphic dictation"

The “Graphic Dictation” technique (developed by D.B. Elkonin) is aimed at identifying the ability to listen carefully and accurately follow the instructions of an adult, correctly reproduce the given direction of lines on a sheet of paper, and act independently according to the instructions of an adult.

To conduct the study, each child is given a notebook sheet in a square with four dots marked on it. Before the study, the psychologist explains to the children: “Now you and I will draw different patterns. We must try to make them beautiful and neat. To do this, you need to listen to me carefully - I will tell you how many cells and in which direction you should draw the line. Draw only those lines that I tell you. When you draw, wait until I tell you how to draw the next one. The next line should begin where the previous one ended, without lifting the pencil from the paper. Does everyone remember where the right hand is? Extend your right arm to the side. You see, she points to the door (a real landmark in the room is given). When I say that you need to draw a line to the right, you will draw it - to the door (on the board a line is drawn from left to right, one square long). I drew a line one cell to the right. And now, without lifting my hand, I draw a line two cells up. Now extend your left arm. See, she points to the window (or other real landmark). Now, without lifting my hand, I draw a line three cells to the left. Does everyone understand how to draw?”

After this, the psychologist proceeds to drawing a training pattern: “We begin to draw the first pattern. Place a pencil on the topmost square. Draw a line without lifting the pencil from the paper: one cell down (do not lift the pencil from the paper). One cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell up. One cell to the right. One cell down. Then continue to draw the same pattern yourself.”

When dictating, the psychologist should pause long enough so that the children have time to finish the previous lines. 1.5-2 minutes are given to independently continue the pattern. Children are warned that the pattern does not have to extend across the entire width of the page.

During the work process, the psychologist ensures that the children start work each time from the indicated point, encourages

children (“I think you will definitely succeed, try again”). At the same time, no specific instructions for executing the pattern are given.

After the children independently complete the training pattern, the psychologist says: “That’s it, you don’t need to draw this pattern any further. Let's draw the following pattern. Pick up the pencils, now put the pencils on the next point. Get ready, I'm starting to dictate. One cell up. One cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell down. One cell to the right. Now continue to draw the same pattern yourself.”

After 1.5-2 minutes, the psychologist says: “That’s it, we won’t draw this pattern any further. Let's draw the following pattern. Attention! Three squares up. One cell to the right. Two cells down. One cell to the right. Two squares up. One cell to the right. Three cells down. One cell to the right. Two squares up. One cell to the right. Two cells down. One cell to the right. Now continue to draw this pattern yourself.”

After 1.5-2 minutes, the dictation of the final zor begins: “Put the pencils on the lowest point. Attention! Three cells to the right. One cell up. One cell on the left. Two squares up. Three cells to the right. Two cells down. One is to the left. One cell down. Three cells to the right. One cell top. One cell to the left. Two squares up. Now continue to draw this pattern yourself.”

Evaluation of results

The results of performing the training pattern are not evaluated by me. In each of the subsequent patterns, the execution of the dictation and the independent continuation of the pattern are assessed separately. The assessment is made on the following scale:

accurate reproduction of the pattern - 4 points (uneven lines, trembling lines, dirt are not taken into account and do not reduce the score);

reproduction containing an error in one line - points;

reproduction with several errors - 2 points;

reproduction in which there is only similarity of individual elements with the dictated pattern - 1 point;

lack of similarity even in individual elements - 0 points.

For an independently continued pattern, the mark is given on the same scale.

Thus, for each pattern the child receives two marks: one for completing the dictation, the other for independently continuing the pattern. Both scores range from 0 to 4. The final score for dictation work is derived from the three corresponding scores for individual patterns by summing the maximum with the minimum. The resulting score can range from O to 8 points.

Similarly, from the three marks for the continuation of the pattern, the final score is derived. Then both final grades are summed up, giving a total score (TS), which can range from O (if 0 points are received for work under dictation and independent work) to 16 points (if 8 points are received for both types of work) .

Methodology “Pattern and Rule”

The “Pattern and Rule” technique (developed by A.L. Wenger) is aimed at identifying the ability to be guided by the system of the task conditions, overcoming the distracting influence of extraneous factors. The results of its implementation also reflect the level of development of visual-figurative thinking.

To conduct the study, you will need a sheet with tasks that are distributed to children (on the reverse side information about the child is indicated - last name, first name, age).

The psychologist gives preliminary explanations, holding a sheet of assignments in his hand: “You have the same sheets as I do. You see, there were points here (points to the vertices of the triangle). They were connected so that the following pattern was obtained (holds a pointer along the sides of the triangle). There are also points nearby (the points to the right of the sample triangle are indicated). You yourself will connect them so that you get exactly the same pattern as here (points to the sample again). There are extra points here - you will leave them, you will not connect them. Now look, are all the points the same or not?”

When the children answer that the points are different, the psychologist says: “That’s right, they are different. Some dots are like small crosses, others are like small triangles, there are dots like small circles. You need to remember the rule: you cannot draw a line between identical points. You cannot draw a line between two circles, or between two crosses, or between two triangles. The line can be pro-

drive only between two different points. If you draw any line incorrectly, tell me and I will erase it with an eraser. When you draw this figure, draw the next one. The rule remains the same. You cannot draw a line between two identical points.”

After the explanation, the psychologist invites the children to begin completing the task. As the exercise progresses, the psychologist stimulates and encourages the children and, if necessary, repeats the instructions, but does not give any additional explanations to the children.

Evaluation of results

For each of the six tasks, a score is given, which can range from 0 to 2 points.

If the rules in the task are violated and the sample is reproduced incorrectly, 0 points are given.

If the rule is broken and the sample is reproduced correctly, 1 point is given.

If the rule is not broken, but the sample is reproduced incorrectly, 1 point is also given.

If the rule is not broken and the sample is reproduced correctly, 2 points are given.

If, when performing any task, the child draws at least one line not between the given points, O points are given (except in cases where there is a slight inaccuracy caused by motor or sensory difficulties). In the case when the child himself puts additional points and then draws a line between them, the completion of the task is also scored 0 points. Errors in drawing lines are not taken into account; they do not reduce the score (curves, trembling lines, etc.).

The total score is obtained by summing the scores obtained for all six problems. It can range from O to 12 points.

Thus, this technique is aimed at identifying the ability to navigate in the conditions of a task, identifying preferences in orienting to a visually specified sample or a verbally formulated rule. The process of completing tasks also reflects the peculiarities of perception of visual-figurative thinking and the level of development of the child’s sensory-motor abilities. This technique allows us to detect an important feature

The benefit of a child’s psychological readiness is that he belongs to the “preschool” or “school” type. The predominance of pattern orientation (when the child tries to reproduce the shape of a triangle or rhombus and pays much less attention to the rule of connecting dots) is characteristic of the “preschool” type. An emphasized effort to correctly connect the dots, characteristic of the “school” type, indicates readiness for school learning. If a child of the “school” type has difficulties in perceiving and depicting the shape of a sample, this indicates a failure of imaginative thinking and requires additional research using other methods.

“Labyrinth” technique

The “Labyrinth” technique (developed by the Research Institute of Preschool Education of the Academy of Pedagogical Sciences of the USSR) is intended to identify the level of formation of visual-schematic thinking (the ability to use diagrams and conventional images when navigating situations). The assessment is made in “raw” points without conversion to a normalized scale.

Before starting the study, children are given “books”, which are sheets of paper depicting a clearing with branched paths and houses at their ends, as well as letters indicating the path to one of the houses. First two sheets (A And B) correspond to the introductory tasks.

First, children are given two introductory tasks (A And B), then, in order, all other tasks. Children open a book of tasks that begin with an introductory task. After this, the psychologist offers instructions: “In front of you is a clearing, paths and houses are drawn on it at the end of each of them. You need to find one house correctly and cross it out. To find this house, you need to look at the letter (the psychologist points to the bottom of the page where it is placed). The letter says that you need to go from the grass, past the Christmas tree, then past the fungus, then you will find the right house. Everyone find this house, and I’ll see if you made a mistake.”

The psychologist looks at how each child solved the problem, corrects mistakes if necessary, and explains. Making sure that all children have completed the first introductory task (A), the psychologist invites them to turn over the piece of paper and solve the second problem (B):

“There are also two houses here and again we need to find the right house. But the letter here is different: it shows how to go and where to turn. You need to walk straight away from the grass again, and then turn to the side.” The psychologist shows the “letter” at the bottom of the sheet. After the explanation, the children solve the problem, the psychologist checks and explains again.

After solving the introductory problems, they begin to solve the main ones. Brief additional instructions are given for each of them.

For tasks 1-2: “The letter shows how to walk, which way to turn, start moving away from the grass. Find the house you need and cross it out.”

For task 3: “Look at the letter. You have to go from the grass, past the flower, then past the fungus, then past the birch tree, then the Christmas tree. Find the house you need and cross it out.”

For task 4: “Look at the letter. You have to walk away from the grass, first past the birch tree, then past the fungus, the Christmas tree, then the chair. Mark the house."

To tasks 5-6: “Be very careful. Look at the letter, find the house you need and cross it out.”

For problems 7-10: “Look at the letter, it shows how to walk, what object to turn around and in which direction. Be careful. Find the house you need and cross it out.”

Evaluation of results

Solving introductory problems is not assessed. When solving 1-6 problems, 1 point is awarded for each correct turn. Since in problems 1-6 it is necessary to make four turns, the maximum number of points for each of the problems is 4. In problems 7-10, 2 points are given for each correct turn, in problems 7-8 (2 turns) - the maximum number of points is 4; in problems 9-10 (3 turns) - 6 points.

The points received for solving each problem are summed up. The maximum number of points is 44.

The three presented methods (“Graphic Dictation”, “Sample and Rule”, “Labyrinth”) form a complex, the total points of which determine the level of completion of the task by each child (Table 2.4). Five levels of completion of each task were identified.

Table 1.4

Total score corresponding to the level execution tasks

The final assessment of the child’s performance of a set of diagnostic tasks is the sum of conditional points received for completing the techniques (Table 2.5). It can range from 0 to 36 points. Based on the final assessment, the level of formation of the components of educational work is determined.

Table 1.5