Educational complex "SCHOOL START":
PEDAGOGICAL DIAGNOSTICS OF START-UP READINESS
TO SUCCESSFUL STUDYING IN PRIMARY SCHOOL

School years are a person’s long road to knowledge and understanding of the world and society. To yourself. The road is complex, requiring desire and effort from the one who walks along it, as well as understanding and professionalism from the one who leads and accompanies. Every step on this path is significant. Especially the first steps. Our diagnostic program allows an adult to set the right guidelines on the starting pad of education.

TO WHOM:

. preschool teacher;

. 1st grade teacher;

. teacher of the school preparation group.

FOR WHAT:

. finding out the reasons for the child’s success and failure;

. work on the formation of universal educational actions.

WHEN:

. 3-4 weeks of April (for preschool educational institutions);

. 3-4 weeks of study in 1st grade.

"School start" is a fundamentally new approach to pedagogical diagnostics and teacher organization of the first weeks and months of children’s education at school.
It allows:
- obtain reliable information about whether the child is ready to study successfully;
- create a basis for the development of universal educational activities;
- provide an emotionally comfortable educational environment for each child;
- select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children.

Uniqueness of diagnostics

A psychological examination of 1st grade textbooks allowed the authors of the educational curriculum to identify a basic set of skills that are important to develop in a child from the very first days of education. These skills:
- ensure understanding of the textbook material and teacher instructions,
- allow you to engage in educational dialogue in the classroom,
- help organize activities in the lesson, etc.
- timely diagnosis of such skills allows the teacher to “tune” the educational process to the individual level of readiness of each student and the class as a whole.
- from the first days of training, comfortable conditions are created to achieve educational results that comply with the Federal State Educational Standards of the NEO.

A total of 17 skills are identified. They are grouped into the blocks “observation”, “Thinking abilities”, “Control skills”, “Communication skills” and “Personal readiness”:

The teacher's manual provides detailed characteristics of each skill according to the following scheme:

How does diagnostics work?

Each child works in his own personal workbook.

Special diagnostic exercises make it possible to identify those skills that help children cope with educational tasks at the beginning of 1st grade.
The tasks are built on the basis of color drawings, which makes them easier for the child to perceive.

How is diagnostics carried out?

Pedagogical diagnostics of starting readiness can be carried out at the end of children’s stay in the preparatory group of a preschool institution (3-4 weeks of April) or at 3-4 weeks of study in 1st grade.

All exercises are performed under the guidance of a teacher. Methodological recommendations have been developed to help the teacher. They provide all the necessary information: the purpose of the task, instructions, completion time, advice on what to do in certain unforeseen situations, how to respond to children’s questions, etc.

Processing diagnostic results

We have tried to simplify the procedure for processing diagnostic results as much as possible. It is produced using specialized systems. To work in the system, registration is required.

What does diagnostics give a teacher?

“School start” is an opportunity for a teacher to understand the reasons for the success and failure of his students and, from the first days, to consciously and purposefully work on the formation of universal educational actions.
The data obtained as a result of diagnostics can be included in the portfolio of each child.

How to learn how to diagnose

The manual provides comprehensive information on conducting and processing diagnostic data.
- You can undergo training at a one-day seminar conducted by the Center for Psychological Support of Education “POINT PSI”.
- Information about the seminars can be obtained on the website www.tochkapsy.ru.

What aids should I use for diagnostics?

In UMK "School start" includes:

A successful start is a good start to school!

The results of the initial diagnostics will help the teacher organize work in the first months of training, and then the data from monitoring meta-subject educational results will serve as guidelines for work. Monitoring is also based on a system of special diagnostic tasks and is carried out in February-March of each year of primary school.
(This material can be downloaded)
(Educational presentation by M.R. Bityanova can be downloaded)

A continuation of the educational and methodological complex “School Start” is an educational and methodological kit, which is a system for monitoring meta-subject teaching aids.

School years are a person’s long road to knowledge and understanding of the world and society.

To yourself.

The road is difficult, requiring desire and effort from those who walk along it. And also understanding and professionalism from the one who leads and accompanies.

Every step on this path is significant. Especially the first steps.

Our diagnostic program allows an adult to set the right guidelines on the starting pad of education.

“School start” is a fundamentally new approach to pedagogical diagnostics and teacher organization of the first weeks and months of children’s schooling.

It allows:

Obtain reliable information about whether the child is ready to study successfully;

Create a basis for the development of universal learning activities;

Provide an emotionally comfortable educational environment for each child;

Select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children.

Uniqueness of diagnostics

A psychological examination of 1st grade textbooks allowed the authors of the educational curriculum to identify a basic set of skills that are important to develop in a child from the very first days of education. These skills:

Ensure understanding of textbook material and teacher instructions,

Allows you to engage in educational dialogue in the classroom,

Help organize activities in class, etc.

Timely diagnosis of such skills allows the teacher to “tune” the educational process to the individual level of readiness of each student and the class as a whole.

From the first days of training, comfortable conditions are created to achieve educational results that comply with the Federal State Educational Standards of the NEO.

A total of 17 skills are identified. They are grouped into the blocks “observation”, “Thinking abilities”, “Control skills”, “Communication skills” and “Personal readiness”:

How does diagnostics work?

Each child works in his own personal workbook.

Special diagnostic exercises make it possible to identify those skills that help children cope with educational tasks at the beginning of 1st grade.

The tasks are built on the basis of color drawings, which makes them easier for the child to perceive.

How is diagnostics carried out?

Pedagogical diagnostics of starting readiness is carried out at 3-4 weeks of teaching a first-grader.

All exercises are performed under the guidance of a teacher. Methodological recommendations have been developed to help the teacher. They provide all the necessary information: the purpose of the task, instructions, completion time, advice on what to do in certain unforeseen situations, how to respond to children’s questions, etc.

Information about seminars can be found on the websites

The educational complex “School Start” includes:

- - guidelines To her (authors Beglova T.V., Bityanova M.R., Merkulova T.V., Teplitskaya A.G.).

Download:

Preview:

“School start”: diagnostics of readiness for learning and other professional steps of a teacher

Pedagogical diagnostics of initial readiness for successful learning in primary school

School years are a person’s long road to knowledge and understanding of the world and society.

To yourself.

The road is difficult, requiring desire and effort from those who walk along it. And also understanding and professionalism from the one who leads and accompanies.

Every step on this path is significant. Especially the first steps.

Our diagnostic program allows an adult to set the right guidelines on the starting pad of education.

“School start” is a fundamentally new approach to pedagogical diagnostics and teacher organization of the first weeks and months of children’s schooling.

It allows:

Obtain reliable information about whether the child is ready to study successfully;

Create a basis for the development of universal learning activities;

Provide an emotionally comfortable educational environment for each child;

Select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children.

Uniqueness of diagnostics

A psychological examination of 1st grade textbooks allowed the authors of the educational curriculum to identify a basic set of skills that are important to develop in a child from the very first days of education. These skills:

Ensure understanding of textbook material and teacher instructions,

Allows you to engage in educational dialogue in the classroom,

Help organize activities in class, etc.

Timely diagnosis of such skills allows the teacher to “tune” the educational process to the individual level of readiness of each student and the class as a whole.

From the first days of training, comfortable conditions are created to achieve educational results that comply with the Federal State Educational Standards of the NEO.

A total of 17 skills are identified. They are grouped into the blocks “observation”, “Thinking abilities”, “Control skills”, “Communication skills” and “Personal readiness”:

The teacher's manual provides detailed characteristics everyone skills according to the following scheme:

How does diagnostics work?

Each child works in his own personal workbook.

Special diagnostic exercises make it possible to identify those skills that help children cope with educational tasks at the beginning of 1st grade.

The tasks are built on the basis of color drawings, which makes them easier for the child to perceive.

How is diagnostics carried out?

Pedagogical diagnostics of starting readiness is carried out at 3-4 weeks of teaching a first-grader.

All exercises are performed under the guidance of a teacher. Methodological recommendations have been developed to help the teacher. They provide all the necessary information: the purpose of the task, instructions, completion time, advice on what to do in certain unforeseen situations, how to respond to children’s questions, etc.

Processing diagnostic results

All data is entered into 2 summary tables, which allows them to be used in the future for qualitative pedagogical analysis.

What does diagnostics give a teacher?

“School start” is an opportunity for a teacher to understand the reasons for the success and failure of his students and, from the first days, to consciously and purposefully work on the formation of universal educational actions.

The data obtained as a result of diagnostics can be included in the portfolio of each child.

How to learn how to diagnose

The manual provides comprehensive information on conducting and processing diagnostic data.

You can undergo training at a one-day seminar, which is conducted by the Center for Psychological Support of Education “POINT PSI” and the Federal Scientific and Methodological Center named after. L.V. Zankova.

A successful start is a good start to school!

The results of the initial diagnostics will help the teacher organize work in the first months of training, and then the data from monitoring meta-subject educational results will serve as guidelines for work. Monitoring is also based on a system of special diagnostic tasks and is carried out in February-March of each year of primary school.

Currently, a program for monitoring meta-subject educational results for grades 1 and 2 is being prepared for publication.

What aids should I use for diagnostics?

The educational complex “School Start” includes:

- workbook for first graders(authors Beglova T.V., Bityanova M.R., Teplitskaya A.G.)

School start Diagnostics of starting readiness for successful learning in primary school Learning to learn and act Monitoring of meta-subject universal educational activities Authors of the kits: T. V. Beglova, M. R. Bityanova, T. V. Merkulova, A. G. Teplitskaya

School start Successful start for every child Educational and methodological set “SCHOOL START”: pedagogical diagnostics of starting readiness for successful learning in primary school

School start Workbook Methodological recommendations Authors of the set: T. V. Beglova, M. R. Bityanova, T. V. Merkulova, A. G. Teplitskaya Ed. candidate of psychology n. M. R. Bityanova (Center for Psychological Support of Education “POINT PSI”, Moscow)

School start School years are a person’s long road to knowledge and understanding of the world and society. To yourself. The road is difficult, requiring desire and effort from those who walk along it. As well as understanding and professionalism from the one who leads and accompanies. Every step on this path is significant. Especially the first steps. Our diagnostic program allows an adult to set the right guidelines on the starting pad of education

School start “School start” is a fundamentally new approach to pedagogical diagnostics and teacher organization of the first weeks and months of children’s schooling. It allows you to: - obtain reliable information about whether the child is ready to study successfully; - create a basis for the development of universal educational activities; - provide an emotionally comfortable educational environment for each child; - select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children

Uniqueness of the diagnosis Psychological examination of 1st grade textbooks allowed the authors of the educational textbook to identify a basic set of skills that are important to develop in a child from the very first days of education. These skills: - ensure understanding of the textbook material and the teacher’s instructions, - allow you to engage in educational dialogue in the lesson, help organize activities in the lesson, etc. - timely diagnosis of such skills allows the teacher to “tune” the educational process to the individual level of readiness of each student and class in in general. - from the first days of training, comfortable conditions are created to achieve educational results that comply with the Federal State Educational Standards of the NEO.

Uniqueness of diagnostics A total of 17 skills were identified. They are grouped into the blocks “observation”, “Thinking abilities”, “Control skills”, “Communication skills” and “Personal readiness”: Observation Personal readiness School start Communication skills Thinking abilities Control skills

Uniqueness of diagnostics The methodological manual for teachers provides detailed characteristics of each skill according to the following scheme: Meta-subject skills In what educational situations is required Examples of educational tasks

How the diagnostics works Each child works in his own personal workbook. Special diagnostic exercises make it possible to identify those skills that help children cope with educational tasks at the beginning of 1st grade. The tasks are built on the basis of color drawings, which makes them easier for the child to perceive.

How diagnostics are carried out Pedagogical diagnostics of starting readiness are carried out at 3-4 weeks of teaching a first-grader. All exercises are performed under the guidance of a teacher. Methodological recommendations have been developed to help the teacher. They provide all the necessary information: the purpose of the task, instructions, completion time, advice on what to do in certain unforeseen situations, how to respond to children’s questions, etc. “Methodological recommendations. Pedagogical diagnostics of initial readiness for successful learning in primary school”, p. 27

Processing diagnostic results We tried to simplify the procedure for processing diagnostic results as much as possible. All data is entered into 2 summary tables, which allows them to be used in the future for qualitative pedagogical analysis

What the School Start diagnostic gives a teacher is the opportunity for a teacher to understand the reasons for the success and failure of his students and, from the first days, to consciously and purposefully work on the formation of universal educational actions. The data obtained as a result of diagnostics can be included in the portfolio of each child.

School start: what's next? A successful start is a good start to school! The results of the initial diagnostics will help the teacher organize work in the first months of training, and then the data from monitoring meta-subject educational results will serve as guidelines for work. Learning to learn and act, a program for monitoring meta-subject educational results for grades 1 and 2

Learning to Learn and Act The educational and methodological package “Learning to Learn and Act” is a program for monitoring the development of universal educational activities of students in grades 1–4. The program implements a comprehensive psychological and pedagogical approach to tracking and assessing the child’s development process from the first weeks of his education in primary school until the end of 4th grade. Authors of the set: T. V. Beglova, M. R. Bityanova, T. V. Merkulova, A by G. Teplitskaya, ed. candidate of psychology n. M. R. Bityanova (Center for Psychological Support of Education “POINT PSI”, Moscow), Ph.D. Yakovleva S. G. (Federal Scientific and Methodological Center named after L. V. Zankov)

Learning to learn and act Diagnostic measures allow the teacher to identify the level of formation of the most important learning tools at each stage of education and determine a pedagogical strategy for each child to achieve meta-subject educational results in accordance with the Federal State Educational Standard of Education.

Learning to learn and act The kit opens up unique opportunities for individualizing the learning process and achieving high educational results for each child based on a systematic, comprehensive study of his progress along the educational trajectory. The beginning of the teacher’s systematic diagnostic work is the “School Start” program, followed by annual monitoring of the process of forming a UUD based on a single “line” of indicators. The set for 1st grade includes a notebook for students with diagnostic tasks “Learning to Learn and Act” and a methodological guide for the teacher

What does working with the “Learning to Learn and Act” notebook give a teacher? In the first grade, the teacher gets the opportunity to study the level of formation of the 8 most important universal educational actions. Their assessment is carried out at a basic level, since children are still only at the very beginning of their school journey. When developing diagnostic tasks, we took into account the reading skills of first-graders, the speed at which they process educational information, and their ability to work with instructions independently, which are still just being formed. In the second grade, eight more will be added to these 8 universal learning activities. And in the third and fourth there will be more than 30 of them!

Learning to learn and act The age characteristics of 1st grade students are also taken into account in the form of diagnostic tasks: this is a fairy tale story, by participating in which children help forest school students, animals, and their teacher, Raccoon Enotovich. Children complete all tasks (2 options) in an individual workbook “Learning to study and act” Option 1 Option 2 of the “reversed” notebook

Learning to learn and act Each option consists of 16 diagnostic modules, which have the same structure: - introduction, - sample, - three diagnostic tasks (A, B, C) - and an additional task marked with the icon

Learning to learn and act Diagnostic module number Introduction - a story from a forest school Sample Task B - choosing a consequence from the proposed list Task A - following the sample Task B - determining the correct conjunction indicating a cause-and-effect relationship Additional task (performed at the request of the child)

Learning to learn and act The educational and methodological set “Learning to learn and act” allows you to systematically, professionally and comprehensively study and adjust the effectiveness and quality of education of each child, which meets not only the requirements of the L. V. Zankov system, but also the Federal State Educational Standard of NEO

How to learn how to conduct diagnostics - The manual provides comprehensive information on conducting and processing diagnostic data. - You can undergo training at a one-day seminar, which is conducted by the Center for Psychological Support of Education “POINT PSI” and the Federal Scientific and Methodological Center named after. L. V. Zankova. - Information about the seminars can be obtained on the websites www. tochkapsy. ru and www. zankov. ru

T.V. Beglova, M.R. Bityanova T.V. Merkulova, A.G. Teplitskaya

METHODOLOGICAL

RECOMMENDATIONS

to the workbook “School Start”

Pedagogical diagnostics of starting readiness

To successful learning

in primary school

● General characteristics of pedagogical diagnostics of starting readiness

● Description of the diagnostic procedure

● Evaluation and analysis of results

● The use of diagnostic data in the work of a teacher to individualize learning

Publishing house "Educational Literature"

BBK 74.202.5 B37

FEDERAL SCIENTIFIC METHODOLOGICAL CENTER

them. L.V. ZANKOVA

Scientific editor S. G. Yakovleva

IN Methodological recommendations addressed to primary school teachers describe a program for pedagogical diagnostics and assessment of a child’s initial readiness for successful learning in primary school. Diagnostics are carried out on the third or fourth week of children's schooling. Its goal is to determine the level of readiness of each child

To mastering the curriculum and achieving educational results in accordance with the Federal State Educational Standards of NEO.

The diagnostic results will allow the teacher not only to provide targeted pedagogical assistance and support to each student, taking into account his individual characteristics, but also to “tune” the learning process of the class as a whole. Diagnostic data opens a child’s portfolio, which will be supplemented with new materials as he or she learns.

description of the diagnostic procedure, evaluation and analysis of its results. The manual may be useful to teachers who use various teaching materials, as well as school psychologists and parents.

Beglova T.V., Bityanova M.R., Merkulova T.V., Teplitskaya A.G.

B37 Methodological recommendations for the workbook “School Start”. Pedagogical diagnostics of starting readiness for successful learning in primary school / Ed. M.R. Bityanova. $ 2nd ed., rev. $ Samara: Publishing House "Educational Literature": Publishing House "Fedorov", 2012. $ 64 p.

ISBN 978$5$9507$1462$7 (Educational Literature Publishing House). ISBN 978$5$393$00683$9 (Fedorov Publishing House).

Structure of the diagnostic notebook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Carrying out diagnostics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

conducting and evaluating. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Processing and presentation of diagnostic data . . . . . . . . . . . . . . . . . . 49 Diagnostic data for a specific child. . . . . . . . 49

Diagnostic data per class. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

Qualitative assessment and use of data

diagnostics in the work of a teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Assessment of the level of development of specific skills. . . 52

Assessment of the level of instrumental readiness

Assessment of the level of personal readiness

each child and the class as a whole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

Assessment of the general level of starting readiness

each child and the class as a whole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

INTRODUCTION

The beginning of schooling, both in the minds of teachers and in the minds of the parents of a future first-grader, is traditionally associated with the problem of readiness. It's rare that a parent doesn't wonder if their child is ready for school. Behind this question lies many different feelings and experiences of parents: concern for the child (will he be good at school? Will studying harm his well-being and mental health?), and social fears (will my child be worse than others?), and parental ambitions (what will they think of me?), and much more. Teachers also think seriously about children’s readiness for systematic learning. For him, this is both a question of his own professional success (will I be able to show a high professional level by teaching these children?), and concern for the quality of education (will the children be able to learn everything they need?). These questions are especially relevant now, when every teacher is faced with the task of setting up the learning process to achieve not only subject, but also meta-subject educational results (MSE). This “tuning” involves increased attention to each child, his individual capabilities, and level of starting readiness.

Both parents and teachers, worried about the child’s readiness to learn, place their hopes on the psychologist and his professional knowledge. Psychological diagnostics are most often considered as a tool for studying readiness. Why is this so? And is this right? The first question is easy to answer. The term “readiness” in relation to first-graders is traditionally supplemented with the adjective “psychological”. Psychological readiness is a look at the child’s educational prospects, success or failure from the point of view of various development parameters. A psychologist has a set of diagnostic tools in his arsenal to assess various aspects of such readiness: motivation, personal vision

strength, level of intellectual and sensorimotor development, formation of volition, etc. Based on the diagnostic results, individual indicators of mental development are compared with indicators of the age norm. Due to this, it becomes possible to assess the level (degree) of psychological readiness.

If the readiness level is low, the child will have difficulty learning at the same level as other children. He will need individual help from a teacher, and in some cases from a psychologist or speech pathologist. As a rule, special classes are needed that allow one to develop certain mental processes.

Psychological readiness has become in recent years the main “starting” indicator of a first-grader’s school life. And this is very good. This suggests that we care about each child, his well-being, and his personal success. But is the whole “truth about a child’s readiness” for learning contained in the traditional set of indicators of mental development? Are we missing something very important that can prevent even psychologically ready children from successfully adapting to the learning process and receiving a quality education? The question is clear to every practitioner - both a teacher and a psychologist. From time to time we are faced with a situation where, according to all indicators of psychological readiness, a child is within the age norm, but it is very difficult for him to study, master educational material, and communicate with other children in educational situations. What is the reason: the diagnosis was performed poorly? Or did you miss something important? It seems to us that psychological readiness alone is not enough to determine the learning prospects of a particular child and the class as a whole, since it does not offer an assessment of a number of indicators. Let's call the sum of such indicators “starting readiness”.

Starting readiness is a set of skills (that is, mastery of methods of action, thinking, communication) that allow a child to successfully master educational material presented in a certain way and to be involved in educational situations that the teacher creates for him.

Coming to school, a child finds himself in an educational space specially organized for him, consisting of

new objects, visual images, activities and communication. All this is created by the teacher in order to teach better. But first, the child must be ready to learn the way the teacher suggests. Learning situations must be built on the basis of those skills and mental processes that the student has already developed, at least at the initial level. Certain starting skills are required. We are not talking about the ability to read or count. We are talking about various abilities, as we would say in relation to a schoolchild, of a meta-subject nature. This is starting readiness.

Psychological and starting readiness complement each other and provide a general vision of the prospects for a child’s learning and development in a specific educational environment. Below, in Table 1, their comparative characteristics are given.

Table 1. Comparative analysis of the child’s pedagogical and psychological readiness for schooling

1 For more information about this, see table 2 on p. 14.

With the joint application and interconnected analysis of the results of diagnosing psychological and starting readiness, we, adults who teach and accompany the development of the child, have the opportunity to maximally customize the educational process for each specific student, strengthen the positive impact of a particular educational system .

But if the diagnosis of psychological readiness is well developed both at the theoretical and instrumental levels, then the pedagogical diagnosis of starting readiness is more of a “figure of speech” than a specific professional tool.

We have attempted to develop and describe a program for pedagogical diagnostics of starting readiness. Using this program, you can assess your child’s capabilities for systematic learning in first grade. The proposed recommendations for teachers can be an important tool for pedagogical analysis and design of the educational process.

GENERAL CHARACTERISTICS OF PEDAGOGICAL DIAGNOSTICS OF STARTING READINESS

In the most general form, the purpose of this program (its goal) is to obtain reliable information about the child’s readiness to study successfully and achieve a high-quality educational result of the 1st grade. In the future, this information can be used by the teacher to:

1) create psychological and pedagogical prerequisites for the development of universal educational activities and, accordingly, achieving high-quality meta-subject and personal educational results by the end of primary school;

2) provide an emotionally comfortable educational environment for each child by planning the pace of completion and level of difficulty of the program;

3) adjust the forms and methods of teaching the class as a whole, taking into account the level of readiness for individual blocks of skills;

4) plan individual teaching work

With every child;

5) if necessary, obtain advice on issues of educating children from specialized specialists (psychologists, speech pathologists).

The criteria we propose for a child’s starting readiness follow from the requirements of the Federal State Educational Standard for Primary General Education and correspond to the request of L.V.’s developmental education system. Zankova1.

1 More details about the system of developmental education L.V. Zankova and her capabilities in achieving the results planned by the Federal State Educational Standard, see: Vantsyan A.G., Nechaeva N.V., Petrova E.N., Plotnikova A.Yu., Yakovleva S.G. “Implementation of a new educational standard: the potential of the L.V. Zankova." Samara: Publishing House "Educational Literature": Publishing House "Fedorov", 2010, 2011.

The most important component of this system are didactic principles, which act as a link between the goals, objectives and practice of teaching, creating conditions for the holistic development of the child. Brief characteristics of the named L.V. Zankov’s didactic principles of developmental education will reveal, on the one hand, the level of expectations placed on a child by a modern school, and, on the other hand, the features of teaching that contribute to the development of the expected qualities of the student.

For developmental education and modern Federal State Educational Standards, the basic position is L.S. Vygotsky that learning should take place in the zone of proximal development, and not at the actual level already achieved by the child. In the system of developmental education L.V. Zankov’s position is implemented as follows.

The content of education is selected and structured on the basis of didactic the principle of the leading role of theoretical knowledge. The essence of the principle is that it is aimed at a deep awareness of the connections and dependencies between theoretical material both within one subject and between different subjects, as well as the leading role of theoretical knowledge in relation to practical knowledge. The implementation of this principle in the content of educational subjects creates conditions for students to study the interdependence of phenomena, their internal essential connection, which forms the systematicity of knowledge and the necessary mental abilities, first of all, methods of carrying out mental operations.

The child’s work not with individual facts and phenomena, but at the crossroads of knowledge, in turn, creates conditions for the implementation of didactic the principle of learning at a high level of difficulty while observing the measure of difficulty. The implementation of this principle requires maximum effort of mind, will, and feelings for a given child to solve a complex (but feasible) cognitive task. It provides for the organization of collective learning activities in the classroom to solve a problem that the child cannot cope with independently (high level of difficulty), but solves in cooperation with the teacher and classmates (compliance with the level of difficulty). The measure of difficulty is established and adjusted by studying the child, starting from his admission

to school, the main goal of which is to determine the level of current development of each student. This knowledge gives an idea of ​​the zone of proximal development, which should be activated by the presented level of difficulty of the task. Knowing the level of a student’s achievements allows one to quite accurately determine the need for this or that assistance and its extent in order to organize productive independent activity. Thus, the student’s cognitive activity is built not from simple to complex, but from complex to simple, from some unfamiliar situation through an independent or collective search to its resolution, if necessary, with assistance - from general hinting to direct. It is precisely the encounter with cognitive difficulty that evokes emotions that stimulate the search activity of the student and the class.

The child overcomes the difficulty that has arisen thanks to the implementation of didactic the principle of awareness of the learning process. In accordance with this principle, education is structured so that schoolchildren understand not only the regularity of the sequence of material and the interrelation of concepts studied in academic subjects, but also the process of acquiring knowledge itself, so that they evaluate their capabilities and themselves in the classroom community, those. developed an important human ability – reflection. When faced with difficulty, the student asks the questions: “Why didn’t it work?”, “What knowledge or skills are missing?” This is how the child’s educational and research activities are motivated, during which personal qualities are activated, character and will are developed, communication, discussion, reasoning thinking are activated, “knowledge - ignorance” are differentiated, the child looks for missing information, which leads to solving the problem.

Systematicity, awareness of knowledge and methods of activity are necessary conditions for the implementation the principle of a fast pace of learning material. This principle affects not so much the quantitative as the qualitative characteristics of learning. It requires constant movement forward and resists repeated monotonous repetitions, marking time, and “chewing” the same material. L.V. Zankov wrote: “Continuous enrichment of the schoolchild’s mind

“Nika’s diverse content creates favorable conditions for a deeper understanding of the information obtained, since it is included in a widely ramified system”1. Rapid progress occurs simultaneously with a constant return to the past. The study (discovery) of something new is carried out on the basis of understanding what is already known. This structure is characteristic of programs in the developmental education system of L.V. Zankov, helps to overcome the isolation of its parts and ensures the permanence of repetition, which leads to the strength of assimilation of knowledge, skills and abilities. Children not only make rapid progress in learning new things, but at the same time constantly reinforce previously acquired knowledge.

The next didactic principle requires targeted and systematic work on the overall development of all participants

members of the class, including both the strong and the weak, in compliance with the requirement of constant care for the mental and physical health of each child . The implementation of this principle requires the creation of such conditions so that the child, based on his childhood personal experience and his abilities and inclinations, can optimally advance in general development. Such opportunities are provided by the content of training courses, built on an integrated basis. Integrated courses, providing different aspects of reality, create conditions for the formulation of multifaceted tasks for one content. Such tasks combine different levels of generalization, theoretical and practical material from different sections of the academic subject and from different subjects. Knowledge is also presented in the form of combinations of different levels: reproductive, logical, problematic, creative. In such a wide field of opportunities, each child can demonstrate their strengths and develop insufficiently developed ones, which creates real conditions for individualization of learning 2 .

1 Zankov L.V. Selected pedagogical works. M.: House of Pedagogy, 1999. P. 230.

2 Description of didactic principles was carried out by the scientific director of the Federal Scientific and Medical Center named after. L.V. Zankova $ N.V. Nechaev.

By creating conditions for the individualization of learning, the implementation of this didactic principle, like all those mentioned above, is possible only with the constant study of the individual characteristics of each child. The use of the proposed program for studying the starting readiness of children seems to us to be one of the effective ways to obtain knowledge about the individual characteristics and capabilities of first-graders at the time of the start of their education.

We are talking not so much about the maturity of certain mental processes necessary for learning, but rather about the fact that certain skills must be formed on their basis. Let us emphasize that it is not always possible to equate the level of a child’s psychological maturity with his readiness to learn, since the psychological prerequisites for successful learning may already have been formed, but specific skills may not. If the skills are not formed by the child’s previous developmental experiences, the teacher will need to spend time and organize special situations in order to develop these basic skills in the child himself or seek help from a specialist (for example, a psychologist).

The sum of these skills constitutes the instrumental component of initial readiness for systematic learning. It reflects the extent to which the child is equipped with special tools for processing educational information (skills or abilities). These skills ensure the effectiveness of educational observations and the solution of logical problems (age-appropriate, of course), educational cooperation and dialogue between children, and primary control of their actions. No less important are the indicators of the personal component of starting readiness, which characterize the child’s attitude to learning: whether knowledge and the process of learning itself is valuable for the child. The skills that make up the instrumental component of starting readiness are especially important at the beginning of training. At the same time, they are an important prerequisite for the formation of universal personal and meta-subject learning activities.

The development of skills included in the blocks of “observation” and “mental abilities” creates the most important prerequisites for the formation of cognitive learning skills. “Control” skills form the basis for the formation of regulatory control systems.

Communication skills included in the instrumental component of starting readiness and the personal component also correlate with the educational results of grade 1 and the entire primary school.

Diagram 1. Diagnosis of a child’s initial readiness for successful learning: main parameters

Observation

In table 2 on p. Figure 14 presents indicators of starting readiness, provides brief characteristics of each skill, and provides examples of training tasks that involve these skills. All of them are taken from the educational teaching and learning system according to the system of developmental education by L.V. Zankov or teaching methods for different courses in the first two quarters of 1st grade.

Table 2. Indicators of a child’s initial readiness for learning

Continuation of Table 2

DIAGNOSTICS OF READINESS FOR TRAINING

AND OTHER PROFESSIONAL STEPS OF A TEACHER

The beginning of schooling, both in the minds of teachers and in the minds of the parents of a future first-grader, is traditionally associated with the problem of readiness. It's rare that a parent doesn't wonder if their child is ready for school. Behind this question lies many different feelings and experiences of parents: concern for the child (will he be good at school? Will this harm his well-being, mental health?), and social fears (will my child be worse than others?), and parental fears. ambitions (what will they think of me?), and much more. Teachers also think seriously about children’s readiness for systematic learning. For him, this is both a question of his own professional success (will I be able to show a high professional level by teaching these children?), and concern for the quality of the children’s education (will they be able to learn everything they need?).

And psychological diagnostics are most often considered as a tool for studying readiness. Why is that? And is this right? The first question is easy to answer. The term “readiness” in relation to first-graders is traditionally supplemented with the adjective “psychological”. Psychological readiness is a look at the prospects for a child's learning - success or failure - from the point of view of various aspects of mental development. Based on the diagnostic results, individual indicators of mental development are compared with indicators of the age norm. Due to this, it becomes possible to assess the level (degree) of psychological readiness. If the readiness level is low, the child will have difficulty learning at the same level as other children. He will need individual help from a teacher, and in some cases from a psychologist or speech pathologist. As a rule, special developmental activities are needed that allow one to develop certain mental processes.

"SCHOOL START":

PEDAGOGICAL DIAGNOSTICS OF START-UP READINESS

TO SUCCESSFUL STUDYING IN PRIMARY SCHOOL

School years are a person’s long road to knowledge and understanding of the world and society. To yourself.

The road is difficult, requiring desire and effort from those who walk along it. And also understanding and professionalism from the one who leads and accompanies.

Every step on this path is significant. Especially the first steps.

Our diagnostic program allows an adult to set the right guidelines on the starting pad of education.

"School start" is a fundamentally new approach to pedagogical diagnostics and teacher organization of the first weeks and months of children’s education at school.
It allows:
- obtain reliable information about whether the child is ready to study successfully;
- create a basis for the development of universal educational activities;
- provide an emotionally comfortable educational environment for each child;
- select pedagogical methods and techniques taking into account the level of readiness and plan individual work with children.

Uniqueness of diagnostics

A psychological examination of 1st grade textbooks allowed the authors of the educational curriculum to identify a basic set of skills that are important to develop in a child from the very first days of education. These skills:
- ensure understanding of the textbook material and teacher instructions,
- allow you to engage in educational dialogue in the classroom,
- help organize activities in the lesson, etc.
- timely diagnosis of such skills allows the teacher to “tune” the educational process to the individual level of readiness of each student and the class as a whole.
- from the first days of training, comfortable conditions are created to achieve educational results that comply with the Federal State Educational Standards of the NEO.

A total of 17 skills are identified. They are grouped into the blocks “observation”, “Thinking abilities”, “Control skills”, “Communication skills” and “Personal readiness”:

The teacher's manual provides detailed characteristics of each skill according to the following scheme:

How does diagnostics work?

Each child works in his own personal workbook.

Special diagnostic exercises make it possible to identify those skills that help children cope with educational tasks at the beginning of 1st grade.
The tasks are built on the basis of color drawings, which makes them easier for the child to perceive.

How is diagnostics carried out?

Pedagogical diagnostics of starting readiness is carried out at 3-4 weeks of teaching a first-grader.

All exercises are performed under the guidance of a teacher. Methodological recommendations have been developed to help the teacher. They provide all the necessary information: the purpose of the task, instructions, completion time, advice on what to do in certain unforeseen situations, how to respond to children’s questions, etc.

Processing diagnostic results

We have tried to simplify the procedure for processing diagnostic results as much as possible. All data is entered into 2 summary tables, which allows them to be used in the future for qualitative pedagogical analysis.

What does diagnostics give a teacher?

“School start” is an opportunity for a teacher to understand the reasons for the success and failure of his students and, from the first days, to consciously and purposefully work on the formation of universal educational actions.
The data obtained as a result of diagnostics can be included in the portfolio of each child.

How to learn how to diagnose

The manual provides comprehensive information on conducting and processing diagnostic data.
- You can undergo training at a one-day seminar, which is conducted by the Center for Psychological Support of Education “POINT PSI” and the Federal Scientific and Methodological Center named after. L.V. Zankova.
- Information about seminars can be obtained on the websites