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What should a child be able to do before going to school? School maturity test. Test (senior group) on the topic: Is your child ready for school?

What should you pay attention to when preparing your child for school, how to check if he is ready to go to first grade and how to help him adapt to new conditions.

*Time to read the article - 2 minutes

The process of obtaining information in most schools is still tedious and time-consuming. This creates an aversion to the learning process already from the first grades. But skill and desirestudyis an important element that the school should lay down.

The labor market may change dramatically in a decade and a half, but the ability to learn quickly and efficiently will remain the most important skill for every person who wants to achieve success in life. This is why it is so important that the child has a desire to acquire new knowledge.

Before sending your child to school, it is important to consider a number of factors:

the child’s ability to adapt;
ability to carry loads;
general health;
the presence of both intellectual (writing, reading) skills and social (communicative initiative);
child's temperament type;
the child’s ability to self-esteem and self-perception, which influence the ability of his adaptation to a new team;
the child’s ability to defend his interests not only among peers, but also at the student-teacher level.

If a child is not ready, he may “break down” at school.

Ask yourself these questions:

What do you know about your child's emotions?

Is it necessary to protect a child from negative emotions?

What's happened emotional intellect and how to develop it?

What is the importance of emotional intelligence in achieving success?

What does proper emotional education mean?

What means mental health child?

What to pay attention to in development emotional sphere preschooler?

What communication techniques are there for communicating with a child? harmonious development his emotional health?

If you can answer all of these questions, then you are in a good position to assess your child's readiness for school.

Remember that age is not an indicator of a child’s readiness for school. And cognitive, emotional and social development. These three vectors are fundamental in assessing the readiness of a preschooler.

About a child's motivation to study

I have a question: “What are the benefits of education for a child, for a first-grader?” In general, a “motive” is a certain generalized image, a vision of material or ideal objects that are valuable to a person. And this value guides the activity. The motive is benefit.

Children at this age do not understand why they need to study. A first grader is motivated to learn what is in his area of interest. At the same time, the very process of changing the type of his activity at the age of 6-7 years - he used to play, but now he has to study - is a huge stress.

If a child does not want to learn, this means that the child is sensible, that he approaches the process meaningfully and is not ready to do something if he does not understand “Why?”

Memorizing information is not the main thing in studying. Much more important is working with thought processes. In modern school these processes are not considered. The child's thinking does not develop much. As a result, we get a student who is not motivated because he does not understand the meaning of what is happening. If his thinking processes are not sufficiently developed to assimilate information qualitatively, then the result will be bad marks or cramming. Both options are bad.

The task of the first grade is to create a desire to learn.

Most teachers will not teach the thinking process, seek an individual approach, motivate, help develop concentration skills, memorize large amounts of information, or the ability to speak in front of an audience. More often, teachers engage in intimidation, threats and humiliation of students.

Practice shows that the children of those parents who do not give a damn about what their child does are most willing to complete tasks. If you, as a parent, do not teach him comprehension and learning skills, he will have a harder time doing well in school.

In the first grade, the child develops self-esteem and perception of his social role. Depending on how well he studies, how well he has established relationships with others, he will recognize himself as either a loser or a leader, he will either keep to himself, or will occupy some other niche in the hierarchy that exists in any team, including in first grade.

At the same time that a child enters first grade, his relationship with his parents also changes. As a rule, in the worst side. This may be due to the fact that for you he has ceased to be a child and your demands on him will become excessive. But relationships also deteriorate in the process of joint preparation of lessons. If it is more important for parents to do it right homework for the class teacher, than what the child thinks about his parents, then gradually, the home and parents turn for the child from a place of peace and protection into a kind of branch of hell. The consequences are felt in adolescence, when the child withdraws into himself, gets involved with dysfunctional company or leaves home.

In the first grade, the child experiences stress. The very definition of stress is a state of increased tension, for which there are physiological, psychological and social reasons.

Physiological ones are related to the fact that he wants to run and jump, but he can’t.

Psychological - with his inability to concentrate and withstand the internal level of tension, because you need to correspond to what they think about you and what is expected.

Social is the inability to adapt to a new team, which makes it difficult to build relationships with a teacher or the opportunity to make friends with classmates.

The task of parents is to influence the reduction of stress levels in the child.

Socialization: is it worth worrying about?

Socialization is an important psychological process. This is the formation of behavioral and psychological skills necessary to interact with people. In fact, a person must have some basic skills of communication and behavior in society in order to feel comfortable in it. The child must be effective in his communication.

But the school is not interested in how effective the child is. She is interested in how convenient and manageable it is. Few people ask about a child’s thoughts and fantasies, and if that’s not the case at your school, you’re in luck!

How to evaluate the quality of a school?

The child should evaluate the quality of the school. Not you, the parent, but the child.

What qualities should a school demonstrate? The child must have passion and high cognitive activity, so that it would be interesting for him to understand at least one direction down to the smallest detail. It is important to understand your desires, goals and the ability to achieve them. Perseverance and self-respect are important. The courage to have and defend your point of view. This is all you need to develop in life and achieve success in general.

But instead of developing these important skills, school creates an emotional dependence on the often biased opinions of others. Self-esteem at school is formed not on the child’s awareness of his own uniqueness, but on the basis of compliance with other people’s ideas about what he, a child, should be.

Therefore, if children like to study at least one subject, then, in principle, everything is good at school. If for a child school is hard labor, then 11 years will be devoted not only to the formation of an aversion to the learning process, but also to stereotyped thinking after 11 years.

There is no diagnosis of learning disability. Because learning is a complex process that consists of a number of psychological processes. And you first need to understand what is wrong with your child’s learning if you observe the so-called “inability”.

If you were unable to attend the last master class on how to prepare your child for school, don’t be upset. I'll be doing another one soon before the course starts. Training starts in June. Register to see if the course is right for you and help your child be better prepared for school.

The last “free” summer of preschoolers brings a lot of anxiety to parents related to the upcoming entry of children into first grade. Sometimes these anxieties intensify excessively, making the educational efforts of adults convulsively chaotic. Summer is quite a long time, but do not try to complete the entire program of a high school or first grade during it. It is better to make sure that the child has sufficient psychological maturity to study at school.

What is school maturity (or psychological readiness for school)? Traditionally there are three aspects school maturity: intellectual, emotional and social. Intellectual maturity for the age of 6-7 years is the ability to distinguish a figure from the background, the ability to concentrate attention, establish connections between phenomena and events, the ability to remember logically, the ability to reproduce a pattern, as well as the development of subtle hand movements and their coordination. Emotional maturity is the weakening of immediate, impulsive reactions and the ability to perform not very attractive work for a long time, that is, the development of voluntary behavior. Social maturity implies the need to communicate with peers and the ability to subordinate one’s behavior to the laws of children’s groups, the ability to accept the role of a student, the ability to listen and follow the teacher’s instructions. Thus, a certain necessary level of development of the child is taken as the basis for readiness for school, without which he cannot study successfully at school at all (look at our picture).

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

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

Test for parents

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

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

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

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

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

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

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

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

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

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

2016-08-22T12:37:27+00:00

Good afternoon, dear readers! Tell me, do you often remember your school years? And how are your memories colored? Do good and positive moments prevail? Or were you looking forward to finishing school? We all want our children to have golden years during their school years. To prevent the first of September from becoming stressful for a child, it is better to think in advance whether the child is ready for school?

Readiness to learn at school/school maturity appears in children between the ages of 6 and 7 years. This is the average. Don't forget that every child develops at his own pace. What does school maturity mean?

School maturity is divided into:

Physiological readiness;
(motivational, emotional-volitional);
Intellectual (sometimes it is included in psychological readiness).

Often, intellectual readiness for learning is put at the forefront. This is wrong! School maturity is a complex indicator showing the level of readiness of various areas of a child’s personality, ensuring a successful learning process.

Is a child ready for school: how to determine?

So, how can you tell if your baby is ready to start school? There is very little time left until September. What is the best thing to focus your attention on now? What should you spend time on to make your child’s adaptation to school go more smoothly?

I offer my readers a free book “ How to check your child's readiness for school? » child psychologist Tatyana Egorova.
What you will find in this book:
clear guidance for parents;
simple instructions for testing your baby;
interpretation of the test result;
drawings that will facilitate testing;
ability to print on a printer

Nowadays, you can find many different manuals in the public domain that can help you determine your readiness for school. There are tests for children that help them find out how their memory, thinking, and speech are developed.

To diagnose the intellectual sphere, experts offer a whole list of various techniques and tests. Here is an approximate list by which you can determine your child’s readiness to learn independently.

Attention

Correction test

Standard of fulfillment this test for children aged 6-7 years - 40 characters or more, of which 10 errors or less. Ask your child to fill in the shapes according to the sample. Operating time: 5 minutes.

Memory

Speech

A first grader must be able to express his thoughts through speech. Often they use a task - a story based on plot pictures. The child needs to correctly distribute the sequence of images and compose short story using suggestions.

Thinking

Performing simple labyrinths, classification, generalization - these are the positions that are considered. Look at sample tasks for children:

Spatiotemporal orientation

Most older preschoolers already master such concepts as “up-down”, “right-left”, “above-under”, “more-less”, “wider-narrower”, “high-low”.

And here, for example, is one of the tests for children on social readiness for school.

Before you conduct any test with your child, make sure that he is calm, in a good mood, and ready to listen and hear you. You should not conduct any test methods if your baby is upset about something and refuses to sit down to complete tasks.

You can read more about psychological readiness, volitional, motivational and personal components in the article.

How to determine if a child is physically ready?

Don’t forget about physical readiness for school.

When entering school, the child prepares for new loads, including physical ones. Sitting at a desk so as not to harm the spine, the ability to hold a pencil correctly, developed fine and gross motor skills of the body, dexterity, endurance, features of vision, hearing, and speech.

Interesting technique!

M.M. Bezrukikh suggested using Philippine test to determine the maturity of brain structures for successful entry into first grade. The baby is asked to reach with his hand to the edge of the ear located on the other side.

This test shows the child's biological age. At 4-5 years old, a child goes through a “growth spurt”. Until this time, he simply will not be able to complete this task. This technique speaks not only about the length of the arms and the development of the child’s skeleton, but also, more importantly, about the development nervous system. It shows that brain structures have matured and can perceive and process information.

A child of 6-7 years old can already grasp the rhythm well, repeat the movements of an adult, and feels the rhythm. Although, of course, his movements are often not so precise.

Before entering school, you must undergo a general medical examination: ENT, surgeon, orthopedist, ophthalmologist, dentist, neurologist, pediatrician. If your child has developmental disabilities, this information must be provided in advance when enrolling in school. to the class teacher, as well as the school nurse.

On this moment In Moscow, in addition to general education schools, there are schools for children with special needs. Such institutions create optimal conditions development and education for children, for example, intellectually developed, but with special needs physical development(for example, cerebral palsy).

Inclusive classes are also increasingly being opened, in which the educational program should be structured taking into account all the characteristics of the students.

They said the child is not ready?

Don't panic!

Firstly, you should never draw 100% conclusions based on the results of one technique. Perhaps the child simply did not understand the instructions, or there was no contact established between your child and the specialist conducting the tasks.
Secondly, in any case, no one will refuse you admission to first grade. This formulation can only draw the attention of parents to the “weak” side.

It is believed that if some aspect of school maturity is not sufficiently developed, then the child will have a very difficult time in the learning process, which can be reflected in fears, tears, academic failures, physical fatigue, etc.

Parents have the right to decide independently at what age their child will go to school, and which school he will go to. In addition to subject teachers, each institution has a psychological and pedagogical service (speech therapist, defectologist, psychologist).

If your baby is coming to school and at the same time has its own developmental characteristics, then during the learning process not only parents help the child, together with the teacher, better adapt to the learning process, but you can always seek advice from specialists.

Parents' readiness for school

Are you ready?

Think about it and answer your question honestly. Are you ready to send your little one to school? Entrust it to other adults, teachers? Do you have fears and anxieties?

Children are our mirrors. Before you analyze your child's readiness to learn, look inside yourself. After all, if you yourself have fears and anxiety, then with a 99.9% probability, I can tell you that your child will have it too.

Plus, it can show you unpreparedness in other respects. For example, stop reading and counting well. Thinking that then you will allow him not to go to school.

Stay positive. Prepare for school in advance and on the first of September you will go to the holiday of knowledge with a smile).

Tell me, was this article useful to you? If yes, then share it with your friends on social networks! And don’t forget to subscribe to blog updates - there are many useful articles ahead).

Psychological readiness for school is the level of child development necessary to study the school curriculum. Readiness to learn at school is the result of development in preschool age.

School readiness includes the following elements: motivation to learn, development of will, ability to control one’s behavior, intellectual development, ability to understand the meaning of what is said.

Motivation to learn comes from the desire to learn and the ability to work. A child strives to explore the world from birth. If a child develops normally, then the desire for knowledge increases. To develop motivation for learning, parents must constantly satisfy cognitive need: answer “why” questions, read fiction and educational books to them, play educational games, praise the child for his successes, encourage him in his endeavors.

At the stage intellectual development the ability to solve problems is formed. This development begins with solving problems on the connections between objects (for example, putting objects in their places). Then the child learns to perform these actions in his mind, that is, no longer with real objects, but with their mental images. Tasks are constantly becoming more complex in drawing, playing, designing; when completing tasks, the child does not just perform learned actions, but changes his actions and gets new results, learns to plan his actions.

When entering school, a child should know:

Your full name;
-Your date of birth and age;
-full name of parents, their profession;
-Home address: city, street, house, entrance, floor, apartment;
-The main attractions of your region;
-Name of your country and its capital;
-Days of the week, months, seasons, riddles about the seasons, the main signs of each season;
-Names of domestic and wild animals and their young, their habits;
-Plants and know where they grow;
-Parts of the human body;
-Names of professions;
-Russian folk tales;
-Great Russian writers and poets (A.S. Pushkin, L.N. Tolstoy, S.A. Yesenin, F.I. Tyutchev), their main children's works;

Distinguish between living and nonliving, gender (male and female), number (singular and plural), times of day; shoes, clothing, and hats; fish, birds, insects, animals; vegetables, berries, mushrooms, fruits; water, air and land transport; furniture, dishes, etc.; geometric figures: triangle, circle, square, rectangle, oval;
-Orientate yourself in space and on paper, distinguish between right and left, top and bottom;
-Learn and recite a short poem by heart;
- Completely and consistently retell the story you read or listened to;
-Make a story based on the picture presented;
-Remember and list from memory six to ten words, objects, pictures;
-Divide words into syllables by stamping or clapping;
-Distinguish between consonants and vowels;
-Determine the sequence and number of sounds in words of this type: “house”, “poppy”, “oaks”, “soup”, “teeth”, “sleigh”, “wasps”;
-Hold a pen, pencil, or brush correctly;
-Draw horizontal and vertical lines without a ruler; draw animals, geometric shapes, people, various objects from geometric shapes; carefully stroke with a pencil, paint over, remaining within the contour of the objects;
-Use scissors (cut a sheet of paper into squares, strips, rectangles, circles, triangles, ovals, cut out geometric shapes along the contour);
-Make applications from multi-colored paper;
-Model from plasticine and clay;
-Count from one to ten and back, perform arithmetic operations within these limits;
-Relate the number to the number of items;
- Listen carefully for 30-35 minutes;
-Maintain correct posture while sitting for 30-35 minutes;
-Fulfill physical exercise, play sports games;

The first thing you need to do is develop your speech. A child should be able to give not a monosyllabic, but a complete answer to a question (To the question: “How old are you?” it is better to answer: “I am six years old” than a monosyllable: “Six”). You need to reach such a level that the child can make sentences of two or three words and connect them into a story of three to five sentences.

Teach your child to determine how many words are in a sentence and name the words in order (first, second, third word). He needs to learn to isolate sounds from words, to correlate sounds and letters (this is extremely important for learning to read and write).

The next step will be the ability to retell a read story, fairy tale, and conduct a dialogue. Show your child a picture and ask him to tell you what he sees in it, who is in it, what is happening - this way he will learn to write a story based on the picture. Read him fairy tales (if he already knows how, then it’s better for him to read them himself) and ask him to retell them in his own words, ask questions about the content.

All parents at one point face the question: is the child ready for school? and is their child ripe for learning? As a rule, both parents and teachers look only at the future student’s ability to read and count. And suddenly it may turn out that a first-grader, who perfectly completed all the tasks in the preparatory courses and knows everything necessary, does not want to go to school and has problems with discipline. Parents do not understand what is happening, because they diligently prepared their child for school, sometimes the child even attends several preparatory courses, and they worked with him a lot in kindergarten.

As a rule, after preparatory courses the child knows the first grade curriculum, and repeating truths that have been known for a long time can only cause boredom in the child. Almost any child of the appropriate age will have enough knowledge to teach in the first grade, because school program should be designed for children who cannot read. Of course, it is worthwhile to study before school, but this should be done so that the child develops an interest in knowledge. Under no circumstances should a child be forced to study or put pressure on him; you can start with learning in a playful environment.

Not every child is psychologically ready to become a first-grader. Below are the criteria by which you can determine whether your baby is mentally mature enough.

A first grader should be able to start communicating with classmates and the teacher. Even if the child attended kindergarten, the new society may still become a difficulty for him.
The student will need to do more than just what he wants, and sometimes he will have to force himself. The child must be able to set a goal, draw up an action plan and achieve it. He must also understand the importance of certain matters. For example, in order to learn a poem, a child will be able to give up a game that interests him.
The child must be able to assimilate information himself and draw logical conclusions from it. For example, by the shape of an object he will be able to guess its purpose.

Parents can assess the level of “maturity” through observation and answering questions.

The questions were developed by psychologist Geraldine Cheney.

Assessing Cognition Development

Does the child have basic concepts (for example: right/left, big/small, up/down, in/out, etc.)?
Can the child classify, for example: name things that can roll; name a group of objects in one word (chair, table, wardrobe, bed - furniture)?
Can a child guess the ending of a simple story?
Can the child remember and follow at least 3 instructions (put on socks, go to the bathroom, wash there, then bring me a towel)?
Can your child name most uppercase and lowercase letters of the alphabet?

Base Experience Assessment

Did the child have to accompany adults to the post office, to the store, to the savings bank?
Was the baby in the library?
Has the child been to the village, to the zoo, to the museum?
Have you had the opportunity to regularly read to your baby and tell him stories?
Does the child show increased interest in anything? Does he have a hobby?

Assessment of language development

Can the child name and label the main objects around him?
Is it easy for him to answer questions from adults?
Can the child explain what different things are used for, for example, a vacuum cleaner, a brush, a refrigerator?
Can the child explain where objects are located: on the table, under the chair, etc.?
Is the baby able to tell a story, describe some incident that happened to him?
Does the child pronounce words clearly?
Is his speech grammatically correct?
Is the child able to participate in a general conversation, act out a situation, or participate in a home performance?

Assessment of the level of emotional development

Does the child seem cheerful at home and among peers?
Has the child developed an image of himself as a person who can do a lot?
Is it easy for a child to “switch” when there are changes in the daily routine and move on to a new activity?
Is the child able to work (play, study) independently and compete in completing tasks with other children?

Assessment of communication skills

Does the child join in the play of other children and share with them?
Does he take turns when the situation calls for it?
Is the child able to listen to others without interrupting?

Assessment of physical development

Does the child hear well?
Does he see well?
Is he able to sit quietly for some time?
Does he have developed motor coordination (can he play ball, jump, go up and down the stairs without the help of an adult, without holding on to the railings,...)
Does the child seem cheerful and engaged?
Does he look healthy, well-fed, rested (most of the day)?

Visual discrimination

Can a child identify similar and dissimilar shapes (find a picture that is different from the others)?
Can a child distinguish between letters and short words(cat/year, b/p...)?

Visual memory

Can a child notice the absence of a picture if he is first shown a series of 3 pictures and then one is removed?
Does the child know his name and the names of objects encountered in his daily life?

Visual perception

Is the child able to put a series of pictures in order?
Does he understand that they read from left to right?
Can he put together a 15-piece puzzle on his own, without outside help?
Can he interpret a picture and compose a short story based on it?

Hearing Ability Level

Can a child rhyme words?
Does it differentiate between words that start with different sounds, such as forest/weight?
Can he repeat a few words or numbers after an adult?
Is the child able to retell the story while maintaining the main idea and sequence of actions?

Assessment of attitude towards books

Does your child have a desire to look at books on their own?
Does he listen attentively and with pleasure when people read aloud to him?
Does he ask questions about words and their meaning?

After you have answered the above questions and analyzed the results, you can conduct a series of tests used by child psychologists to determine a child’s readiness for school.

Tests are not carried out all at once, but different time when a child good mood. It is not necessary to carry out all the proposed tests, choose a few.

1 test of a child’s readiness for school – Degree of psychosocial maturity (outlook)

Test conversation proposed by S. A. Bankov.

The child must answer the following questions:

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

Assessing answers to the school readiness test

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

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

No. 5 – the child can calculate how old he is - 1 point, names the year taking into account the months - 3 points.
No. 8 – for a complete home address with the name of the city - 2 points, incomplete - 1 point.
No. 15 – for each correctly specified application school paraphernalia – 1 point.
No. 22 – for the correct answer -2 points.
No. 16 is assessed together with No. 15 and No. 22. If in No. 15 the child scored 3 points, and in No. 16 - a positive answer, then it is considered that he has a positive motivation for learning at school.

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

2nd test of a child’s readiness for school – Kern-Jirasik School Orientation Test

Reveals general level mental development, level of development of thinking, ability to listen, perform tasks according to a model, arbitrariness of mental activity.

The test consists of 4 parts:

test “Drawing of a person” (male figure);
copying a phrase from written letters;
drawing points;
questionnaire.

Test “Drawing of a Person”
Exercise“Here (shown where) draw some guy as best you can.” While drawing, it is unacceptable to correct the child (“you forgot to draw the ears”), the adult silently observes. Assessment
1 point: a male figure is drawn (elements of men’s clothing), there is a head, torso, limbs; the head and body are connected by the neck, it should not be larger than the body; the head is smaller than the body; on the head – hair, possibly a headdress, ears; on the face - eyes, nose, mouth; the hands have hands with five fingers; legs are bent (there is a foot or shoe); the figure is drawn in a synthetic way (the outline is solid, the legs and arms seem to grow from the body, and are not attached to it.
2 points: fulfillment of all requirements, except for the synthetic method of drawing, or if present synthetic method, but 3 details are not drawn: neck, hair, fingers; the face is completely drawn.

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

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

5 points: lack of a clear image of the torso, no limbs; scribble.
Copying a phrase from written letters
Exercise“Look, there's something written here. Try to rewrite the same here (show below the written phrase) as best you can.” On the sheet of paper, write the phrase in capital letters, the first letter is capital:
He was eating soup.
Assessment 1 point: the sample is well and completely copied; letters may be slightly larger than the sample, but not 2 times; the first letter is capital; the phrase consists of three words, their location on the sheet is horizontal (a slight deviation from horizontal is possible). 2 points: the sample is copied legibly; the size of the letters and horizontal position are not taken into account (the letter may be larger, the line may go up or down).

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

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

5 points: illegible scribbles, scribbling.
Drawing pointsExercise“There are dots drawn here. Try to draw the same ones next to each other.” In the sample, 10 points are located at an even distance from each other vertically and horizontally. Assessment 1 point: exact copying of the sample, small deviations from the line or column are allowed, reduction of the pattern, enlargement is unacceptable. 2 points: the number and location of points correspond to the sample, deviation of up to three points by half the distance between them is allowed; dots can be replaced by circles.
3 points: the drawing as a whole corresponds to the sample, and does not exceed it in height or width by more than 2 times; the number of points may not correspond to the sample, but there should not be more than 20 and less than 7; We can rotate the drawing even 180 degrees.

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

5 points: scribbles, scribbles.

After evaluating each task, all points are summed up. If the child scores in total on all three tasks:
3-6 points – he has a high level of readiness for school;
7-12 points – average level;
13 -15 points – low level of readiness, the child needs additional examination of intelligence and mental development.
QUESTIONNAIRE
Reveals the general level of thinking, outlook, development of social qualities. Conducted in the form of a question-answer conversation.
Exercise might sound like this:
“Now I will ask questions, and you try to answer them.” If it is difficult for a child to answer a question right away, you can help him with several leading questions. The answers are recorded in points and then summed up.
Let's sum up the points.
Sum + 24 and above – high verbal intelligence (outlook).
A sum from + 14 to 23 is above average.
Sum from 0 to + 13 – average verbal intelligence.
From -1 to – 10 – below average.
From -11 and less is a low indicator.

If the verbal intelligence score is low or below average, additional examination of the child’s neuropsychic development is necessary.

3 test of a child’s readiness for school - Graphic dictation, developed by D. B. Elkonin.

Demonstrates the ability to listen carefully, accurately follow an adult’s instructions, navigate on a piece of paper, and independently act on the instructions of an adult.

To do this, you will need a sheet of checkered paper (from a notebook) with four dots drawn on it, located one below the other. The vertical distance between the points is approximately 8 cells.

Exercise
Before the study, the adult explains: “Now we will draw patterns, we must try to make them beautiful and neat. To do this, you need to listen to me carefully and draw the way I will speak. I will tell you how many cells and in which direction you should draw the line. You draw the next line where the previous one ended. Do you remember where you have right hand? Pull her to the side where she pointed? (on the door, on the window, etc.) When I say that you need to draw a line to the right, you draw it to the door (choose any visual reference). Where left hand? When I tell you to draw a line to the left, remember your hand (or any landmark on the left). Now let's try to draw.

The first pattern is a training one, it is not evaluated, it is checked how the child understood the task.

Place a pencil on the first point. Draw without lifting the pencil from the paper: 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.

During dictation, you need to pause so that the child has time to finish the previous task. The pattern does not have to extend across the entire width of the page.

You can offer encouragement during the process, but no additional instructions on how to complete the pattern are given.

Let's draw the following pattern. Find the next point and place a pencil on it. Ready? 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 drawing the same pattern yourself.

After 2 minutes, we begin to perform the next task from the next point.

Attention! Three cells up, one cell to the right, two cells down, one cell to the right, two cells up, one cell to the right, three cells down, one cell to the right, two cells up, one cell to the right, two cells down, one cell to the right. Now continue the pattern yourself.

After 2 minutes - the next task:

Place the pencil on the bottom point. Attention! Three cells to the right, one cell up, one cell to the left, two cells up, three cells to the right, two cells down, one cell to the left, one cell down, three cells to the right, one cell up, one cell to the left, two cells up. Now continue the pattern yourself.

You should get the following patterns:

Evaluation of results

The training pattern is not scored. In each subsequent pattern, the accuracy of the task reproduction and the child’s ability to independently continue the pattern are examined. The task is considered completed well if there is accurate reproduction (uneven lines, “shaky” lines, “dirt” do not reduce the grade). If 1-2 errors are made during playback - average level. Low grade, if during reproduction there is only similarity individual elements or there is no similarity at all. If the child was able to continue the pattern independently, without additional questions, the task was completed well. The child’s uncertainty and the mistakes he made when continuing the pattern are at an average level. If the child refused to continue the pattern or could not draw a single correct line, the level of performance is low.

Such dictations can be turned into an educational game; with their help, the child develops thinking, attention, the ability to listen to instructions, and logic.

4 test for diagnosing a child’s readiness for school – Labyrinth

Similar tasks are often found in children's magazines and workbooks for preschoolers. Reveals (and trains) the level of visual-schematic thinking (ability to use diagrams, symbols), development of attention. We offer several options for such labyrinths:

Evaluation of results

10 points (very high level) – the child named all 7 inaccuracies in less than 25 seconds.
8-9 points (high) – the search time for all inaccuracies took 26-30 seconds.
4-7 points (average) – search time took from 31 to 40 seconds.
2-3 points (low) – search time was 41-45 seconds.
0-1 point (very low) – search time is more than 45 seconds.

6 School Readiness Test – “Find the Differences”

Reveals the level of development of observation skills.

Prepare two identical pictures, differing from each other in 5-10 details (such tasks are found in children's magazines and educational copybooks).

The child looks at the pictures for 1-2 minutes, then talks about the differences he found. Child preschool age With high level observation must find all the differences.

7 Test of psychological readiness for school - “Ten words”.

The study of voluntary memorization and auditory memory, as well as stability of attention and the ability to concentrate.

Prepare a set of one-syllable or two-syllable words that are not related to each other in meaning. For example: table, viburnum, chalk, hand, elephant, park, gate, window, tank, dog.

Test condition- complete silence.

First say:

Now I want to test how you can memorize words. I will say the words, and you listen carefully and try to remember them. When I finish, repeat as many words as you remember in any order.

There are 5 sets of words in total, i.e. After the first listing and repetition by the child of the remembered words, you again pronounce the same 10 words:

Now I will repeat the words again. You will memorize them again and repeat the ones you remember. Name both the words you spoke last time and the new ones you remember.

Before the fifth presentation, say:

Now I will name the words in last time, and you try to remember more.

Apart from instructions, you should not say anything else, you can only encourage.

A good result is when after the first presentation the child reproduces 5-6 words, after the fifth - 8-10 (for older preschool age)

8 Readiness test – “What’s missing?”

This and test, and a simple but very useful game that develops visual memory.

Toys, various objects or pictures are used.

Pictures (or toys) are laid out in front of the child - up to ten pieces. He looks at them for 1-2 minutes, then turns away, and you change something, removing or rearranging, after which the child must look and say what has changed. With good visual memory the child easily notices the disappearance of 1-3 toys or their movement to another place.

9 Test “The fourth is extra”

The ability to generalize, logical, and imaginative thinking is revealed.

For children of older preschool age, you can use both pictures and a series of words.
It is important not only that the child chooses the wrong one, but also how he explains his choice.

Prepare pictures or words, for example:
image porcini mushroom, boletus, flower and fly agaric;
pan, cup, spoon, cupboard;
table, chair, bed, doll.

Possible verbal options:
dog, wind, tornado, hurricane;
brave, courageous, determined, angry;
laugh, sit, frown, cry;
milk, cheese, lard, yogurt;
chalk, pen, garden, pencil;
puppy, kitten, horse, pig;
slippers, shoes, socks, boots, etc.

If you use this technique as a developmental one, you can start with 3-5 pictures or words, gradually complicating the logical series so that there are several correct options answer, for example: cat, lion, dog - both a dog (not a cat) and a lion (not a domestic animal) can be superfluous.

10 Test “Classification”

Study of logical thinking.

Prepare a set of squats, including various groups: clothes, dishes, toys, furniture, domestic and wild animals, food, etc.

The child is asked to arrange the cretinki (pre-mixed) into groups, then complete freedom is given. After completion, the child must explain why he will arrange the pictures in this way (often children put together animals or images of kitchen furniture and dishes, or clothes and shoes, in this case, offer to separate these cards)

High level of task completion: the child arranged the cards correctly into groups, was able to explain why and name these groups (“pets”, clothes”, “food”, “vegetables”, etc.)

11 Test “Making a story from pictures”

Often used by psychologists to identify the level of development of speech and logical thinking.

Select pictures from the series of “picture stories” and cut them. For senior preschool age, 4-5 pictures united by one plot are enough.

The pictures are mixed and offered to the child: “If you arrange these pictures in order, you will get a story, but in order to arrange it correctly, you need to guess what was at the beginning, what was at the end, and what was in the middle.” Remind you that you need to lay them out from left to right, in order, side by side, in a long strip.

High level of task completion: the child put the pictures together correctly and was able to compose a story based on them using common sentences.

We remind you once again that:

all proposed methods can be used as educational games;
when a child enters school, it is not necessary to use all of the tests listed; psychologists choose the most informative and easiest to perform;
It is not necessary to complete all tasks at once; you can offer to complete them over several days;
packages of similar techniques have now appeared on sale, including not only a description, but also visual material, approximate standards. When purchasing such a package, pay attention to the set of techniques, the quality of the drawings and the publishing house.

Materials from the site solnet.ee were used.

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