The main goal of determining the psychological readiness for schooling is the prevention of school maladaptation. In line with this goal, recent times created various classes whose task is to implement an individual approach in teaching in relation to children both ready and not ready for school in order to avoid manifestations of school maladaptation.

Under the psychological readiness for school education is understood the necessary and sufficient level mental development child to master the school curriculum in the conditions of learning in a team of peers. The psychological readiness of the child for schooling is one of the most important outcomes of mental development during preschool childhood.

The high demands of life on the organization of education and training make it necessary to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods in line with the requirements of life. In this sense, the problem of readiness of preschool children to study at school acquires special meaning. Determining the goals and principles of organizing training and education in preschool institutions is connected with its solution. At the same time, the success of the subsequent education of children in school depends on its decision.

Questions of psychological readiness for learning at school are considered by teachers: L.I. Bozhovich, L.A. Venger, A.V. Zaporozhets, V.S. Mukhina, L.M. Fridman, M.M. Bezrukikh, E.E. Kravtsova and many others.

The relevance of considering this problem is related to the violation of successive links in the goals, content, methods of teaching and education and changing the requirements of society for the quality of education and training of children of preschool and primary school age.

The transition from elementary school to four years of education is real fact long-term planning of educational strategy in our country. How appropriate it is from the point of view of the age stages of the development of the child and whether it creates conditions for a favorable adaptation to schooling is a question. on which the opinions of some psychologists and methodologists differ. From the point of view of the analysis of the age stages of the development of the child, focused on periodization associated with crises age development[L.S. Vygodsky], the age of 6.5 years, defined as optimal for entering a four-year primary school, is not a favorable period for the child, since it coincides with the crisis of the seventh year of life.

The crisis of the seventh year of life is associated with a change in the perception of one's place in the system of relations, i.e. with a change in the social situation in the life of the child. According to L.I. Bozhovich, the crisis of 7 years is the period of the birth of the social "I" of the child. Psychologists believe that the reassessment of values ​​characteristic of this period is determined by a change in the child's internal position under the influence of internal factors prepared by the entire course of the child's personal development. The ability to realize one's experiences, which was outlined at the end of preschool childhood, is strengthened. During the crisis of the seventh year of life, what L.S. Vygodsky called the generalization of experience manifests itself, in which conscious experiences form stable affective complexes. I.Yu. Kulagina believes that this crisis is independent of when the child went to school - at 6 or 7 years old, since for different children the crisis can shift either to 6 or 8 years, i.e. it is not strictly connected with an objective change in the situation. [Kulagina I.Yu. Developmental psychology.-M., 1997.p.120].

However, real observations in school practice give reason to believe that a significant part of the children go through a crisis precisely under the influence of schooling that has begun. The child finds himself in a new social situation, where the values ​​associated with the game, the old interests, the motives of actions that are significant for the previous stage of life, instantly lose their external reinforcement. I.Yu.Kulagina writes: “A little schoolboy plays with enthusiasm and will play for a long time, but the game ceases to be the main content of his life.” [Kulagina I.Yu. Quoted from op. 121].

Preparing children for school is a complex task, covering all areas of a child's life, so the methods used to determine readiness should be the most adequate and comprehensive. This determined the choice of the topic of the course work.

The theme of our work is: "Analysis of the definition of the psychological and pedagogical readiness of the child for schooling."

The purpose of the work: to analyze the psychological and pedagogical readiness of the child for schooling.

Object of study: the process of readiness for schooling.

Subject of study: methods for determining a child's readiness for schooling.

To achieve this goal, we have identified the following tasks:

1. study and analysis of literature on the research topic;

2. definition of the essence of the concept of "child readiness for schooling";

3. definition and brief description of the main factors influencing the preparation of the child for school;

4. analysis of the definition of the psychological and pedagogical readiness of the child for schooling;

5. empirical research on the topic;

7. formulation of conclusions.

The main research methods are literature analysis, generalization and systematization of materials, testing, observation.

An analysis of the curriculum and the requirements of the school for the student confirms the generally accepted provisions that readiness for school is manifested in the motivational, arbitrary, intellectual and speech spheres.

The task of preparing children for schooling occupies one of the important places in the development of the ideas of psychological science. In modern psychology, there is still no single and clear definition of the concept of "readiness", or "school maturity". A. Anastasi interprets the concept of school maturity as "mastery of skills, knowledge, abilities, motivation and other behavioral characteristics necessary for the optimal level of assimilation of the school curriculum." I. Shvantsara more capaciously defines school maturity as the achievement of such a degree in development when the child "becomes able to take part in school education." I. Shvantsara singles out the mental, social and emotional components as components of readiness for schooling. For a long time it was believed that the criterion for a child's readiness for learning is the level of his mental development. L.S. Vygotsky was one of the first to formulate the idea that readiness for schooling lies not so much in the quantitative stock of ideas, but in the level of development of cognitive processes. According to L.S. Vygotsky, to be ready for schooling means, first of all, to generalize and differentiate objects and phenomena of the surrounding world in the appropriate categories. A.V. Zaporozhets noted that the readiness to study at school is an integral system of interrelated qualities of a child's personality, including the features of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of the mechanisms of volitional regulation of actions, etc. To date, it is practically universally recognized that readiness for schooling is a multicomponent education that requires complex psychological research.

Different schools have their own ways and methods of organizing the admission of children. At the same time, school psychologists, to the extent of their competence, theoretical preferences, use various sets of methodological procedures that allow obtaining data on the formation of psychological readiness for schooling. Hence the obvious need to create a unified psychodiagnostic system for assessing the readiness of children for school. No less obvious is the need to develop a standardized system for processing test results and making decisions.

Scientists have developed a methodical approach to solving the problem of assessing the cognitive readiness of children for school, which allows unifying this procedure.

When setting the task of assessing the readiness of children for schooling, we were faced with the problem of the existence of two concepts of mental development. The first of them - the concept of the French psychologist Jean Piaget - asserts the genetic predetermination of mental development and, accordingly, the thesis that development precedes learning. The second concept formulated by L.S. Vygotsky, argues that learning precedes mental development. We proceeded from the concept of L.S. Vygotsky. Children come to school with different levels of learning, not mental development. In this case, the ultimate task of assessing the cognitive readiness of children for school is to create optimal conditions education for ALL children, regardless of their level of preparation. All children should be given equal opportunities to realize their potential. What does this mean practically? This means it is necessary to form classes in such a way that in each of them there are children with approximately the same level of preparation. Only in this case, the teacher will be able to optimally organize the educational process, focusing on the appropriate level of preparation of children.

In terms of professional psychodiagnostics, the approach developed by us involves the construction of a "reference portrait" of the applicant; selection in accordance with the reference portrait of diagnostic techniques; construction of real psychological portraits of applicants; obtaining a ranked list of applicants by comparing the reference and real psychological portraits; determination of the educational route (formation of classes that are homogeneous in terms of the degree of cognitive readiness).

The first stage is the construction of a "psychological standard" of the applicant

For a reasonable choice of objective methods for assessing the readiness of children for the learning process, a reference psychological profile of a child entering school is built, namely, the nomenclature and the degree of the necessary severity of cognitive properties that determine this readiness are determined. Moreover, such an image is not built by a psychologist, but by experts - primary school teachers who have extensive experience in teaching and who know well what properties are most needed.

SCALE

Answer "0"

Answer "1"

"INDIFFERENT"

"DESIRABLE"

"NECESSARY" -answer "2"

"Absolutely NECESSARY - the answer"3"

"?" - if the wording is not clear.

Note. When solving other problems related to the psychological support of the educational process, the rating scale can be supplemented with a negative part:

Answer "-1"

Answer "-2"

Answer "-3"

"UNWANTED"

"CONTRAINDICATED"

"UNACCEPTABLE"

Thus, the scale becomes symmetrical seven-point and takes into account all possible options for the necessary degree of formation or inadmissibility of mental properties.

As a result of the survey, a reference profile of the applicant was obtained.

The second stage - the selection of methods of psychodiagnostic research

According to the obtained “ideal portrait”, psychodiagnostic methods were chosen to diagnose the level of development of the necessary properties. Note that when assessing the readiness of children for school in different schools, different sets of methods are used, the selection of which is determined either by the level of qualification of the psychologist or by the tests available. This approach, firstly, is simply incorrect and, secondly, does not allow comparing test results obtained in different schools. As a result, children who did not pass the competition to specialized schools (gymnasiums, lyceums, private schools, etc.) must be re-tested when they enter another school.

List of research methods.

1. Test "Choice of a paired figure" Kagan (diagnoses the ability to differentiate perception).

2.Correction test (children's version).

3. Method "Put down the badges" (diagnoses the distribution and switching of attention, learning).

4. Determining the amount of figurative memory.

5. Determination of the volume of direct memorization.

6.Method of pictograms.

7. Test "Image thinking".

8. Classification method (exclusion of an extra item).

9.Methodology "Analogies" (on verbal material).

10. Diagnosis of counting abilities (direct and reverse counting).

11. Methodology "Nonsense" (diagnostics of creativity).

12. Methodology "Yes and no do not speak" (diagnosis of the level of speech development).

13. Test for understanding grammatical structures.

14. Test "Sound analysis of words."

15. Graphic dictation.

16. Test "Choose the right person" (diagnosis of anxiety).

17. Bass-Darkey test (aggressiveness diagnostics).

The presented list is an optimized version obtained after eliminating a number of redundant methods.

The total testing time for one child was 45-55 minutes.

The test results were entered into a specially developed protocol. In it, the teacher who conducted the survey had to give his own assessment of the degree of readiness of the child for school (on a five-point scale).

A psychodiagnostic examination of applicants to the school makes it possible to build their individual psychological portraits.

The third stage is the processing of test results and the formation of homogeneous classes

To assess the closeness of the reference and real profiles of school applicants, the following indicators were used:

The S+ indicator is the total number of the difference between the scores of those properties of the real and reference profiles, according to which the child exceeded the required level.

Indicator S - the total number of the difference between the scores of those properties of the real and reference profiles, according to which the child did not required level.

Indicator n is the number of properties for which the child has not reached the required level.

For each of the above indicators, each child is assigned the number of his place in the general list. The integral indicator is the average sum of seats occupied by each child. Having thus obtained the initial "balance of power", you can use the cluster analysis method to form groups of children with similar test results.

In the complex of issues that make up the main content of the problem of the child's psychological readiness for schooling, a special place is occupied by the definition of indicators of school readiness and the choice of means for diagnosing them.

The theoretical basis of the developed “Complex diagnostic procedure school readiness"is the concept of system genesis of the activity of academician V.D. Shadrikov and the research of leading domestic psychologists and teachers: K.D. Ushinsky, L.S. Vygotsky, A.V. Zaporozhets, D.B. Elkonin, A.P. Usova and others . .

Thus, the general of the above, we note that:

physiological readiness for school is determined by the level of development of the main functional systems of the child's body and the state of his health. The assessment of the physiological readiness of children for systematic schooling is carried out by physicians according to standard criteria. When forming and diagnosing psychological readiness for school, it is necessary to take into account the level of physiological development, since the latter is the foundation of school performance.

Psychological readiness for school reflects general level development of the child and is a readiness for a new for him learning activities and readiness to master the knowledge and skills provided by the school curriculum. The psychological structure of school readiness includes qualities related to all areas of the psyche: personality traits, knowledge and skills, cognitive, psychomotor and integral abilities.

In the process of learning, the child develops, and the initial level of readiness for learning also changes. The content and structure of the initial readiness for systematic schooling are determined by the characteristics of educational activities and the content of education in the first grade of the school.

When developing a diagnostic procedure and selecting diagnostic tools, first of all, the cost-effectiveness and reliability of the methods, their compliance with the age characteristics of children and the possibility of including kindergarten and primary school in the educational process are taken into account.

The diagnostic procedure includes 6 stages:

I. Preparatory stage (explanatory work with parents and caregivers, collecting information about children, planning diagnostics, getting to know children, questioning parents).

II. Group diagnostics (“Graphic dictation”, “Graphic test”, “School drawing”, sociometry).

III. Individual examination (test “10 words”, learning experiment, tests “Severity of synkinesis”, “4-odd”, “Ladder”, “Visual analysis”, expert evaluation).

IV. Processing the results, drawing up a psychodiagnostic conclusion, building an individual readiness profile, filling out a psychological and pedagogical characteristic.

V. Group and individual counseling for parents and teachers.

VI. Correctional and developmental work with children.

The psychodiagnostic procedure involves 12 methods, 4 of which are performed by a group method (the duration of the examination for each of them is 15-20 minutes), 6 - during an individual examination (the duration of the examination is 30-40 minutes), 2 - are carried out in the form of an expert assessment of the level development of this quality by the educators of the group. In addition, three more methods can be used (Kern-Jirasek Orientation Test of School Maturity, “Family Drawing”, Nezhnova’s standard conversation), when building an individual readiness profile, the results of these tests are not used, but can be useful for filling out characteristics and determining the optimal primary education program for this child.

Based on the results of the diagnostics, a psychodiagnostic conclusion and a forecast of the success of schooling are formulated, the psychological and pedagogical characteristics of the child are filled in, an individual readiness profile is built, and an individual index of school readiness (IIG) is determined.

In the conditions of a kindergarten, the diagnosis of school readiness in one group takes four weeks, including group and individual consultations for parents and the construction of individual readiness profiles. At the same time, the load on a specialist conducting diagnostics is from 1 to 3 hours a day.

The complex nature of the methodology is due to a number of points:
the selected indicators of school readiness are basic qualities that characterize the general level of mental development, and allow you to get information about the holistic development of the child as an individual: about the nature of his activity, features of the personal-motivational sphere, cognitive and psychomotor abilities, knowledge and skills, about such complex integral qualities like learning ability, ability to accept a task, arbitrariness of activity; along with test assessments, the diagnostic procedure involves the use of an expert assessment of the level of development of the child by educators and parents, this increases the reliability and objectivity of the psychological diagnosis and the forecast of school performance; diagnostic results are the basis for an individual approach to teaching and raising children and planning group and individual correctional and developmental work in a single educational space "kindergarten - school".

Thus, we note that modern psychological and pedagogical data indicate that if, by the time of entering school, the child does not accumulate vivid impressions, useful and interesting information, he will not develop a need to find out the incomprehensible, to learn new things, he will not create solid foundation for the assimilation of the system of scientific knowledge in school education.

Among the functions that the kindergarten performs in the system of public education, in addition to the comprehensive development of the child, great place prepares children for school. The success of his further education largely depends on how well and timely a preschooler is prepared. The timeliness of this work depends, in turn, on the competent timely diagnosis and correction of these phenomena.

Chapter 1 Conclusions

Readiness for schooling is a necessary and sufficient level of physical and mental development of a child for mastering the school curriculum in the conditions of learning in a peer group. Psychological readiness for school, associated with the successful start of education, determines the most favorable development options that require more or less corrective work.

A child entering school must also develop an aesthetic taste at the proper level, and here the primary role belongs to the family. The role of parents in preparing children for school is enormous: adult family members perform the functions of parents, educators, and teachers. However, not all parents in conditions of isolation from the preschool institution can provide a complete, comprehensive preparation of their child for schooling, mastering the school curriculum.

Among the functions that the kindergarten performs in the system of public education, in addition to the comprehensive development of the child, a large place is occupied by the preparation of children for school. The success of his further education largely depends on how well and timely a preschooler is prepared.

The applied methods of diagnosing psychological readiness should show the development of the child in all areas. At the same time, it should be remembered that when studying children in the transitional period from preschool to primary school age, the diagnostic scheme should include the diagnosis of both neoplasms of preschool age and the initial forms of activity of the next period. Readiness, which is measured by testing, essentially comes down to mastering the knowledge, skills, abilities and motivation necessary for the optimal development of the school curriculum. The child's readiness for schooling is determined by a systematic examination of the state of the intellectual, speech, emotional-volitional and motivational spheres.

Chapter 2 Study of psychological and pedagogical readiness of the child for schooling

2.1 Research highlights

The purpose of the study: to study the possibilities of using psychological and pedagogical methods to determine the child's readiness for schooling.

Tasks of practical research:

· Based on the analysis of the literature, identify diagnostically significant parameters;

· Select diagnostic techniques to determine the selected parameters;

Conduct methods for preschool children;

Summarize findings.

To carry out the experimental part of our work, we studied a small team of preschoolers, consisting of 13 people in MDOU No. 451, a preparatory group. Of these, 7 boys (Yaroslav Ch., Vova V., Lesha K., Alexander K., Andrey K., Dima D., Pavel P.) and 6 girls (Yaroslava Ya., Yulia K., Olya Sh., Veronika Sh., Lera T., Nastya T.).

For 3 weeks, conversations were held with the teacher, observations of the children, and diagnostic methods were used.

The guys in the group are very different. Outwardly, the relationship between them looked prosperous, but in conversations, in the presence of classes, some alienation was noticeable, even the indifference of some children to others.

The girls were more responsive, willingly answered questions. The children were interested in the task with drawings.

Based on the research program, at the first stage, we conducted a study of the level of readiness of children for schooling. The study was conducted using a proven and valid set of techniques that make it possible to judge all aspects of readiness (see Appendix 1). This study was conducted jointly with a psychologist at MDOU No. 451. The data obtained during the implementation of the methods are presented in Table 1, where for convenience they are expressed in levels - high (B), above average (AC), average (C), below average (HC ), low (H).

Table 1

The level of readiness of children for schooling

		Diagnostic criteria
		Psychological processes				Motor skills	Motivation	Personal readiness	General level of readiness
		Attention		Thinking	Arbitrariness
	Yaroslav Ch.
	Yaroslav Ya.
	Andrew K.
	Veronica Sh.
	Alexander K.

The level of attention in children of the experimental group is at the average level - 84.6%, below the age norm - in 15.3%.

The memory of preschoolers is an important cognitive process. In the experimental group there are children with a sufficient level of memory development - a high level is observed in 30.1% of children; in 46.1% of cases, the level of memory development is average; 23.1% - below the norm.

The thinking of preschoolers is in the stage of intensive formation and the prevailing number of preschoolers corresponds to the norm (in 76.9%), in 23.1% the level of development of thinking is low.

Arbitrariness is not formed in 30.1% of children, at the average level of formation it is noted in 76.9%.

The level of development of motor skills is quite low - in 23.1% it corresponds to the average level, and in the rest of the children it is low, which is insufficient for children of this age.

In 23.1% of children, the motivation to study at school is not formed, it is at a low level; 61.5% have formed superficial motivation (average level, i.e. the school attracts more with external aspects); 15.2% have formed motivation.

Personal readiness is also at an insufficient level: the average level of formation of personal readiness is predominant - in 76.9%, in 23.1% - a low level.

Summarizing the data, it can be noted that the average level of readiness for school education prevails in children, it was noted in 69% (9 people). In 23% (3 people) the level is low, in 8% (1 person) it is below average.

2.2 Recommendations to parents on improving the work of preparing children for schooling

Experts distinguish between short-term and long-term memory, as well as types of memory, depending on the nature of memorizing the material: motor, visual, verbal and logical. However, it is quite difficult to isolate them in their pure form and is possible only under artificial conditions, because. in real activity, including educational, they appear in unity or in certain combinations, for example: for the development of visual-motor and visual memory, it is necessary to organize the work of the child according to the model, which should be carried out in the following stages: first, the child works with constant visual based on the sample, then the time for examining the sample is gradually reduced by 15-20 seconds, depending on the complexity of the proposed work, but so that the child has time to examine and capture the sample. . It is advisable to carry out these types of exercises in such activities: drawing, modeling, writing off the board, working with a constructor, drawing patterns in cells. In addition, children are always happy to perform tasks of the following type: they are presented with some plot picture for a certain time, the content of which they must study in detail and then reproduce from memory. Then a similar picture is presented, in which any details are missing or, on the contrary, extra images appear. These differences should be caught by children.

For the development of verbal-motor memory, it is advisable to use the exercises given above for visual-motor memory, using a verbal description or instruction of the proposed activity instead of a visual sample. For example, you ask the child to complete the proposed task with the help of the constructor without referring to the model, but from memory: to reproduce a drawing according to a verbal description, etc.

You read a set of words (10-15) to the child, which can be divided into groups according to various characteristics (dishes, clothes, animals, etc.), and then ask him to name the words that he remembered.

The nature of the reproduction will indicate how well the child's generalization mechanisms are formed, which are the basis for the development of logical memory.

Complicating the task, you can offer children to memorize a story with clearly defined semantic blocks.

As noted above, for children 6-7 years old, it is more natural to memorize such material, which is included in gaming activity. Therefore, when working with the tasks proposed above, it is advisable to use game techniques, for example, including story games about scouts, astronauts, businessmen, etc.

By the time of entering school, a child of 6-7 years old should already have formed visual-active thinking, which is a necessary basic education for the development of visual-figurative thinking, which forms the basis of successful learning in primary school. In addition, children of this age should have elements of logical thinking. Thus, at this age the child develops different types thinking, contributing to the successful mastery of the curriculum.

For the development of visual-effective thinking by the most effective way is object-tool activity, which is most fully embodied in the activity of design.

The following types of tasks contribute to the development of visual-figurative thinking: the above-described work with designers, but not according to a visual model, but according to verbal instructions, as well as according to the child’s own plan, when he must first come up with a design object, and then independently implement it.

The development of the same type of thinking is achieved by including children in various plot-role-playing and directing games, in which the child himself invents a plot and independently embodies it.

The following exercises will provide invaluable assistance in the development of logical thinking:

a) "The fourth extra": the task involves the exclusion of one item that does not have some feature common to the other three.

b) inventing the missing parts of the story when one of them is missing (the beginning of the event, the middle or the end). Along with the development of logical thinking, the compilation of stories has an extremely importance and for the development of the child's speech, enriching his vocabulary, stimulates the imagination and fantasy.

Exercises with matches or sticks (lay out a figure from a certain number of matches, transfer one of them in order to get a different image: connect several dots with one line without lifting your hand) also help develop spatial thinking.

As practice shows, children of 6-7 years old who come to school, unfortunately, have an extremely low level of development of motor skills, which is very clearly manifested in the inability to draw a straight line, write a printed letter according to a model, cut it out of paper and carefully paste, draw. It often turns out that coordination and accuracy of movements are not formed in children of this age, many children do not control their bodies.

Numerous psychological studies show that there is a direct relationship between the development of these skills and the level of general mental and intellectual development of the child.

As exercises for the development of motor skills, the following tasks can be offered:

a) draw a simple pattern (Figure 1)

b) play the game "difficult turns". The game begins with the fact that you draw paths of various shapes, at one end of which is a car, and at the other - a house (Figure 2). Then tell the child: "You are the driver and you need to drive your car to the house. The road you will take is not easy. Therefore, be careful and careful." The child must use a pencil, without taking his hands off, to "drive" along the bends of the tracks.

To develop such motor skills, there are many different exercises and games. This is primarily work with designers, drawing, modeling, laying out mosaics, appliqué, cutting.

In order to develop overall coordination and accuracy of movements, the following games and competitions can be offered to children:

a) the game "Edible-inedible", as well as any games and exercises with the ball;

b) the game "Mirror": the child is invited to be a mirror and repeat all the movements of an adult (both individual movements and their sequence); the role of the leader can be transferred to the child, who himself comes up with the movements;

c) playing "Tir": hitting the target with various objects (ball, arrows, rings, etc.). This exercise contributes to the development of not only coordination of movements and their accuracy, but also the eye.

Developed phonemic hearing is a necessary prerequisite for a child's successful mastery of reading and writing, and in general serves as an indispensable condition for teaching literacy. Therefore, early diagnosis of the formation of phonemic hearing is necessary for the timely elimination of its possible defects.

As a rule, this diagnostic function is performed by a speech therapist. Therefore, if any violations of phonemic hearing are detected in a child, all subsequent corrective work should be carried out in close cooperation with specialists in this field.

One of the main indicators of a child's readiness for school is the development of his arbitrariness, which ensures the full functioning of all mental functions and behavior in general.

Children with insufficiently formed voluntariness are worse included in the learning process, and even at a normal level intellectual development such students can fall into the group of underachievers. Therefore, it is advisable to pay special attention to the development of arbitrariness.

The development of arbitrariness is a multicomponent process that requires the mandatory formation of an integral system of conscious self-regulation.

The most effective activity for the development of arbitrariness is productive activity, first of all - designing.

The first stage in the formation of arbitrariness is learning to work according to the model. Getting started, you must first ask the child to carefully consider, study the house, which he must assemble from the cubes on his own. After that, the adult percentage of the child will start building and observe the nature and sequence of this work.

If the child makes mistakes during assembly, then with him it is necessary to analyze the reasons that led to design errors and then ask the child to make the necessary adjustments.

Designing according to a visual model is the first stage in the formation of arbitrariness. Further improvement of arbitrary self-regulation is carried out by purposefully complicating the conditions of activity. At the next stage, the child is offered a similar job, in which not a real building, but a drawing of a house will serve as a model. In this case, two options for the image are possible:

a) complete, when the schematic drawing shows all the parts forming the building;

b) contour - without detailing.

The subsequent complication involves designing according to a verbal description, and then according to one's own plan. In the latter case, the child, before starting work, must describe in detail the features of the intended building.

One of the most common exercises for the development of arbitrariness, as close as possible to the condition of educational activity, is the "Graphic Dictation", which involves two conditions for completing the task:

1) the child is offered a sample of a geometric pattern made on checkered paper; the child is asked to reproduce the proposed sample and independently continue exactly the same drawing (Figure 3)

2) a similar work is proposed to be performed by ear, when an adult dictates a sequence of actions indicating the number of cells and their direction (right to left, up - down)

With an insufficient stock of knowledge, it is very important to stimulate the child's interest in the environment, to fix his attention on what he sees on a walk, during excursions. It is necessary to teach him to talk about his ideas, such stories must be listened to with interest, even if they are monosyllabic and inconsistent. It is useful to ask additional questions, try to get a more detailed and detailed story. We advise parents to read children's books to their children more often, take them to the cinema, and discuss what they have read and seen with them.

If a positive attitude towards school is not formed, it is necessary to give the child as much attention as possible. Communication with him should be built not in school, but in preschool form. It should be direct, emotional. Such a student cannot be strictly required to comply with the rules of school life, he cannot be scolded and punished for their violations. This can lead to the manifestation of a persistent negative attitude towards the school, teacher, teaching. It is necessary to wait until the child himself, observing other children, comes to a correct understanding of his position and the requirements for behavior arising from it.

To increase the level of development of thinking and speech, the participation of the child in collective games after school hours is very important. It is necessary to more often entrust him with the performance of roles that require the adoption of any decisions, active verbal communication with other children.

No need to try to "train" the child to perform in the understanding of tasks such as those given in the methods. This will give only the appearance of success, and when faced with any new task for him, he will be as worthless as before.

With a "low" level of development of thinking and speech, it is necessary from the very beginning of training additional individual tasks aimed at a more complete assimilation of the curriculum. It will be more difficult to close the resulting gaps in the future. It is useful to increase the amount of propaedeutic knowledge (especially in mathematics). At the same time, there is no need to rush to develop skills: work on understanding the material, and not on the speed, accuracy and accuracy of answering questions or performing any actions.

An insufficient level of development of figurative representations is one of the frequent causes of learning difficulties not only for 6-7 year old children, but also much later (up to the senior classes). At the same time, the period of their most intensive formation falls on preschool and the beginning of primary school age.

Therefore, if a child entering school has shortcomings in this area, then they should be compensated as soon as possible.

Graphic and constructive activity is extremely important for the development of figurative representations. It is necessary to stimulate classes in extracurricular time by drawing, sculpting, appliqué, designing from building material and various designs. It is useful to give similar homework: draw a picture, assemble simple model for the constructor, etc. In the selection of tasks, you can rely on the "Kindergarten Education Program".

It is very important to instill in the child self-confidence, to prevent the occurrence of low self-esteem. To do this, you need to praise him more often, in no case scold him for his mistakes, but only show how to correct them in order to improve the result.

With an insufficient level of development of small movements, the same types of activity are useful as for the development of figurative representations (graphic, constructive). You can string beads, fasten and unfasten buttons, buttons, hooks (these actions are willingly performed by children while playing with a doll: undressing her before "putting to bed", dressing for a "walk", etc.)

For the development of large movements, it is important to achieve an increase in motor activity. There is no need to involve the child in participating in sports competitions - failures can finally scare him away from physical education. In this case, classes that do not contain competitive elements are much more useful: physical education, comic games like "Loaf", "Baba sowed peas", etc. Parents should often play ball with their child, go skiing together, etc. Swimming lessons are very helpful.

Chapter 2 Conclusions

The purpose of the study: to study the possibilities of using psychological and pedagogical methods to determine the child's readiness for schooling.

To carry out the experimental part of our work, we studied a small team of preschoolers, consisting of 13 people in MDOU No. 451, a preparatory group. For 3 weeks, conversations were held with the teacher, observations of the children, and diagnostic methods were used.

Diagnostics of the readiness of preschoolers for schooling - as a diagnostic tool, a set of methods was used, carried out by a psychologist of MDOU No. 451.

Based on the research program, at the first stage, we conducted a study of the level of readiness of children for schooling. The study was conducted using a proven and valid set of techniques that allow us to judge all aspects of readiness (see Appendix 1). Summarizing the data, it can be noted that the average level of readiness for school education prevails in children, it was noted in 69% (9 people). In 23% (3 people) the level is low, in 8% (1 person) it is below average.

In order to effectively prepare a child for schooling, we offer recommendations to parents on organizing the preparation of children at home.

Conclusion

Preparing a child for school is important step upbringing and education of a preschooler in kindergarten and family. Its content is determined by the system of requirements that the school makes to the child. These requirements are the need for a responsible attitude to school and study, arbitrary control of one's behavior, performance of mental work that ensures the conscious assimilation of knowledge, and the establishment of relationships with adults and peers determined by joint activities.

The qualities required by a schoolchild cannot develop outside the process of schooling. Proceeding from this, the psychological readiness for school lies in the fact that the preschooler masters the prerequisites for their next assimilation. The task of identifying the content of psychological readiness for school is the task of establishing the prerequisites for the actual “school” psychological qualities, which can and should be formed in the child by the time he enters school.

The formation of the qualities necessary for a future student is helped by a system of pedagogical influences based on correct orientation children's activities and the pedagogical process in general.

Ensure all round development of the child proper training only the combined efforts of educators, teachers, and parents can bring him to school. The family is the first and most important environment for the development of the child, however, the personality of the child is also formed and developed in the preschool institution. In practice, the unity of the influences of the family and the kindergarten affects the development of the child best of all.

To achieve this goal, we studied and analyzed the literature on the research topic. The main sources were of a psychological nature and revealed the essence of the process of a child's readiness for schooling.

We have determined the meaning of the concept of "readiness for schooling", by which we mean the necessary and sufficient level of physical and mental development of the child for mastering the school curriculum in the conditions of learning in a group of peers. Psychological readiness for school, associated with the successful start of education, determines the most favorable development options that require more or less corrective work.

In the course of the work, the family and preschool education were identified and characterized. educational institution as factors influencing the preparation of the child for school.

In accordance with the topic and purpose of the work, we identified the goals and objectives of the experimental work, and conducted an empirical study on this topic. As part of this study, recommendations were developed and offered to parents on how to improve work with children in the process of preparing them for schooling.

Thus, having realized all the tasks set by us, we fulfilled the goal of the work.

List of used literature

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3. Beniaminova, M.V. Education of preschool children in a kindergarten [Text] / M.V. Beniaminova. - M.: Medicine, 1991. - 240 p.

4. Bozhovich, L. I. Psychological issues of a child's readiness for schooling. [Text] / L.I. Bozhovich // Questions of the psychology of a preschool child. / Ed. A. N. Leontiev, A. V. Zaporozhets. – M.: Enlightenment, 1995.- 142 p.

5. Belova, S. Lessons in education for educators [Text] / S. Belova // Public education. - 2004. - No. 3. - S. 102-109.

6. Volosovets, T. V. Organization pedagogical process in a preschool educational institution of a compensatory type: pract. manual for teachers and educators [Text] / T. V. Volosovets, S. N. Sazonova. - M. : VLADOS, 2004. - 232 p. – Bibliography: 230 – 232 p.

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8. Gamezo, M.V. et al. Senior preschooler and junior schoolchild: psychodiagnostics and developmental correction [Text] / Gamezo M.V., Gerasimova B.C., Orlova L.M. - M., 2004. - 400 p. - Bibliography: 389- 396 p.

9. Gogoberidze, A. G. Theory and methods of education of preschool children: textbook. allowance for students ped. universities in the specialty "Pedagogy" [Text] / A. G. Gogoberidze, V. A. Derkunskaya. - 2nd ed., erased. - M. : Academy, 2007. - 316 p. – Bibliography: 310 – 313 p.

10. Diagnosis and correction of the mental development of a preschooler [Text]. - Minsk, 2007. - 203 p. Bibliography: 201-203 p.

11. Diagnostics of the mental development of preschoolers [Text] / Ed. L.A. Venger, V.V. Kholmovskaya. - M.: Pedagogy, 2001. - 200p. - Bibliography: 195 -199 p.

12. Dubrovina, I. V. Practical psychology of education: a textbook for students of higher and secondary specialized educational institutions [Text] / I.V. Dubrovin. - M .: LLC TC "Sphere", 1997. - 528 pages.

13. Zhukovskaya, N.P. Diagnostics of psychological readiness for school [Text] / N.P. Zhukovskaya // World of Bibliography. - St. Petersburg, 2004, No. 2. - P.14 - 18

14. Komarova, T. S. School of aesthetic education [Text] / T. S. Komarova. - M. : Kingfisher: Karapuz, 2006. - 415 p. - Bibliography: 410 - 413 p.

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16. Backbone, T. V. Psychological adaptation of a child in kindergarten: textbook. Manual [Text] / T. V. Kostyak. - M. : Academy, 2008. -176 p. - Bibliography: 173-175 p.

17. Kudrina, G.A., Kovaleva, E.B. Psychological defenses in preschoolers. Diagnostics and correction. [Text] / G.A. Kudrina, E.B. Kovaleva - Irkutsk, 2000. - 350 p. - Bibliography: 338-348 p.

18. Kuzin, M. V. Child psychology in questions and answers [Text] / M. V. Kuzin. - 2nd ed. - Rostov n / D: Phoenix, 2006. - 253 p.

19. Kuznetsova, L.V., Panfilova, M.A. Formation of the moral health of preschoolers: Classes, games, exercises. [Text] / L.V. Kuznetsova, M.A. Panfilova-M.: Sfera, 2002. - 190 p. - Bibliography: 188 -190 p.

20. Features of the mental development of children 6-7 years of age [Text] / Ed. D.B. Elkonina, L.A. Wenger. - M.: Pedagogy, 2004. - 300 p. - Bibliography: 298-300 p.

21. Psychologist in a preschool institution: guidelines to practical activities [Text] / Ed. T.M. Lavrentiev. - M., New school, 2006. - 260 p. - Bibliography: 248 - 255 p.

22. Psychology and pedagogy of the game of a preschooler [Text] / Ed. A.V. Zaporozhets, A.P. Usova. - M., 2006. - 200 p. - Bibliography: 195-198 p.

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24. Sviridov, B.G. Your child is getting ready for school. [Text] /B.G. Sviridov - Rostov-on-Don: Phoenix, 2000. - 340 p.

25. Skripkina, T.P., Gulyants, E.K. Psychological service in preschool institutions of various types. [Text] / T.P. Skripkina - Rostov-on-D.: Publishing House of the Russian State Pedagogical University, 2003. - 100 p. - Bibliography: 995-100 p.

26. Smirnova, E.O. Child psychology. [Text] / E.O. Smirnova - M.: Vlados, 2003. - 386 p. - Bibliography: 378-383 p.

27. Ul'enkova, U.N. Formation of the general ability to learn in 6-year-old children. [Text] / U.N. Ul'enkova // Preschool education. - 1989. - No. 3. pp. 53-57

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29. Emotional development of a preschooler [Text] / Under. ed. A.S. Kosheleva. - M., 2007. - 200 p. - Bibliography: 197-200 p.

Applications

Methods and methods for determining a child's readiness for schooling

INTELLECTUAL SPHERE. THINKING.

PROCEDURE 1.1

Practical – Actionable Thinking

PURPOSE: assessment of visual-motor coordination, the level of practical-effective thinking.

EQUIPMENT: test form, felt-tip pen, stopwatch.

INSTRUCTIONS: There is a piece of paper in front of you. Imagine that the circles are bumps in the swamp, help the hare run through these bumps so as not to drown in the swamp. You need to put dots in the middle of the circles (the experimenter shows in his place that the dot is put with one touch of the felt-tip pen). The hare must run through the swamp in half a minute. When I say “stop”, you need to stop. How many times can you touch the circle? How should the dots be placed? (That's right, start).

PROCEDURE: Work can be organized both individually and in a group of 3-4 people. It lasts 30 seconds until the command “stop”!

PROCESSING: The total number of points set in 30 seconds and the number of errors are taken into account. Errors are points outside the circles, points that fall on the circle. The task success rate is calculated:

n – n I , where n is the number of points in 30 seconds;

The coefficient determines the level of success of the task:

II - 0.99 - 0.76

III - 0.75 - 0.51

IV - 0.50 - 0.26

V - 0.25 - 0

EXAMINATION PROTOCOL

Age of task …………….

Children's institution

TEST FORM TO METHOD I.I

PROCEDURE 1.2

VISUAL-ACTIVE THINKING (4th extra)

PURPOSE: to determine the level of development of the classification operation at the non-verbal level.

EQUIPMENT: 5 cards depicting a set of 4 items, one of which cannot be generalized with the others according to an essential feature common to it, that is, “superfluous”.

INSTRUCTIONS: Look carefully at the picture. What item is missing here? What object turned out to be here by chance, by mistake, what are objects called in one word?

PROCEDURE: the subject is offered 5 cards of various subjects in turn.

Card "Vegetables-Fruits": apple, pear, carrot, plum.

Card "Toys and educational things": car, pyramid, doll, satchel.

Card “Clothes-shoes”: coat, sandals, shorts, T-shirt.

Card "Domestic - wild animals": chicken, pig, cow, fox.

Map "Animals and technical vehicles": bus, motorcycle, car, horse.

PROCESSING: the correctness of the generalization is evaluated and the presence or absence of a classification is the name of the generalizing word.

Each correctly completed task is evaluated in points:

generalization on an essential basis - 2 points;

the use of a generalizing word - 1 point.

The maximum number of points is 15.

There are 3 conditional levels of formation of generalization:

– high-15 -12 points

––average - 11-6 points

– low 0 – 5 points or less

EXAMINATION PROTOCOL:

Last name, first name Performance level

Age of task …………….

Children's institution

Final score in points: ___________________________________________

Task performance level I ______ II ______ III ______ IV ______ V ____

(circle as appropriate)

PROCEDURE 1.3

VERBAL (ABSTRACT) THINKING

(according to J. Jirasek)

PURPOSE: determining the level of verbal thinking, the ability to think logically and answer questions.

EQUIPMENT: test form for determining the level of “Verbal thinking”.

INSTRUCTION TO THE SUBJECT: Please answer me a few questions.

SURVEY PROCEDURE: the subject is asked questions, the answers to which are evaluated on a scale.

SCALE GRADES:

Level I - 24 or more - very high

II level - from 14 - 23 - high

III level - from 0 -13 - medium

IV level – (- 1) – (-10) - low

Level V - (-11) or less - very low

TEST FOR DETERMINING THE LEVEL OF VERBAL THINKING

Need to circle the number

Move points to the right column

		Correct answer	Incorrect answer	Other answers
	Which animal is bigger: a horse or a dog?
	We have breakfast in the morning, what about in the afternoon?
	Light during the day, but at night?
	The sky is blue, but the grass?
	Apples, pears, plums, peaches - what's that?
	What is: Moscow, Kaluga, Bryansk, Tula, Stavropol?			Stations 0
	Football, swimming, hockey, volleyball...	Sports, physical education +3		Games, exercise. +2
	Is the little cow a calf? A small dog is...? Little horse?	Puppy, foal +4		Someone one puppy or foal 0
	Why do all cars have brakes?	2 of the following reasons: braking downhill, on a curve, stopping in case of danger of a collision, after finishing a ride +1		One reason given
	How are hammer and ax similar to each other?	2 common features +3		Named one attribute +2
	What is the difference between a nail and a screw?	Screw thread +3		The screw is screwed, and the nail is hammered, the screw has a nut +2
	Is the dog more like a cat or a chicken? How? What do they have the same?	For a cat (with highlighting similarity features) 0	For chicken - 3	For a cat (without highlighting signs of similarity) - 1
	How are squirrels and cats similar?	2 signs +3		1 sign +2
	What do you know vehicles?	3 means: ground, water, air, etc. +4	Nothing is named or incorrect 0	3 ground facilities +2
	What is the difference between a young person and an old one?	3 signs +4		1-2 signs +2

PROTOCOL (TEST) OF SURVEY

Surname Performance level

Age of task …………….

Children's institution

PROCEDURE 1.4

CAUSE AND EFFECT RELATIONSHIPS (nonsense)

PURPOSE: to determine the level of development of the criticality of cognitive activity.

EQUIPMENT: picture with ridiculous situations.

INSTRUCTION TO THE SUBJECT: look carefully and tell what is incorrectly drawn in the picture.

EXAMINATION PROCEDURE: the subject examines the picture for 30 seconds and names those ridiculous situations that he finds (10 in total).

PROCESSING: One point is given for each absurdity identified.

SCALE EVALUATION: allows you to highlight the following levels of critical thinking:

High - 10 - 9.8

Medium - - 7.6 - 5.4

Low - 3 or less.

EXAMINATION PROTOCOL

Last name, first name Performance level

Age of task …………….

Children's institution

PROCEDURE 1.5

CORRELATION OF THE DEVELOPMENT OF THINKING AND SPEECH

PURPOSE: identifying the features of establishing cause-and-effect relationships between objects and events, studying the state of oral and connected speech, as well as the relationship between the level of development of thinking and speech.

EQUIPMENT: 5 plot-related pictures.

INSTRUCTION AND PROCEDURE: the pictures are laid out in front of the child in order when the sequence storyline broken: 2,3,1,5,6,4. It is proposed to decompose the pictures in accordance with the logic of the development of the storyline: "Put the pictures in order." The subject performs the task, the experimenter fixes the features of his activity, according to which the child can be assigned to one of 5 levels.

LEVELS OF UNDERSTANDING OF CAUSE AND EFFECT RELATIONS AND RELATIONSHIPS

I level - laid out without errors, without additional and corrective actions.

II level - made one amendment.

III level - made 2 amendments.

IV level - made one mistake.

Level V - laid out the pictures without establishing a logical sequence or refused to complete the task.

In case of refusal, a conversation is conducted on the pictures. The story or conversation is completely recorded and then analyzed, after which the level of development of the child's coherent speech is determined.

LEVELS OF DEVELOPMENT OF ORAL COMMUNICATE SPEECH OF A CHILD

I level - a complete coherent description of the events in the story.

II level - insufficiently complete, but coherent description in the story.

III level - insufficiently complete, but coherent description in the story or incorrect answers to the experimenter's questions.

IV level - enumeration of objects, actions, qualities.

Level V - enumeration of items.

FINAL PROCESSING: levels of understanding of the plot and levels of description by means of speech are correlated:

a) match;

b) do not match.

If the levels do not match, their numbers are added up and divided in half, for example: the child’s activity in establishing cause-and-effect relationships (adding pictures in a logical sequence) is assessed as an activity of level I, and activity in describing events is level II, which means that the child is at an intermediate level 1.5.

CONCLUSION: the development of thinking is ahead of the development of the speech function (either coincides or lags behind). Next, the presence - the absence of a violation of the child's speech is outlined.

EXAMINATION PROTOCOL

Last name, first name Performance level

Children's institution

LEVEL OF CORRELATION OF THINKING AND SPEECH

Conclusion on the state of speech

No sound pronunciation disorders

Rhinolalia yes no

Stuttering yes no

Violation of the tempo of speech and rhythm yes no

General underdevelopment of speech yes no

speech therapist yes no

(Underline whatever applicable)

PROCEDURE 2.1

INVOLVED VISUAL MEMORY

PURPOSE: to determine the volume of involuntary visual memory.

EQUIPMENT: a set of 10 pictures.

1. Fish 6. Sledge

2. Bucket 7. Tree

3. Doll 8. Cup

4. Hammer 9. Clock

5. Briefcase 10. TV

INSTRUCTION TO THE SUBJECT: now I will show you the pictures, and you say what is drawn on them.

EXAMINATION PROCEDURE: pictures are presented one at a time and laid out in front of the subject in a row (approximately one picture per second). After the picture is laid out, the experimenter waits another second and selects the stimulus material. The subject must name what was drawn in the picture. The playback order does not matter. The protocol records the fact of the correct reproduction of pictures.

PROCESSING: One point is awarded for each correct title reproduced.

SCALE GRADES:

Level I - 10 correct names (10 points)

II level - 9-8

III level - 7-6

IV level - 5-4

Level V - 3 or less

INVOLVED MEMORY PROTOCOL

Last name, first name Performance level

Job age ........................

Children's institution

PROCEDURE 2.2

RANDOM VISUAL MEMORY

PURPOSE: determination of the volume of arbitrary visual memorization

EQUIPMENT: set of 10 cards

1. Ball 6. Hat

2. Apple 7. Matryoshka

3. Mushroom 8. Chicken

4. Carrot 9. Poppy

5. Butterfly 10. Truck

INSTRUCTION TO THE SUBJECT: now I will show you pictures, you say what is drawn on them, and try to remember them.

EXAMINATION PROCEDURE: pictures are presented one at a time and laid out in front of the subject in a row (approximately one picture per second). After the last picture is posted, the experimenter waits another second and removes the stimulus material. The subject must reproduce the entire set of pictures at the verbal level, i.e. name the items shown.

The playback order does not matter. Each correctly reproduced picture is recorded in the protocol.

PROCESSING: for each correctly reproduced name, one point is given.

SCALE GRADES:

Level I - 10 correct names (points)

II level - 9.8

Level III - 7.6

IV level - 5.4

Level V - 3 or less

PROTOCOL OF EXAMINATION OF ANY VISUAL MEMORY

Last name, first name Performance level

Job age ........................

Children's institution

Correctly reproduced names are circled.

PROCEDURE 2.3

WORKING VERBAL MEMORY

PURPOSE: determination of the volume of direct memorization of verbal material.

EQUIPMENT: set of 10 words

1. House 6. Milk

2. Sun 7. Table

3. Crow 8. Snow

4. Clock 9. Window

5. Pencil 10. Book

INSTRUCTION TO THE SUBJECT: now I will read (name) a few words to you, and you try to remember them and then repeat them.

EXAMINATION PROCEDURE: words are called at a slow pace (approximately one word per second), a set of words is presented once and clearly. Then the words are immediately reproduced by the subject. The playback order does not matter. Correctly and accurately reproduced words are recorded in the protocol.

PROCESSING: one point is given for each correctly reproduced word. Changing the word is considered a mistake (the sun is the sun, the window is a window).

SCALE GRADES:

I level - 10 points (10 correctly reproduced words).

II level - 9-8

III level - 7-6

IV level - 5-4

Level V - 3 or less

EXAMINATION PROTOCOL

Last name, first name Performance level

Job age ........................

Children's institution

Correctly reproduced words are circled.

Sum of points

PHONEMATIC HEARING

PROCEDURE 3.1

PHONEMATIC HEARING (according to N.V. Nechaeva)

PURPOSE: to determine the level of development of phonemic analysis and the ability to transcode a sound code into a sound system.

EQUIPMENT: sheet of paper, pen (pencil).

INSTRUCTION TO THE SUBJECT: now we will try to write down a few words, but not in letters, but in circles. How many sounds in a word, so many circles.

EXAMPLE: the word soup. We draw circles. We check.

EXAMINATION PROCEDURE: the subject draws circles under the dictation of the experimenter on a sheet of paper.

SET OF WORDS: ay, hand, juice, star, spring.

PROCESSING: if the job is done correctly, the entry should be as follows:

SCALE GRADES:

Level I - all schemes are completed correctly

II level - 4 schemes are executed correctly

III level - 3 schemes are executed correctly

IV level - 2 schemes are executed correctly

Level V - all schemes are executed incorrectly

EMOTIONAL STATUS OF THE PERSON (ESL)

4.1 EMOTIONAL-VOLITIONAL SPHERE

(Modification of the Luscher-Dorofeeva color test)

PURPOSE: to determine the emotional status of the child by the functional state of the child.

EQUIPMENT: 3 envelopes with three identical sets of 3x3 cm squares in red, blue and green. A standard sheet of typewritten paper or white cardstock as a flatbed.

INSTRUCTION AND PROCEDURE: The subject lays out the colored squares on a white tablet in any order.

The task is performed 3 times in a row.

Testing is carried out 5 times in 3 days.

1. The experimenter takes any of the envelopes with squares.

Put the squares next to each other. First, lay down the square of the color you like best.

Then put a square in the color you like too.

Now put the last square.

2. The next envelope is taken.

Now lay it all out the way you want.

Line 2 is filled in the protocol. Squares are removed.

3. The last envelope is taken.

Now unfold these squares.

Line 3 is filled in the protocol.

The actions of the child are recorded in the protocol, for example:

Testing time is not more than 1 minute.

PROCESSING: 3 rows of numbers are shown in the protocol. Analysis and interpretation of the results are carried out according to the table according to the second numerical series (in our example it is: 3,2,1), since the choice of the first row may be associated with the child's orienting reaction, and the third - with adaptation.

The repeatability of functional states may indicate their structure, they are differentiated by levels.

Repeatable states	Sustainability level

The following scheme is proposed for the interpretation of functional states:

PROTOCOL OF SURVEY BY THE METHOD "EMOTIONAL STATUS OF THE PERSON (ESL)"

Runlevel

tasks...................

Results of the first survey

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Results of the second examination

_________________________________________________________________

No. No. Red (R) Blue (C) Green (G)

______________________________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Functional state (on the II row): _________________________________________________________________

Results of the third survey

_________________________________________________________________

No. No. Red (R) Blue (C) Green (G)

______________________________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Color formula (on the II row): _________________________________________________________________

Functional state (on the II row): _________________________________________________________________

Results of the fourth survey

_________________________________________________________________

No. No. Red (R) Blue (C) Green (G)

______________________________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Color formula (on the II row): ________________________________________________________________

Functional state (on the II row): ________________________________________________________________

Results of the fifth survey

_________________________________________________________________

No. No. Red (R) Blue (C) Green (G)

______________________________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Color formula (on the II row): ________________________________________________________________

Functional state (on the II row): _________________________________________________________________

Conclusion

Circle the largest number.

volitional regulation

PROCEDURE 5.1

LEVEL OF VOLUNTARY REGULATION

PURPOSE: determination of the level of volitional regulation in the structure of monotonous activity.

EQUIPMENT: a test form, on which the outlines of 15 circles the size of a one-kopeck coin are drawn in one row, a felt-tip pen.

INSTRUCTIONS: paint over these circles carefully, without going beyond the outline.

PROCEDURE: -How to work? - Carefully. - Start!

In an individual examination, work ends as soon as the child begins to show negligence or refuses to work.

In group organization, you can ask to paint over all the circles, but when processing the results, take into account those that preceded the first, carelessly painted over.

PROCESSING: I neatly filled circle - 1 point. The maximum number of points is 15.

There are 5 levels of volitional regulation:

I - 15 points

II - 14-11 points

III - 10-7 points

IV - 6-4 points

V - 3 or less points

EXAMINATION PROTOCOL

Last name, first name Performance level

Children's institution

PROCEDURE 5.2

PERFORMANCE STUDY

(Modification of the Ozeretskov method)

PURPOSE: study of fatigue, workability, concentration.

EQUIPMENT: two tables with test objects: geometric shapes (signs), stopwatch.

INSTRUCTION TO THE SUBJECT: cross out the circles in each line with one line from top to bottom. Work quickly and carefully, try not to miss. You make one line, go to the second and so on. until you complete all the tasks.

EXAMINATION PROCEDURE: on the first table, every two minutes, the experimenter marks with a line on the sheet the number of characters viewed. The time to complete the entire task is fixed - 8 minutes.

At the end of the experimental day, according to the second table, two minutes are given to perform a similar task to determine the degree of fatigue of the subject.

PROCESSING: the number of missing and incorrectly crossed out characters is fixed; time spent on the task for every 2 minutes and in total.

The work productivity coefficient is calculated by the formula:

where is the number of all scanned characters;

The number of correctly crossed out characters;

The number of missing or incorrectly crossed out characters.

STUDY OF FORMATION OF GENERAL REPRESENTATIONS AND SKILLS

(according to Kern - J. Irasek)

OBJECTIVES: determination of the formation of general ideas as the degree of preparedness for schooling and predicting school performance;

identification of the level of development of fine motor skills of hands, visual-motor coordination, general intellectual development, perseverance.

EQUIPMENT: two test tasks, a pen or pencil.

INSTRUCTION TO THE SUBJECT: now you will perform several tasks, try to do everything carefully and carefully.

EXAMINATION PROCEDURE: on the form it is possible to draw independently and a sample of 2 tasks:

6.1. DRAWING THE HUMAN FIGURE.

6.2. DRAWING OF TYPICAL LETTERS.

6.3. DRAWING A GROUP OF POINTS:

The result of each task is evaluated according to a 5-level system.

6.1. DRAWING THE HUMAN FIGURE

INSTRUCTION TO THE SUBJECT: draw a person. After the instructions for the assignment, no explanation, assistance or drawing attention to shortcomings and errors is allowed.

EVALUATION of the child's drawing.

Level I - the drawn figure must have a head, torso, limbs. The head joins the neck and should not be larger than the body. There is hair on the head (they can be covered with a headdress), ears. The face should have eyes, a mouth, a nose. Hands should end with a five-fingered hand. The legs are bent at the bottom. The figure must have clothes. The figure must be drawn in a contour way without separate parts.

II level - fulfillment of all the requirements listed above, in the absence of a neck, hair, one finger, the presence of a synthetic method of drawing (all parts separately).

III level - the figure has a head, torso, limbs. Arms or legs, or both, are drawn with two lines. The absence of a neck, hair, ears, clothes, fingers, feet is allowed.

IV level - a primitive drawing with a head and a body. The limbs are drawn with only one line each.

Level V - there is no clear image of the torso or only the head and legs are drawn. Scribble.

EXAMINATION PROTOCOL

Last name, first name Performance level

The age of knowledge...................

Children's institution

6.2. CAPITAL LETTERS

INSTRUCTION TO THE SUBJECT: look and write below what is written here. Try to write the same.

EVALUATION of task performance:

I level - well, legibly copied sample. The size of the letters exceeds the size of the sample letters by no more than 2 times. The first letter is the same height as the capital letter. The letters are clearly connected in two words, the copied phrase deviates from the horizontal by no more than 30 degrees.

II level - the sample is legibly copied, but the size of the letters and the observance of the horizontal line are not taken into account.

III level - a clear breakdown into two parts; you can understand at least 4 letters of the sample.

IV level - 2 letters match the sample; the inscription line is observed.

V level - doodle.

EXAMINATION PROTOCOL

Last name, first name Performance level

The age of knowledge...................

Children's institution

6.3. DRAWING A GROUP OF POINTS

INSTRUCTION TO THE SUBJECT: dots are drawn here. Draw them on the right as well.

EVALUATION of the results of the assignment:

I level - points are correctly copied. A slight deviation of one point from a line or column is allowed; reduction of the sample and its increase by no more than twice. The drawing must be parallel to the pattern.

II level - the number and arrangement of points corresponds to the sample. You can ignore the deviation of no more than three points by half the gap between the lines.

Level III - the drawing as a whole corresponds to the sample, not exceeding its width and height by more than twice. The number of points may not correspond to the sample, but they should not be more than 20 and less than 7. Any turn is allowed, even 180 degrees.

IV level - the contour of the picture does not match the sample, but consists of dots. Sample dimensions and number of points are not respected.

V level - doodle.

EXAMINATION PROTOCOL

Last name, first name Performance level

The age of knowledge...................

Children's institution

DETERMINATION OF THE LEVEL OF FORMATION OF GENERAL REPRESENTATIONS AND SKILLS

7.1. MOTIVATIONAL SPHERE OF THE CHILD'S PERSONALITY STUDY OF THE CHILD'S MOTIVATIONAL READINESS FOR SCHOOL

(Diagnostic conversation)

EQUIPMENT: test protocol form

What is your name?

State your last name.

Oh what an adult you are!

Are you going to school soon?

1. Do you want to study?

2. Why (want or not)?

3. Where do you want to study?

4. When will you go to school?

5. How do you prepare for school? Tell.

6. Who will teach you?

7. What will the teacher teach you?

8. What will you do at home when you become a schoolboy?

9. Who will help you study at home?

10. Who will you help at school?

11. Do you like being praised?

12. Who will praise you when you become a schoolboy?

13. What will you need to do to be praised?

14. How do you want to study?

15. How will you behave at school? Tell.

The following table is suggested for interpreting the results:

4. INFORMATION ABOUT INDIVIDUAL FEATURES OF THE STATE OF READINESS OF THE CHILD FOR SCHOOL

As a result of the survey, it should be noted:

The main violations in the mental development of the child;

The main preserved core features of the child's personality;

The peculiarity of the mental development of the child's personality and his individual capabilities;

Leading correctional and health-improving conditions for the development of safely psycho-physiological functions;

Perspective psychological and pedagogical possibilities of social correction and integration of the child's personality.

Speech disorders are fixed during the examination of the child.

To diagnose the formation of psychological prerequisites for mastering educational activities, the "Pattern" technique by L.I. Tsekhanskaya. After carrying out, the following results were obtained.

When completing tasks, the child was awarded penalty points for various errors:

- "breaks" - 0.5 points

Extra connections - 1 point

omissions of "connection zones" - 1 point.

To determine the level of formation of the psychological prerequisites for mastering educational activities, we introduce a conditional scale to determine the results of the methodology:

high level - the child correctly learned the rule and accurately completed the task, did not make mistakes when making connections, one interruption of the line connecting figures is permissible (no more than 0.5 points);

average level - the child has no more than three errors when completing the task, such as extra connections not provided for by the dictation, "breaks", or omissions of "connection zones" between the correct connections from (no more than 3 points);

low level - the child has more than three errors (more than 3 penalty points).

The results of the study are presented in Appendix 1.

Let's present the results of the technique in a diagram.

Rice. one.

In the group of six-year-old children, 13.3% of children have a high level, 66.7% have an average level, and 20% of children have a low level;

In the group of seven-year-old children, 33.3% of children have a high level, 53.4% ​​have an average level, and 13.3% of children have a low level.

As we can see, in six-year-old children, the formation of psychological prerequisites for mastering educational activities is at an average level. For seven-year-olds, the prerequisites for mastering educational activities are formed at a fairly high level. Six-year-old children did not quite understand the rules of connection and, as a result, made more mistakes than seven-year-olds.

In general, we can say that the performance of the task did not cause any particular difficulties for the children, and the results we obtained are positive and correspond to age norms. However, in the course of the study, children were identified who require special attention from preschool teachers. Of course, these are primarily two children from a group of seven-year-olds. It is possible that children need additional classes or remedial work.

The next stage of the study was the diagnosis of learning motivation. To do this, we used a technique for determining the dominance of a cognitive or play motive in the motivational sphere of a child.

The results of the study are presented in Appendix 2. Let's present the results of the technique in a diagram.

Rice. 2. The results of the study on the methodology for determining the motive in the motivational sphere of the child

Analyzing the results obtained after the implementation of the methodology, it can be said that

In the group of six-year-old children, the cognitive motive is in 26.7% of children, the play motive is 73.37%;

In the group of seven-year-old children, the cognitive motive is in 46.6% of children, the play motive in 53.4% ​​of children.

Of course, children in whom the cognitive motive dominates between the cognitive and play motives are more among seven-year-old children. However, both in the group of seven-year-olds and in the group of six-year-olds, the play motive dominates over the cognitive one. Children remain children, and despite the fact that some of them already have enough prerequisites for learning, they still want to play.

At the next stage of the study, the intellectual and speech sphere of children was diagnosed. To conduct the study, we used the "Boots" and "Sequence of Events" methodology.

The "Boots" technique allows you to explore the learning ability of children, as well as the features of the development of the generalization process.

To analyze the results of the study, we will present a comparative scale for assessing the level of learning ability of children in a similar way as used in the first method. So,

High level - the children have well learned the rule according to which the task should be completed, the task is completed correctly, the children generalize objects well and are attentive when completing the task;

Intermediate level - the children have learned the rule, but when completing the task they have errors, but the nature of the errors is insignificant, for example, there are errors when the horse is indicated by the number "4", the girl by the number "2", and the stork by the number "1" and explain such answers based on the number of legs of these characters.

Low level - the child did not understand the rule well, even after additional explanation, he confuses "0" and "1". At the third stage, the child has difficulties, because he does not cope well with generalization and therefore he has to return to the second stage several times in order to understand the clue.

The results of the study are presented in Appendix 3. Let's present the results of the technique in a diagram.

Rice. 3. The results of the study according to the "Boots" method

Analyzing the results obtained after the implementation of the methodology, it can be said that

In the group of six-year-old children, 6.7% of children have a high level, 66.7% have an average level, and 26.6% of children have a low level;

In the group of seven-year-old children, 40% of children have a high level, 53.3% have an average level, and 6.7% of children have a low level.

Based on the results obtained, it can be concluded that seven-year-old children have a higher level of learning ability and mastery of the principles of generalization than six-year-old children. That network of children with high level learning ability is higher among seven-year-old children. In general, the average level prevails in the groups of children tested, but the level of learning becomes higher with age.

In the process of conducting this study in groups, children with a low level of learning ability and not knowing the principles of generalization were also identified. As we noted earlier, these children require attention from teachers, as well as parents.

For a comprehensive study of the intellectual and speech spheres of children, we used the "Sequence of Events" method.

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

For statistical processing of the results, we bring the levels to the following scale.

The level of development of logical thinking and speech is high - the children put the pictures in the correct sequence, the children have a high level of speech development, a large vocabulary of words, when they tell a story, they use all parts of speech and nouns, adjectives, verbs, adverbs, conjunctions. Children are active in the task. They recognize emotions well, describe the states accompanying certain emotions.

The level of development of logical thinking and speech is average - the children put the pictures in the correct sequence, the children have an average level of speech development, a sufficient lexical reserve of words, but when telling a story, they do not use all parts of speech. Children are active in the task.

The level of development of logical thinking and speech is low - the children arranged the pictures incorrectly and their level of speech development is lower. Children use mostly nouns in conversation, fewer verbs, little use of other parts of speech. Words are used inappropriately. When constructing a coherent statement, children use simple common sentences. The story is not coherent and inconsistent.

The results of the study are presented in Appendix 4. Let's present the results of the technique in a diagram.

Analyzing the results obtained after the implementation of the methodology, it can be said that

In the group of six-year-old children, 26.6% of children have a high level, 60% have an average level, and 13.3% of children have a low level;

In the group of seven-year-old children, 53.3% of children have a high level, 40% have an average level, and 6.7% of children have a low level.

Rice. 4. The results of the study according to the method "Sequence of events"

Based on the results obtained, we can conclude that the results obtained by us have a rather high level, both in the group of six-year-olds and seven-year-olds. The task did not cause any difficulties for the children.

In the group of seven-year-olds, a high level of development of logical thinking and speech prevails, the children put the pictures in the correct sequence, the children have a high level of speech development, a large vocabulary of words, when telling they use all parts of speech and nouns, adjectives, verbs, adverbs, conjunctions. Children are active in the task.

In the group of six-year-olds, the average level of development of logical thinking and speech is average, the children put the pictures in the correct sequence, but the children have an average level of speech development, a sufficient vocabulary, but when telling they do not use all parts of speech. Children are also very active in the task.

The results of our study of children's readiness for school allow us to draw the following conclusion:

All the studied children from both the seven-year-old and the six-year-old groups are ready for learning; they have sufficiently formed psychological prerequisites for learning, a sufficient level of learning ability and the development of logical thinking and speech;

In the course of the study, children were identified, both in one and in the other group, who needed increased attention, help and support from teachers and parents, requiring additional tasks.

Irina Kukushkina
Methods for studying the psychological readiness for school of children aged 6–7

Admission to school marks the beginning of a qualitatively new stage in life child: his attitude towards adults, peers, himself and his activities is changing. The child must be ready to major changes in your life, ready for school. And to be ready for school It's not just about being able to write, read and count. This alone is not enough for the successful education of the child. It must have formed all the components of the so-called «» .

Under psychological readiness for school learning is understood as the necessary and sufficient level mental development of the child to master school curriculum in terms of learning in a team of peers.

Psychological readiness, as you know, the concept is multicomponent, which consists of several components.

First of all, the child must have the desire to go to school, gain knowledge, i.e. in the language psychology, - motivation for learning. He must have a social position schoolboy: he must be able to interact with peers, the teacher, fulfill his requirements, control his behavior. It is important that the child be healthy and resilient, otherwise it will be difficult for him to withstand the load during the lesson and the entire school day. And, perhaps most importantly, he must have good mental development, which is the basis for the successful acquisition of knowledge, skills and abilities, as well as for maintaining the optimal pace of intellectual activity so that the child has time to work with the class.

Psychological readiness for school is the result of the entire previous development of the child, the result of the entire system of education and training in the family and kindergarten. The activities of the teacher psychologist kindergarten necessarily provides for work on study of the psychological readiness of children for school. This is a diagnostic work that allows you to identify the level of formation in children main components psychological readiness. For myself, I have identified such components as motivational, intellectual readiness, the level of anxiety as an indicator of the emotional state, as well as the presence of children specific knowledge, skills and abilities that ensure successful entry into educational activities.

To study these components, I use the following methods:

1. Methodology diagnostics of learning motivation in children 5-7 years old. T. A. Nezhnova, modified by A. M. Parishioners

2. Adapted version methods D. Veksler (assessment of intellectual development children 5-7 years old)

3. Express diagnostics school readiness E. K. Varkhotova, N. V. Dyatko, E. V. Sazonova.

4. Anxiety test R. Tamml, M. Dorki, V. Amen

And now briefly about what indicators are evaluated using data. methodologies.

Diagnosis of learning motivation in children 5-7 years old.

As you know, learning preschoolers motivated not by one but whole system motives, which preschool age become relatively stable. So educational and cognitive motives are manifested in interest in new knowledge, the desire to learn something new. External positional motifs refer to external attributes school life, positions schoolboy. Evaluative motives are the desire children receive a high assessment of an adult, his approval and location. In the structure of motives there is a place for play (preschool) motives. They continue to play an important role, but should no longer occupy a leading place in the motivational structure. preschoolers.

Diagnostics of learning motivation with children aged 6-7 years is carried out twice during school year in January (before preparatory classes at school and the beginning of training on adaptation to school) and in May. This type of survey allows you to see the relationship school and preschool motives for each child, as well as the level of formation of each type of motives.

Practice shows that the percentage of formation of educational motives by the end of the academic year increases, and the gaming motives are steadily lost. Many factors influence the positive dynamics. This, of course, and preparatory classes at school, and special work conducted by educators and parents, and classes on the formation psychological readiness for school that I lead. All this generally gives a positive result. Although it should be noted that there are some children who, at the end of the school year, make a conscious choice in favor of play motives, while in the results of the first diagnosis they were dominated by school motives. That is, some children, immersed in school atmosphere understand that they are better off in kindergarten. And this despite the fact that many of them are distinguished by a high level of intellectual development. This is due to the fact that they did not meet the expectations associated with school. Perhaps it seemed to them that everything was too easy there, or, conversely, they appreciated the degree of responsibility that falls on them. Therefore, there is such a conscious withdrawal into childhood. Fortunately, such not many children, Of course, despite the high intellectual level, we cannot speak of a complete the readiness of such a child for school, because subconsciously he does not want to try on a new social role with its rules and regulations. This is back to what school readiness It is not only the ability to read, write and count.

Anxiety - as a property of the child's personality does not contribute to successful learning in school. Problem school anxiety exists, and already among preschoolers can be identified children who are most likely to experience this problem. These are children who have a consistently high level of anxiety. (still situational). Starting from the age of 5, the diagnosis of anxiety is carried out with children regularly, in preparatory group for school - twice.

According to the results of diagnostics at the end of the academic year, the index of anxiety children 6-7 years usually increases somewhat compared to the same when surveyed at the beginning of the academic year, although it remains within the average level. The number is increasing children with a high level of anxiety, most of which are boys. The increase in the level of anxiety can be explained increased attention to children as to future first-graders both from parents and from educators. In life children there was a school with its rules. Children are subject to increased requirements, certain restrictions appear, which, of course, affect the condition children. Also, children emotionally experience the upcoming graduation from kindergarten and all the events associated with it. Hence the increase in situational anxiety. To prevent anxiety in children recommendations are given to parents and educators of groups, in my classes I also include games and exercises that help increase confidence and self-esteem children.

intellectual school readiness

Studying the intellectual development of the child, the level of development of his mental processes: memory, attention, thinking, speech, perception, as well as the level of formation in the child of certain knowledge, skills, skills necessary for schooling(possession of arithmetic operations, ability to read, work according to instructions, etc.).

Methodology Veksler allows you to determine not only the general level of intellectual development, but also the level of its components - verbal and non-verbal intelligence, as well as to see the very structure of the intellect of each child, to identify its strengths and weaknesses. Summarizing the data, the general intellectual indicator for the group is calculated children, separately for the group of boys and girls and for the kindergarten as a whole.

Well, the final chord in this monitoring is express diagnostics school readiness which takes place in May. This the technique is compact, very easy to use and, most importantly, (of course, taking into account other survey results) allows you to almost accurately answer the question, ready whether the child to learning in school. Here, among other things, such child’s skills are revealed as the ability to navigate on a sheet, divide words into syllables, highlight sounds in words, compose words from given letters, read, the development of arbitrariness is determined.

Summarizing the monitoring data, the final conclusion is made for each child - ready for school, ready for school"conditionally" Or no ready. Children, ready for school"conditionally" These are children who have many skills and abilities that lie in the zone of proximal development. That is, with a little help, they are able to cope with tasks.

Using diagnostic results

1. Provided to parents (at individual consultations, in a generalized form - to educators preparatory groups and kindergarten administration;

2. Used in analytical work (assessment of the level of development, degree school readiness for every child, groups children, identifying strengths and weaknesses, recurring problems; comparison of data with the results of graduates of other years; assessment of the activities of the educator (to an extent); defining areas of work for the new academic year).

M.Yu. Buslaeva

Issues of aggression and aggressive behavior are topical in the scientific literature and are considered from the point of view of philosophy, pedagogy and psychology. Until the beginning of the 19th century, any active behavior, both benevolent and hostile, was considered aggressive. Later, the meaning of this word changed, became narrower. But, nevertheless, in modern psychology there is a problem of defining aggression and aggressiveness, because. these terms mean big variety actions.

Development of independence of children of senior preschool age in research activities

A.S. Mikerin
The relevance of the problem under consideration is explained by the fact that modern society needs citizens who are distinguished by purposefulness, observation, erudition, the ability to find a way out of a difficult situation, and mobility. In this regard, education is aimed at developing independence in children, activity in the knowledge of the world around them, and a subjective position in activity. federal state educational standard preschool education emphasizes the need to develop the independence of preschool children in specific activities for them: play, communication, motor, visual, cognitive research, etc.

Educational activities in a preschool educational organization

I.Yu. Ivanova

One of the urgent problems of modern preschool education is the formation of parental competence in the development and upbringing of preschool children. This is reflected in the “Strategy for the development of education in the Russian Federation for the period until 2025”, where the creation of conditions for educating and consulting parents on legal, economic, medical, psychological, pedagogical and other issues of family education is named one of the strategic goals. However, despite the increased attention of the state to solving this problem, there is a tendency in society to reduce the spirituality and cultural level of adults and children, the collapse of the system of family values ​​of raising children.

Preparing parents for productive communication with older preschool children

L.I. Savva

Family and, first of all, parents, their behavior and life values are the main source of transferring social experience to the child, as well as the knowledge, skills and abilities necessary for constructing social contacts and relationships between people. Through the system of intra-family relations, a preschool child develops his own views, attitudes, ideas, masters moral standards and learning to deal with social situations.

Theoretical and methodological foundations of the personal development of children of senior preschool age in the process of organized communicative activity

O.G. Filippova

The existing transformations in the country have led to a change in the modern goals and values ​​of education. The information and communication era of today's world has made it possible to determine the need for each linguistic personality to strive for communicative and creative formation and personal development. Starting from preschool age, it is important to develop in children the ability to establish positive relationships between people, to adequately perceive and evaluate ongoing relationships and events, as well as to know oneself and another in communication through one's own speech actions and awareness of one's role and place in a multicultural environment.

Psychological readiness for schooling,

diagnostic methods for studying the readiness of children to study at school

Lukyanovskaya Svetlana Anatolyevna, primary school teacher of the first quarter. cat. MBOSHI APHI №128

Russia's transition from an industrial to a post-industrial information society requires a change in the educational space. In connection with these changes, high demands are placed on the organization of education and training at school. Teachers are looking for new, more effective psychological and pedagogical approaches in working with younger students, aimed at bringing teaching methods in line with the requirements of life.

Sovrechanging schoolimposes requirements on students enteringinIClass. Future first graders should havenot soto any special knowledge and skills, how much more complexeformssmental activity, higherth leveldeveloptia moralitynon-volitional qualities, abilityto manage yourthem behavior, morewowperformanceb.

conceptschool readinessambiguously. There are manya number of works (represented mostly by American psychologists), in which readiness for school means cashwhich the child has prerequisites for learning in the form of "introductory skills".

The latter are essentialknowledge, skills, abilities that a child of preschool agemust master before the start of schooling, so that it is usableon foot.

Another understanding of "school readiness" is presented in the worktah psychologists (mostly researchers fromVeteran and post-Soviet periods), who, following L. S. Vygotsky, believe that learning leads to development.The authors of these studiesbelieve that success in school matters notthe totality of the child's knowledge, skills and abilities,and a certain level of his personal and intellectualdevelopment, which is seen aspsychological preparcelsto schooling.

To date, it is generally accepted thatthe child's psychological readiness for school is a multicomponent education, consisting of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation of one's cognitive activity and for the student's social position. It is associated with the maturation of the child's body, in particular its nervous system, the degree of formation of the personality, the level of development of mental processes (perception, memory, thinking, attention), the conditions of the child's life, the acquisition of social experience by him.

The concept of “psychological readiness for learning” makes sense only in conditions of mass education at school, since it is in this case that the teacher is forced to focus on a certain average level of the actual development of children and the average “zone of proximal development”. When studying the individual learning of a child, the concept of "psychological readiness for learning" is not required, since it focuses on a specific "zone of proximal development" and a specific level of the child's actual development.

Thus, psychological readiness for schooling is a necessary and sufficient level of the actual development of the child, at which school training program enters the child's zone of proximal development.

In psychological readiness for school, two majorblock: intellectual readiness and personal readiness forschooling .

When characterizingpersonal readiness to school shoesing, first of all, they mean the development of motivational andarbitrary spheres of the child.

L. I. Bozhovich points out that children who are ready for school have cognitiveand social motives of teaching.

A child ready for school has the following needs:

the need to take a position in societypeople, namely the position that opens access to the world of adultsti (social motive of teaching);

knowinga need that the child cannot satisfy at home.

The fusion of these two needs contributes to the emergence of newchild's relationship to environment named L.I. Bozhovich "internal position of a schoolboy". According to L.I. Bozhovich,internal bythe position of the student can act as a criterion of readiness forschool education.

Underintellectual maturity understand differentiatednew perception (perceptual maturity), including the selectionfigures from the background; concentration of attention; ability to reproducesample; development of fine hand movements and sensorimotor coordination; analytical thinking, expressed in the ability to comprehend the main connections between phenomena; opportunity lological memorization, etc. It can be said that the understoodhow intellectual maturity largelyreflects the functional maturation of brain structures.

A child is intellectually ready for school if he can generalizeto separate and differentiate objects and phenomena of the surrounding world, is able to consciously subordinatetheir actions to a rule that generally determines the mode of action,and also knows how to focus on a given system of requirements, has a certain level of speech development.

Speech is closely related to intelligence and reflects how general development child, and the level of his logical thinking. It is necessary that the child be able to find individual sounds in words, i.e. he must be developed phonemic awareness.

The condition for the successful entry of the child into the school process is a competent determination of the psychological readiness of the child for school, its correct diagnosis and the application of methods of corrective influence on the child, if necessary.

The available empirical data concerning the psychological readiness of 6–7-year-old children to study at school show that the majority - from 50% to 80% - of children in one way or another are not yet fully prepared for schooling and the full assimilation of the existing primary school school programs. Many, being ready for learning in their physical age, in their own psychological development are at the level of a preschool child, that is, within the boundaries of 5–6 years of age.

There is currently a large number of diagnostic programs that study the child's readiness for school, which can be divided into three groups:

programs that diagnose the level of development of individual mental functions of the subjects in educational activities ("Orientation test of the Kern-Jerasek maturity scale")

programs that diagnose the formation of the prerequisites for mastering educational activities (“Pattern” (L.I. Tsekhanskaya), “Graphic Dictation” (D.B. Elkonin), “Pattern and Rule” (“Drawing by Points”) Venger A.L.)

These methods are very popular among psychologists, but they evaluate only one aspect, so all the information obtained using these methods is supplemented by information obtained by other methods.

3. mixed programs diagnosing both individual mental functions and individual prerequisites for educational activity (a method for determining readiness for schooling by N.M. Kostikova,N.I. Gutkina).

Program N.I. Gutkina consists of games and game tasks with rules that allow you to determine the level of development of the affective-need (motivational), arbitrary, intellectual and speech spheres.Its advantage is that, for all its compactness, it allows you to evaluate the most important components of psychological readiness; the selection of tasks is theoretically justified; the characteristic of psychological readiness is distinguished by reasonable necessity and sufficiency.

The technique of N. I. Gutknaya has been tested for validity and has good prognostic indicators.

The diagnostic program consists of 7 techniques, 6 of which are original author's developments. (Appendix)

The diagnostic program includes the following methods:

Methodology for determining the dominance of cognitive or play motives in the affective-need sphere of the child;

Experimental conversation to identify the "internal position of the student";

Methodology "House" (the ability to focus on a sample, arbitrariness of attention, sensorimotor coordination, fine motor skills of the hand);

Methodology "Yes and no" (the ability to act according to the rule);

Method "Boots" (study of learning);

Methodology "Sequence of events" (development of logical thinking, speech and ability to generalize);

Methodology "Sound hide and seek" (phonemic hearing).

The program can be used when examining children in kindergartens and elementary schools (in particular, when enrolling future first-graders in school). The program is designed for children from 5 years 6 months to 10 years.

Thus, an adequate and timely determination of the level of psychological readiness for school will make it possible to take appropriate steps for the successful adaptation of the child in a new environment for him and prevent the appearance of school failure.

Bibliography.

Anastasi A. Psychological testing.- M., 1982.- T. 2.

Antsiferova L. I. On the psychology of personality as a developing system // Psychology of personality formation and development. M., 1981

st. - M., 1968.

Bozhovich L. I. Personality and its formation in childhood st. - M., 1968.

Wenger A. L. Diagnostics of orientation to the system of requirementsat primary school age // Diagnostics of the educational workerness and intellectual development of children. - M., 1981.

Vygotsky L. S. Thinking and speech // Collected. op. In b t. - M., 1982.- T. 2.

Gutkin N. I. Psychological readiness for school. - M., 2000.

Gutkina N.I. Psychological preparation of children for school in the development group // Active methods in the work of a school psychologist. M., 1990.

Gutkina N.I. Diagnostic program to determine the psychological readiness of children 6-7 years old for schooling. M., 1993 (1996).

Gutkina N.I. Psychological readiness of children 6-7 years old for schooling. Role-playing and educational games with first-graders in the classroom // Readiness for school. M., 1995.

Gutkina N.I. Psychological readiness for school. M., 1993 (1996)

Kravtsova HER. Psychological problems children's readiness forschooling. - M., 1991.

Psychology of childhood. Textbook / ed. A.A. Rean. -SPb., 2003. - 368 p.,

Elkonin D. B. Selected psychological works. - M., 1989.

APPENDIX

A technique for determining the dominance of a cognitive or play motive in the affective-need sphere of a child.

The child is invited to a room where ordinary, not very attractive toys are displayed on the tables, and they are asked to examine them for a minute. Then the experimenter calls him to him and offers to listen to a fairy tale. The child is read an interesting fairy tale for his age, which he had not heard before. At the most exciting place, reading is interrupted, and the experimenter asks the subject what he wants more at the moment, to play with the toys displayed on the tables or to listen to the story to the end.

An experimental conversation to identify the "internal position of the student", which is understood as a new attitude of the child to the environment, arising from the fusion of cognitive needs and the need to communicate with adults at a new level.

Story

WHY HARES WEAR WHITE COATS IN WINTER

Frost and a hare met somehow in the forest. Frost boasted:

I am the strongest in the forest. I will defeat anyone, freeze them, turn them into an icicle.

Don't brag, Moroz Vasilievich, you won't win! - says the hare.

No, I will win!

No, you won't win! - the hare stands on its own.

They argued, argued, and Frost decided to freeze the hare. And says:

Come on, hare, bet that I will defeat you.

Come on, - agreed the hare.

(FOOTNOTE: The reading is interrupted after the words: "Come on," the hare agreed.)

Here Frost began to freeze the hare. He let in a cold-cold, swirled with an icy wind. And the hare started running at full speed and jumping. It's not cold while running. And then he rides in the snow and sings:

The prince is warm

The prince is hot!

Warm, burning

The sun is bright!

Frost began to get tired, thinking: "What a strong hare!" And he himself is even more fierce, he let in such a cold that the bark on the trees bursts, the stumps crack. And the hare doesn’t care about anything - either running up the mountain, then somersaulting down the mountain, then rushing through the meadow like a hall.

Frost is completely exhausted, and the hare does not even think of freezing. Frost retreated from the hare:

Do you, oblique, freeze - dexterity and agility you hurt!

Frost gave the hare a white coat. Since then, all hares wear white fur coats in winter.

Children with a pronounced cognitive interest usually choose a fairy tale. Children with a weak cognitive need prefer to play. But their game, as a rule, is manipulative in nature: they grab one thing, then another.

Experimental conversation to identify the "internal position of the student", which is understood as a new attitude of the child to the environment, arising from an alloy of cognitive needs and the need to communicate with adults at a new level.

Experimental conversation to determine the internal position of the student

Full name, age ____________________________________

Do you want to go to school?

(If the answer is no, ask "Why?")

2. Do you want to stay in kindergarten (at home) for another year? (If the answer is no, ask "Why?")

3. What activities do you like most in kindergarten?

Why?

Do you like having books read to you?

(If the answer is no, ask "Why?")

5. Do you (yourself) ask to be read a book to you? (If the answer is no, ask "Why?")

6. What are your favorite books?

7. Why do you want to go to school?

8. Do you try to do the work that you are not good at or quit it?

9. Do you like school supplies?

10. If you are allowed to use school supplies at home, but you are allowed not to go to school, will that suit you? Why?

11. If you are going to play school with the guys now, who do you want to be: a student or a teacher? Why?

12. In the school game, what do you want to be longer: a lesson or a break? Why?

Methodology "House"

The technique is a task for drawing a picture depicting a house, the individual details of which are made up of elements of capital letters. The task helps to reveal the child's ability to focus on the sample in his work, to accurately copy it, reveals the features of the development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand.
The technique is designed for children aged 5.5–10 years, is clinical in nature and does not imply obtaining normative indicators.
In the course of the child's work, it is necessary to fix:
1) with which hand the child draws (right or left);
2) how he works with the sample: whether he often looks at it, whether he draws air lines over the sample drawing, repeating the contours of the picture, whether he checks what he has done with the sample or, after glancing at it, draws from memory;
3) draw lines quickly or slowly;
4) is distracted during work;
5) what he says and what he asks while drawing;
6) whether the subject checks his drawing with the sample after finishing work.

When the child reports the end of work, he should be asked to check whether everything is correct with him. If he sees inaccuracies in his drawing, he can correct them, but this must be recorded by the experimenter.

Processing of the experimental material is carried out by counting points awarded for errors. Errors are:
a) the absence of any detail of the drawing;
b) an increase in individual details of the drawing by more than 2 times while maintaining the relatively correct size of the entire drawing;
c) an incorrectly depicted element of the drawing;
d) incorrect image of details in the space of the drawing;
e) deviation of straight lines by more than 30° from the given direction;
f) gaps between lines where they should be connected;
g) climbing lines one after another.

When interpreting the results of the experiment, it is necessary to take into account the age of the subject. Thus, children aged 5.5–6 years, due to the insufficient maturity of the brain structures responsible for sensorimotor coordination, rarely cope with the task perfectly. If the subject makes more than 1 mistake for 10 years, then this indicates a trouble in the development of one or more psychological spheres studied by the method.

Method "Yes and no"

The technique is used to study the ability to act according to the rule. It is a modification of the famous children's game "Yes" and "no" do not say, do not wear black and white. For this technique, only the first part of the rules of the game was taken, namely: children are forbidden to answer questions with the words “yes” and “no”. After the subject confirms that he understands the rules of the game, the experimenter begins to ask him questions that provoke answers “yes” and “no”.
Errors are only the words "yes" and "no". The words "aha", "nope" and the like are not considered as errors. Also, a meaningless answer is not considered an error if it satisfies the formal rule of the game. It is quite acceptable if the child answers with an affirmative or negative nod of the head instead of a verbal answer.

Test subject instructions: “Now we will play a game in which you cannot say the word “yes” and the word “no”. Please repeat which words should not be spoken. (The subject repeats these words.) Now be careful, I will ask you questions, in response to which you cannot pronounce the words "yes" and "no." Understandably?" After the subject confirms that heIt's clear rule of the game, the experimenter begins to ask him questions that provoke answers “yes” and “no”.

Questions about the "yes and no" method

1. Full name, age _______________________________________

2. Do you want to go to school?

3. Do you like listening to fairy tales?

4. Do you like to watch cartoons?

5. Do you like walking in the forest?

6. Do you like to play with toys?

7. Do you want to study?

8. Do you like to play in the yard with the guys?

9. Do you like being sick?

10. Do you like to watch TV?

Method "Boots"

The technique allows you to explore the learning ability of the child, i.e. see how he uses a rule that he has never encountered before to solve problems. The difficulty of the proposed tasks gradually increases due to the introduction of objects into them, in relation to which the learned rule can be applied only after the necessary process of communication has been carried out. The tasks used in the methodology are constructed in such a way that their solution requires an empirical or theoretical generalization.

Technique "Sound Hide and Seek"

The technique is a game that allows you to check the phonemic hearing of the child. A good result in it is impossible without arbitrary attention and arbitrary regulation of activity.

The experimenter tells the subject that all words are made up of sounds that sound. Therefore, people can hear and pronounce the words. For example, an adult pronounces several vowels and consonants. Then the child is offered to play "hide and seek" with sounds. The conditions of the game are as follows: each time they agree on what sound to look for, after which the experimenter calls different words to the subject, and he must say whether or not the sound he is looking for is in the word (N. I. Gutkina, 1990, 1993, 1996, 2000, 2002) .

It is proposed to alternately look for sounds: "O", "A", "Sh", "S".

All words must be pronounced clearly, highlighting each sound found: the vowel sound is drawn in a singsong voice, and the vowel is articulated with amplification. You can repeat the word several times. The subject is allowed to pronounce the word after the experimenter and listen to it.

Correct and incorrect answers are recorded on the form, and then the way the task is performed is analyzed. So, for example, there are children who answer all the words in a row that they have the desired sound. In this case, the correct answers should be considered as random. The same thing, the early child believes that the sound he is looking for is nowhere to be found.

If the subject did not make a single mistake, then it is considered that the task was completed well. If one mistake is made, then it is considered that the task was completed averagely. If more than one mistake is made, then the task was performed poorly.

Words to the technique "Sound Hide and Seek

Full name, age ____________________________________________________________

"O"

Methodology *Sequence of events"

The technique was proposed by A. N. Bernshtein (see S. Ya. Rubinshtein, 1970, 1986; V. M. Bleikher, I. V. Kruk, 1986), but the instruction and its orderholding somewhat changed.

The technique is a task to understand the meaning of the plot depicted in the pictures presented to the subject in the wrong sequence. It allows you to explore such qualities of thinking as the process of generalization and the ability to establish causal relationships, and also reveals the level of speech development, voluntary attention, voluntary regulation of activity and the horizons of the child.

Three plot pictures presented to the subject in the wrong sequence are used as experimental material.

The child must understand the plot, build the correct sequence of events and make up a story from the pictures, which is impossible without sufficient development of the ability to generalize and understand cause-and-effect relationships. An oral story shows the level of development of a child's speech: how he builds phrases, is he fluent in the language, what is his vocabulary etc.

Before starting the experiment, you need to make sure that the child understands all the details of the drawing in each of the pictures.

Test subject instructions: “Look, there are pictures in front of you that depict some kind of event. The order of the pictures is mixed up, and you have to guess how to swap them so that it becomes clear what the artist drew. Think, rearrange the pictures as you see fit, and then make up a story about the event that is depicted here from them.

The task consists of two parts:

laying out a sequence of pictures;

an oral account of a depicted event.

A correctly found sequence of pictures indicates that the child understands the meaning of the plot, and an oral story shows whether he can express his understanding in verbal form.

Drawing up a story with the help of leading questions can be considered as a zone of proximal development of the child. For six-year-olds, this performance of the task is assessed as good, and for seven-year-olds - at an average level. If the subject correctly laid out a sequence of pictures, but could not compose a story even with the help of leading questions, then such a performance of the task is considered unsatisfactory for both six-year-old and seven-year-old children. Particular attention should be paid to cases where the silence of the child is due to personal reasons: fear of communication with strangers, fear of making a mistake, pronounced self-doubt, etc.

It is considered that the subject did not cope with the task if:

could not establish the sequence of pictures and refused the story;

having established the sequence of pictures, he abandoned the story;

according to the sequence of pictures laid out by him, he made up a story that does not reflect the essence of the depicted event; in this case, the version of the story is not linked to the pictures;

the sequence of pictures laid out by the subject does not correspond to the story (with the exception of those cases when the child, after a leading question from an adult, changes the sequence to the one corresponding to the story);

each picture is told separately, on its own, without connection with the others - as a result, the story does not work out;

each figure simply lists the individual items.