Psychological readiness for schooling, diagnostic methods for studying the readiness of children to study at school. Research project psychological readiness of children for schooling

Studying the readiness of the child for schooling

graduate work

1.1 The concept of a child's readiness for school

Going to school is a turning point in a child's life. Therefore, the concern that both adults and children show with the approaching need to enter school is understandable. Distinctive feature position of the student, schoolchild is that his study is a mandatory, socially significant activity. For her, he is responsible to the teacher, the school and the family. The life of a student is subject to a system of strict rules that are the same for all students. Its main content is the assimilation of knowledge common to all children.

A very special type of relationship develops between teacher and student. A teacher is not just an adult who arouses or dislikes a child. He is the official bearer of social requirements for the child. The grade that a student receives in a lesson is not an expression of a personal attitude towards a child, but an objective measure of his knowledge, his fulfillment of his educational duties. A bad evaluation cannot be compensated for either by obedience or remorse. The relationship of children in the classroom is also different from those that develop in the game.

The main measure that determines the position of the child in the peer group is the assessment of the teacher, academic success. At the same time, joint participation in compulsory activities gives rise to a new type of relationship based on shared responsibility. Assimilation of knowledge and restructuring, changing oneself becomes the only educational goal. Knowledge and learning activities are acquired not only for the present, but also for the future, for the future.

The knowledge that children receive at school is of a scientific nature. If earlier elementary education was a preparatory stage for the systematic assimilation of the fundamentals of science, now it is turning into the initial link of such assimilation, which begins with the first grade.

The main form of organizing the educational activities of children is a lesson in which the time is calculated up to a minute. In the lesson, all children need to follow the instructions of the teacher, follow them clearly, not be distracted and not engage in extraneous activities. All these requirements relate to the development of different aspects of the personality, mental qualities, knowledge and skills. The student must be responsible for learning, be aware of its social significance, obey the requirements and rules of school life. For successful study, he needs to have developed cognitive interests, a fairly broad cognitive outlook. The student absolutely needs that complex of qualities that organizes the ability to learn. This includes understanding the meaning of educational tasks, their differences from practical ones, awareness of how to perform actions, skills of self-control and self-assessment.

An important aspect of psychological readiness for school is a sufficient level of volitional development of the child. This level turns out to be different for different children, but a typical feature that distinguishes six seven-year-old children is the subordination of motives, which gives the child the opportunity to control his behavior and which is necessary in order to immediately, having come to the first grade, join in the general activity, accept the system school and teacher requirements.

As for the arbitrariness of cognitive activity, although it begins to form at senior preschool age, by the time it enters school, it has not yet reached full development: it is difficult for a child to maintain stable voluntary attention for a long time, to memorize significant material, and the like. Education in elementary school takes into account these characteristics of children and is structured in such a way that the requirements for the arbitrariness of their cognitive activity increase gradually, as it improves in the very process of learning.

The readiness of the child for school in the field of mental development includes several interrelated aspects. A child, in the first grade, needs a certain amount of knowledge about the world around him: about objects and their properties, about phenomena of animate and inanimate nature, about people, their work and other aspects of social life, about “what is good and what is bad” , i.e. on moral standards of conduct. But what is important is not so much the volume of this knowledge as their quality - the degree of correctness, clarity and generalization of the ideas that have developed in preschool childhood.

We already know that the figurative thinking of an older preschooler provides quite rich opportunities for mastering generalized knowledge, and with well-organized learning, children master ideas that reflect the essential patterns of phenomena related to different areas of reality. Such representations are the most important acquisition that will help the child to move to the assimilation of scientific knowledge at school. It is enough if in the end preschool education the child will get acquainted with those areas and aspects of phenomena that serve as the subject of study of various sciences, begin to single them out, distinguish living from non-living, plants from animals, natural from man-made, harmful from useful. Systematic familiarization with each area of knowledge, mastering systems scientific concepts- business of the future.

A special place in the psychological readiness for school is occupied by the mastery of special knowledge and skills that are traditionally related to school proper - literacy, counting, solving arithmetic problems. Primary school is designed for children who have not received special training, and begins teaching them literacy and math from the very beginning. Therefore, the relevant knowledge and skills cannot be considered mandatory. integral part child's readiness for schooling. At the same time, a significant part of the children entering the first grade can read, and almost all children can count to one degree or another. The acquisition of literacy and elements of mathematics at preschool age can influence the success of schooling. Of positive importance is the education in children of general ideas about the sound side of speech and its difference from the content side, about the quantitative relationships of things and their difference from the objective meaning of these things. Will help the child to study at school and assimilate the concept of number and some other initial mathematical concepts.

As for skills, counting, problem solving, their usefulness depends on what basis they are built on, how well they are formed. Thus, the skill of reading increases the level of a child's readiness for school only if it is built on the basis of the development of phonemic hearing and awareness of the sound composition of a word, and is itself continuous or syllable-by-syllable. Letter-by-letter reading, often found in preschoolers, will make it difficult for the teacher, because the child will have to be retrained. The same is the case with counting - experience will be useful if it is based on an understanding of mathematical relations, the meaning of a number, and useless or even harmful if counting is learned mechanically.

The readiness to assimilate the school curriculum is evidenced not by the knowledge and skills themselves, but by the level of development of cognitive interests and cognitive activity of the child. A general positive attitude towards school and learning is enough to ensure sustainable successful learning, if the child is not attracted by the very content of the knowledge received at school, is not interested in the new things that he gets acquainted with in the classroom, if he is not attracted by the process of cognition itself. Cognitive interests develop gradually, over a long period of time, and cannot arise immediately upon admission to school, if at preschool age they were not given enough attention to their upbringing. studies show that the greatest difficulties in primary school are not those children who have insufficient knowledge and skills by the end of preschool age, but those who show intellectual passivity, who lack the desire and habit to think, solve problems that are not directly related to any interest child's play or life situation. To overcome intellectual passivity, in-depth individual work with the child is required. The level of development of cognitive activity that a child can reach by the end of preschool age and which is sufficient for successful education in primary school includes, in addition to voluntary control of this activity, certain qualities of perception of the child's thinking.

A child entering school must be able to systematically examine objects, phenomena, highlight their diversity and properties. He needs to have a fairly complete, clear and dissected perception, bale. Primary school education is largely based on teacher-led children's own work with different material. In the process of such work, the essential properties of things are highlighted. Good orientation of the child in space and time is important. Literally from the first days of being at school, the child receives instructions that cannot be fulfilled without taking into account the spatial features of things, knowledge of the direction of space. So, for example, the teacher might suggest drawing a line "obliquely from the top left to the bottom right corner" or "straight down the right side of the cage", etc. an idea of time and a sense of time, the ability to determine how much time has passed is an important condition for the student's organized work in the classroom, completing the task on time.

Especially high demands are made by schooling, the systematic assimilation of knowledge, to the thinking of the child. The child must be able to highlight the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, to find the causes of phenomena, to draw conclusions. Another side of psychological development that determines a child's readiness for schooling is the development of his speech - mastering the ability to coherently, consistently, understandably for others an object, picture, event, convey the train of his thoughts, explain this or that phenomenon, rule.

Finally, psychological readiness for school includes the qualities of a child's personality that help him enter the class team, find his place in it, and join in common activities. These are social motives of behavior, those rules of behavior in relation to other people learned by the child and the ability to establish and maintain relationships with peers that are formed in the modern activities of preschoolers.

The main place in the preparation of the child for school is the organization of the game and productive activities. It is in these types of activities that social motives of behavior first arise, a hierarchy of motives is formed, the actions of perception and thinking are formed and improved, and social skills of relationships develop. Of course, this does not happen by itself, but with the constant supervision of the activities of children by adults who pass on the experience of social behavior to the younger generation, communicate the necessary knowledge and develop the necessary skills. Some qualities can be formed only in the process of systematic teaching of preschoolers in the classroom - these are elementary skills in the field of educational activities, a sufficient level of performance of cognitive processes.

Obtaining generalized and systematized knowledge plays a significant role in the psychological preparation of children for school. The ability to navigate in cultural specific areas of reality (the quantitative relations of things, the sound matter of language) helps to master certain skills on this basis. In the process of such learning, children develop those elements of a theoretical approach to reality that will enable them to consciously assimilate a variety of knowledge.

Subjectively, readiness for school grows along with the inevitability of going to school on the first of September. In the case of a healthy, normal attitude close to this event, the child eagerly prepares for school.

A special problem is adaptation to school. The situation of uncertainty is always exciting. And before school, every child experiences extreme excitement. He enters into life in new conditions compared to kindergarten. It may also happen that a child in the lower grades will obey the majority in spite of own will. Therefore, it is necessary to help the child in this difficult period of his life to find himself, to teach him to be responsible for his actions.

I.Yu. Kulachina distinguishes two aspects of psychological readiness - personal (motivational) and intellectual readiness for school. Both aspects are important in order to educational activity the child was successful, and for the speedy adaptation to new conditions, painless entry into a new system of relationships.

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The first year of schooling is an extremely difficult, critical period in a child's life. His place in the system of social relations is changing, his whole way of life is changing, his psycho-emotional load is increasing. Carefree games are being replaced by daily training sessions. They require from the child intense mental work, increased attention, concentrated work in the classroom and a relatively immobile position of the body, maintaining the correct working posture. It is known thatfor a child of six or seven years, this so-called static load is very difficult. Lessons at school, as well as the enthusiasm of many first-graders for television programs, sometimes music lessons, a foreign language lead to the fact that the child's motor activity becomes half as much as it was before entering school. The need for movement remains great.

A child who comes to school for the first time will be met by a new team of children and adults. He needs to establish contacts with peers and teachers, learn to fulfill the requirements of school discipline, new duties related to academic work, but not all children are ready for this. Some first graders, even those with a high level intellectual development, with difficulty endure the burden to which schooling obliges. Psychologists point out that for many first-graders, and especially six-year-olds, social adaptation is difficult, since a personality capable of obeying the school regime, assimilating school norms of behavior, and recognizing school duties has not yet been formed.
The year separating a six-year-old child from a seven-year-old child is very important for mental development, because during this period the child develops an arbitrary regulation of his behavior, orientation to social norms and requirements.
S. Harrison: "We were so carried away by the education of our children that we forgot that the very essence of a child's education is the creation of his happy life. After all, a happy life is what we wholeheartedly wish for our children and ourselves."
As already mentioned, the initial period of education is quite difficult for all children who enter school. In response to new increased demands on the body of a first-grader, in the first weeks and months of training, children may complain of fatigue, headaches, irritability, tearfulness, and sleep disturbance. Children's appetite and body weight decrease. There are also difficulties of a psychological nature, such as, for example, a feeling of fear, a negative attitude towards learning, a teacher, a misconception about one's abilities and capabilities.
The above-described changes in the body of a first-grader associated with the beginning of schooling are called by some foreign scientists "adaptation disease", "school shock", "school stress".
The fact is that in the process of becoming a personality, there are especially important key moments. They are practically inevitable for every child, they are confined to certain age periods and are called age crises. The most important crisis changes occur between the ages of two to four, seven to nine, and thirteen to sixteen. During these periods, significant changes occur in the body: a rapid increase in growth, changes in the work of the cardiovascular, nervous, respiratory and other systems. This leads to unusual internal sensations: fatigue, irritability, mood swings. At the same time, even practically healthy children begin to get sick, show excessive vulnerability. During these periods, there are significant changes in character (children begin to show stubbornness, rebelliousness), inadequate changes in self-esteem ("I'm good at home. But I'm bad at school," or vice versa). A new, difficult period begins in the life of a child.
Going to school is a serious step from a carefree childhood to an age filled with a sense of responsibility. The period of adaptation to schooling helps to take this step.
Types of adaptation and its duration
The term "adaptation" is of Latin origin and refers to the adaptation of the structure and functions of the body, its organs and cells to environmental conditions.
The concept of adaptation is directly related to the concept of "child readiness for school" and includes three components: adaptationphysiological, psychological and social, or personal. All components are closely interconnected, the shortcomings in the formation of any of them affect the success of education, the well-being and health of the first grader, his ability to work, the ability to interact with the teacher, classmates and obey the school rules. The success of the assimilation of program knowledge and the level of development necessary for further education mental functions indicate the physiological, social or psychological readiness of the child.
The psychological adaptation of a child to school covers all aspects of the child's psyche: personality-motivational, volitional, educational and cognitive. It is known that the success of schooling is determined, on the one hand, by the individual characteristics of students, and, on the other hand, by the specifics of the educational material. The main difficulty of "subject" adaptation for a novice student is the development of the content of education - literacy and mathematical representations. At first glance, this is not the case. The content of education in the first grade and in the preparatory group for school is largely the same. In fact, the knowledge that schoolchildren receive in the classroom at the beginning of their studies was mostly learned in kindergarten. At the same time, it is known that the first half of the year at school is the most difficult. The thing is that other mechanisms underlie the assimilation of knowledge in the conditions of schooling. This means that in the preschool period, knowledge is acquired mostly involuntarily, classes are built in an entertaining form, in the types of activities familiar to children. In the process of schooling, the main thing is to teach children to be aware of the educational task. Achieving this goal requires certain efforts from students and the development of a number of important learning qualities:
1. Personal motivational attitude to school and learning: the desire (or unwillingness) to accept the learning task, to fulfill the tasks of the teacher, that is, to study.
2. Acceptance of the educational task: understanding the tasks set by the teacher; desire to fulfill them; striving for success or the desire to avoid failure.
3. Ideas about the content of the activity and methods of its implementation: the level of elementary knowledge and skills formed by the beginning of training.
4. Information attitude: provides perception, processing and preservation of various information in the learning process.
5. Activity management: planning, monitoring and evaluating one's own activities, as well as being receptive to learning influences.
Therefore, even a high level of cognitive activity does not guarantee sufficient motivation for learning. It needs to be high general level development of the child and the leading qualities of the personality are developed.
During the period of adaptation of the child to school, the most significant changes occur in his behavior. Usually,an indicator of difficulties in adaptation are changes in behavior such as excessive excitement and even aggressiveness, or, conversely, lethargy, depression and a sense of fear, unwillingness to go to school. All changes in the child's behavior reflect the characteristics of psychological adaptation to school.
According to the degree of adaptation of children can be divided into three groups.
First group children adapt during the first two months of training. These children relatively quickly join the team, get used to school, make new friends. They almost always have good mood, they are calm, friendly, conscientious and fulfill all the requirements of the teacher without visible tension. Sometimes they still have difficulties either in contacts with children or in relations with the teacher, since it is still difficult for them to fulfill all the requirements of the rules of conduct. But by the end of October, the difficulties of these children, as a rule, are overcome, the child is fully mastered with the new status of a student, and with new requirements, and with a new regime.
Second group children have a longer period of adaptation, the period of non-compliance of their behavior with the requirements of the school is delayed. Children cannot accept a new situation of learning, communication with a teacher, children. Such students can play in the classroom, sort things out with a friend, they do not respond to the teacher's remarks or react with tears, insults. As a rule, these children experience difficulties in mastering curriculum, only by the end of the first half of the year, the reactions of these children become adequate to the requirements of the school, the teacher.
Third group - children whose social and psychological adaptation is associated with significant difficulties. They have negative forms of behavior, a sharp manifestation of negative emotions, they learn the curriculum with great difficulty. It is these children that teachers most often complain about: they "interfere" with work in the classroom.
Processphysiological adaptationthe child to school can also be divided into several stages, each of which has its own characteristics and is characterized by varying degrees of stress functional systems organism.
First stage physiological adaptation - indicative, when in response to the whole complex of new influences associated with the beginning of systematic learning, the body responds with a violent reaction and significant stress in almost all systems. This "physiological storm" lasts long enough (two or three weeks).
Second phase - an unstable adaptation, when the body looks for and finds some optimal options, reactions to extraneous influences.
At the first stage, there is no need to talk about any economy of the body's resources. The body spends everything it has, sometimes it "borrows". Therefore, it is important for the teacher to remember what a high "price" the body of each child pays during this period. In the second stage, this "price" is reduced. The storm begins to subside.
Third stage - a period of relatively stable adaptation, when the body finds the most suitable options for responding to the load, requiring less stress on all systems.
Whatever work a student does, whether it is mental work to assimilate new knowledge, a static load experienced by the body in a forced sitting position, or a psychological load from communication in a large and diverse team, the body, or rather each of its systems, must respond with its own tension , his work. Therefore, the more stress each system experiences, the more resources the body will use up. But the possibilities of the child's body are far from limitless. Prolonged stress and associated fatigue and overwork can cost the child's health.
The duration of all three phases of physiological adaptation is approximately five to six weeks, and the most difficult are the first and fourth weeks.
Personal, or social, adaptationassociated with the desire and ability of the child to accept a new role - a schoolboy and is achieved by a number of conditions.
1. The development in children of the ability to listen, respond to the actions of the teacher, plan their work, analyze the result obtained - that is, the skills and abilities necessary for successful education in elementary school.
2. Development of the ability to establish contact with other children, build relationships with adults, be sociable and interesting for others - that is, skills that allow you to establish interpersonal relationships with peers and teachers.
3 Formation of the ability to correctly evaluate one’s own actions and the actions of classmates, use the simplest criteria for assessment and self-assessment (such criteria are the completeness of knowledge, its volume, depth; the ability to use knowledge in different situations, that is, practically, etc.) - that is, stable educational motivation against the background of the child's positive ideas about himself and a low level of school anxiety.
An important indicator of a child's satisfaction with being at school is his emotional state, which is closely related to the effectiveness of educational activities, affects the assimilation of school norms of behavior, the success of social contacts and, ultimately, the formation of the student's internal position.
The first grade of school is one of the most difficult periods in the life of children. When entering school, the child is influenced by the class team, the personality of the teacher, the change in the regimen, and the unusually long restriction of motor activity, and the emergence of new responsibilities.
Adapting to school, the child's body is mobilized. But it should be borne in mind that the degree and pace of adaptation for each individual.
The success of adaptation largely depends on the presence in childrenadequate self-esteem. We constantly compare ourselves with other people and, on the basis of this comparison, develop an opinion about ourselves, about our capabilities and abilities, our character traits and human qualities. This is how our self-esteem develops. This process begins at an early age: it is in the family that the child first learns whether he is loved, whether he is accepted for who he is, whether success or failure accompanies him. At preschool age, the child develops a sense of well-being or trouble.
Undoubtedly, adequate self-esteem facilitates the process of adaptation to school, while overestimated or underestimated, on the contrary, complicate it. However, even if the child has adequate self-esteem, adults should remember that a novice student cannot yet cope with all the tasks on his own. To help a child overcomeseven year crisis, help to adapt to school conditions, it is necessary to understand and sensitive attitude of the teacher, attentiveness, great love and patience of parents, and, if necessary, consultations of professional psychologists.
Terms of adaptation of first-graders may be different. Usually stable adaptability to school is achieved in the first semester. However, it is not uncommon for this process to not be completed within the entire first year. Low performance is maintained, poor academic performance is noted. These kids get tired quickly. By the end of the school year, they often show deterioration in their health, which is most often manifested by disorders of the nervous and cardiovascular systems.
One of the factors hindering the normal adaptation of the child, as we already know, is the insufficient level of school maturity. Part of the delay in the development of the child may be due to the state of his health. First-graders who have certain deviations in the state of health, who have suffered serious infectious diseases, or who have received traumatic injuries during the last year before school, are more difficult to adapt to the requirements of the school. They skip classes more often, complaining of increased fatigue, headaches, and poor sleep. Often they have increased irritability and tearfulness, and by the end of the year their health is deteriorating. However, one should not rush to conclusions: gradually, in the process of learning, the lagging functions are improved, and the child catches up with his peers in development. But this takes months, and sometimes the entire first year of study. Therefore, the task of adults is to create conditions in which the described difficulties will not adversely affect the child's academic performance, causing a reluctance to learn.
Of course, the best thing is if the parents take care of the child's health before school, thereby facilitating his adaptation in the first year of study. In this case, the child copes with the difficulties of starting school faster and with less stress and can learn better.

Diagnostics of the formation of the prerequisites for educational activity is aimed at determining the readiness of the future student for a new type of activity for him - educational. Unlike gaming, learning activity has a number of specific features. It implies a result orientation, arbitrariness and commitment.

Most of the learning tasks faced by a first grader are aimed at fulfilling a number of conditions, certain requirements, focusing on a rule and a pattern. It is these skills that refer to the so-called prerequisites for learning activity, that is, to those that are not yet fully learning actions, but are necessary to start mastering it.

In this regard, at the age of 6-7 years, it is advisable to conduct a study of the above skills, on which the success of learning in the early stages of mastering the knowledge and requirements of the school largely depends.

To diagnose the prerequisites of educational activity, a set of methods is used, consisting of diagnosing the ability to focus on a system of requirements - the "Beads" method, the ability to focus on a sample - the "House" method, the ability to act according to the rule - the "Pattern" method, the level of development of arbitrariness - the "Graphic dictation", Pieron-Ruser's Encryption Method, Kern-Jerasik drawing tests, Ladder test (diagnosis of self-esteem), children's projective anxiety test, aggressiveness questionnaire.

Additionally, the methods are given: "Drawing by dots" to determine the formation of the ability to focus on a system of requirements, the method "Mysterious writing" to study the level of cognitive activity of younger students

Method "Beads".

Purpose of the task: to identify the number of conditions that the child can keep in the process of activity when perceiving the task by ear.

Organization of the task: the task is performed on separate sheets with a pattern of a curve depicting a thread:

For work, each child should have at least six markers or pencils of different colors. The work consists of two parts: Part I (main) - completing the task (drawing beads), Part II - checking the work and, if necessary, redrawing the beads.

Instructions for Part I: "Children, each of you has a thread drawn on a piece of paper. On this thread you need to draw five round beads so that the thread passes through the middle of the beads. All beads should be of different colors, the middle bead should be blue. (The instruction is repeated two times) Start painting."

Instructions for the second part of the task (this part of the test begins after all the children have completed the first part): “Now I will tell you again what beads to draw, and you check your drawings to see if you did everything right. Who will notice the mistake, make a new drawing next to it. Listen carefully." (The test condition is repeated one more time at a slow pace, each condition is emphasized by voice.)

Assignment assessment (for assessment, the teacher chooses the best of two possible options):

Level 1 - the task was completed correctly, all five conditions were taken into account: the position of the beads on the thread, the shape of the beads, their number, the use of five different colors, the fixed color of the middle bead.

Level 2 - when completing the task, 3-4 conditions are taken into account.

3rd level - when completing the task, 2 conditions are taken into account.

Level 4 - when completing the task, no more than one condition was taken into account
House method.

The child is invited to draw the image of the house as accurately as possible. After completing the work, offer to check whether everything is correct. He can correct if he notices inaccuracies.

This technique allows you to identify the ability to focus on the sample, accurately copy it; the degree of development of voluntary attention, the formation of spatial perception.

Accurate reproduction is estimated at 0 points, for each mistake made, 1 point is awarded.

The errors are:

a) an incorrectly depicted element; the right and left parts of the fence are evaluated separately;
b) replacing one element with another;
c) the absence of an element;
d) gaps between lines in the places where they should be connected;
e) a strong distortion of the picture.

Method "Pattern".

The technique consists of three control dictations and one training one.
The children are told: “We will learn to draw a pattern. You have rows of triangles, squares and circles drawn on a piece of paper. We will connect triangles and squares to make a pattern. We must listen carefully and do what I say. We will have these three rules :

1. two triangles, two squares or a square with a triangle can only be connected through a circle;
2. the line of our pattern should only go forward;
3. each new connection must begin with the figure on which the line stopped, then the line will be continuous and there will be no gaps in the pattern.

Look at the piece of paper how you can connect triangles and squares.

Then the tester says: "Now learn to connect yourself. Look at the bottom strip. Connect two squares, a square with a triangle, two triangles, a triangle with a square" (introductory - training - series).

The inspector monitors how each child completes the task, and if necessary, corrects mistakes and explains to the child what he made a mistake. In the process of learning, children produce four compounds.

Next comes the first series. The examiner says: “Now we will draw without prompts. You must listen carefully and connect the figures that I will name, but do not forget that they can only be connected through a circle, that the line must be continuous and go forward all the time, i.e. i.e. you need to start each new connection from the figure on which the line ended. If you make a mistake, then do not correct the mistake, but start with the next figure. "

Dictation for the first series:

"Connect a triangle with a square, a square with a triangle, two triangles, a triangle with a square, two squares, a square with a triangle, a triangle with a square, two squares, a square with a triangle, two triangles, two triangles, a triangle with a square."

Dictate should be slow, so that all the children have time to draw the next connection. You can’t repeat the same thing twice, because. for some children, this may lead to drawing unnecessary connections.

After the children have finished the work, the second series follows, and then the third. The series differ from each other only in the nature of the pattern reproduced under dictation. The rules for doing the work remain the same.

Dictation for the second series:

Connect a square to a triangle, two triangles, a triangle to a square, two squares, two more squares, a square to a triangle, two triangles, a triangle to a square, a square to a triangle, a triangle to a square, two squares, a square to a triangle.

Dictation for the third series:

"Connect two squares, a square with a triangle, two triangles, a triangle with a square, two squares, a square with a triangle, a triangle with a square, a square with a triangle, two triangles, a triangle with a square, a square with a triangle, two triangles."

No help is provided to the children during the assignment. After the end of the work, the leaves are collected. Leaflets are issued before the start of the examination. A sample pattern and 4 series of figures (a, b, c, d) have already been drawn on them. Each series is located one below the other and consists of three rows of small geometric figures (the size of the figures is 2x2 mm).

Evaluation of results.

Each correct connection counts for two points. The connections corresponding to the dictation are correct. Penalty points (one at a time) are awarded:

1. for extra connections not provided for by the dictation (except for those at the end and at the beginning of the pattern, i.e. preceding the dictation and following it);
2. for "breaks" - omissions of "zones" of the connection - between the correct connections.

All other possible types of errors are not taken into account at all, because their presence automatically reduces the number of points awarded. The final number of points scored is calculated by the difference between the number of points scored correctly and the number of penalty points (the latter are subtracted from the former).

The maximum possible number of points in each series is 24 (0 penalty points). The maximum possible number of points for completing the entire task is 72.

Interpretation of the obtained results.

60-72 points - a fairly high level of ability to act according to the rule. Can simultaneously take into account several rules in the work.

48-59 points - the ability to act according to the rule is not sufficiently formed. Can keep orientation to only one rule during operation.

36-47 points - low level of ability to act according to the rule. He constantly strays and breaks the rule, although he tries to focus on it.

Less than 36 points - the ability to act according to the rule is not formed.
Methodology "Graphic dictation".

This technique is used to determine the level of development of a child's arbitrary sphere, as well as to study the possibilities in the field of perceptual and motor organization of space.

The material consists of 4 dictations, the first of which is training.

1. "We begin to draw the first pattern. Put the pencil on the highest point. Attention! Draw a line: one cell down. Do not lift the pencil from the paper, now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right "One cell up. One cell to the right. One cell down. Then continue to draw the same pattern yourself."

2. "Now put your pencil on the next dot. Ready! Attention! One box up. One box to the right. One box up. One box to the right. One box down. One box to the right. One box down. One box to the right. One box up. One to the right. And now you yourself continue to draw the same pattern. "

3. "Attention! Three cells up. One cell to the right. Two cells down. One cell to the right. Two cells up. One cell to the right. Three cells down. One cell to the right. Two cells up. One cell to the right. Two cells down. One cell to the right. Three squares up. Now continue to draw this pattern yourself."

4. "Put the pencil on the lowest point. Attention! Three cells to the right. One cell up. One cell to the left (the word "left" is emphasized by the voice). Two cells up. Three cells to the right. Two cells down. One cell to the left (the word " left" is voiced again). One cell down. Three cells to the right. One cell up. One cell to the left. Two cells up. Now continue to draw this pattern yourself."

On the independent execution each pattern is given one and a half to two minutes. The total time for the procedure is usually about 15 minutes.

Analysis of results.

Error-free pattern reproduction - 4 points. For 1-2 mistakes put 3 points. For more mistakes - 2 points. If there are more errors than correctly reproduced sections, then 1 point is given.
If there are no correctly reproduced sections, then put 0 points. Three patterns (one training) are evaluated in this way. Based on the received data, the following run levels are possible:

10-12 points - high;
6-9 points - average;
3-5 points - low;
0-2 points - very low.
Method "Encryption"

Target . Identification of the formation of arbitrary regulation of activity (holding the algorithm of activity), the possibilities of distributing and switching attention, working capacity, pace and purposefulness of activity.
The time to complete this task is strictly limited to 2 minutes. After 2 minutes, regardless of the amount of work done, all children should go to task number 5 (drawing). The task of the specialist is to track this moment.
Four empty figures are drawn on the board (square, triangle, circle, rhombus), which, in the process of giving instructions, the specialist fills in with the appropriate signs, the same as in the sample task (the first line of four figures, which is underlined).
This methodological guide provides one of the options for filling in shapes with signs. There may be many such options. In accordance with the requirements of the Pieron-Ruther technique, the figures must be filled with signs that do not repeat the shapes of the figures themselves (for example, there should not be a dot in a circle, and just a line parallel to one of the sides in a square). One (last) figure should always remain empty.
Before the start of the screening, the specialist must appropriately put “marks” in the sample figures of this task in all forms. It is convenient to do this before replicating forms. The labels should be clear, simple enough (cross, tick, dot, etc.) and occupy the middle part of the figure, not approaching its edges.
Instruction . Now turn the sheet over. Look carefully. Figures are drawn here. Each of them has its own icon. Now you will put signs in empty figures. This should be done as follows: in each square, put a dot (accompanied by showing and placing a dot in the middle of the square on the board), in each triangle - a vertical stick (accompanied by showing and placing the corresponding sign in a triangle on the board), in a circle you will draw a horizontal stick ( accompanied by the corresponding display), and the diamond will remain empty. You don't draw anything in it. On your sheet (the specialist shows a sample of filling on the form) it is shown what needs to be drawn. Find it on your sheet (point with your finger, raise your hand, who saw ...).
All figures must be filled in queues , starting from the very first row (accompanied by a hand gesture along the first row of figures from left to right in relation to the children sitting in front of the specialist). Don't rush, be careful. Now take a simple pencil and start working.
The main part of the instruction can be repeated twice: Put your sign in each figure, fill in all the figures in turn.
From this moment, the task execution time (2 minutes) is counted. The instruction is no longer repeated. One can only say: how to fill in the figures is shown on the sample on their form.
The specialist fixes in the observation sheet the features of the task and the nature of the children's behavior. Work lasts no more than 2 minutes. After this time, the teacher asks all the children to stop and stop working: And now everyone put down their pencils and looked at me.
It is important that all children complete the task at the same time, regardless of how much they have done.

"Encryption"

successful the error-free filling of geometric shapes in accordance with the sample for a period of up to 2 minutes is considered (estimate - 5 points ). Your own single correction or single omission of a fillable shape is acceptable. At the same time, the child's graphics do not go beyond the figure and take into account its symmetry (graphic activity is formed in visual-coordinating components).
One random error (especially at the end, when the child stops referring to the filling standards) or the presence of two independent corrections is assessed as 4.5 points .
With two omissions of filled figures, corrections or one or two errors in filling out, the quality of the assignment is estimated at 4 points . If the task is completed without errors, but the child does not have time to complete it to the end in the time allotted for this (no more than one line of figures remains blank), the score is also 4 points.
Moderately successful is such an execution when there are not only two gaps in the filled figures, corrections or one or two errors in filling, but also poor graphics of the filling (going beyond the figure, asymmetry of the figure, etc.). In this case, the quality of the task is evaluated in 3 points.
At 3 points the error-free (or with a single error) filling of the figures in accordance with the sample is also evaluated, but the omission of the whole line or part of the line. As well as one or two self-corrections.
Such a performance is considered unsuccessful when, with one or two errors, combined with poor filling graphics and gaps, the child did not manage to complete the entire task in the allotted time (more than half of the last line remains unfilled). This implementation is rated 2 points .
Estimated at 1 point such an embodiment, when there are marks in the figures that do not correspond to the samples, the child is not able to keep the instruction (that is, he begins to fill in all the circles first, then all the squares, etc., and after the teacher’s remark continues to complete the task in the same style). If there are more than two errors (not counting corrections), even if the entire task is completed, it is also given 1 point .
Particular attention should be paid to such results of performance when the child does not have time to complete the task in its entirety within the allotted time. This can characterize both a low pace of activity, the difficulty of the task itself, and the child's fatigue (since this task is one of the last).
The rate of completion of this task must be compared (including the observation sheet, where it can be noted whether the child manages to complete tasks simultaneously with other children or each task, even if not standardized in time, he performs more slowly than others) with the rate of completion of other tasks (in particular task number 1). If task number 4 is performed much more slowly than everything else, this indicates a high “price” of such an activity, that is, compensation for difficulties by reducing the pace. But this is precisely the reflection of the child's physiological unpreparedness for regular learning.
If it is impossible to complete the task as a whole (for example, the child started to do, but could not finish even one line, or made several incorrect fillings in different corners and did nothing else, or made many mistakes), an assessment is given 0 points.

A study of the child's self-esteem using the "Ladder" test

The child is shown a drawn ladder with seven steps, where the middle step looks like a platform, and the task is explained.

Instruction: “If all the children are seated on this ladder, then good children will be on the top three steps: smart, kind, strong, obedient - the higher the better (they show: “good”, “very good”, “the best”) . And on the bottom three steps there will be bad children - the lower, the worse ("bad", "very bad", "the worst"). On the middle step, children are neither bad nor good. Show me which step you put yourself on. Explain why?"

After the child’s answer, he is asked: “Are you really like this or would you like to be like that? Mark who you really are and who you would like to be. “Show me which step your mother would put you on.”

A standard set of characteristics is used: "good - bad", "good - evil", "smart - stupid", "strong - weak", "brave - cowardly", "the most diligent - the most careless". The number of characteristics can be reduced.

During the examination, it is necessary to take into account how the child performs the task: hesitating, pondering, arguing his choice. If the child does not give any explanation, he should be asked clarifying questions: “Why did you put yourself here? You always like this?" etc.

The most characteristic features of the task, characteristic of children with high, adequate and low self-esteem

How to complete the task

Type of self-assessment

1. Without hesitation, puts himself on the highest step; believes that his mother appreciates him as well; arguing his choice, he refers to the opinion of an adult: “I am good. Good and no more, that's what my mother said.

2. After some thought and hesitation, he puts himself on the highest step, explaining his actions, names some of his shortcomings and mistakes, but explains them by external reasons beyond his control, believes that the assessment of adults in some cases may be somewhat lower his own: “Of course, I'm good, but sometimes I'm lazy. Mom says I'm sloppy."

3. Having considered the task, puts himself on the 2nd or 3rd step, explains his actions, referring to real situations and achievements, considers that the adult's assessment is the same or slightly lower.

4. Puts himself on the bottom steps, does not explain his choice or refers to the opinion of an adult: "Mom said so."

Inadequately high self-esteem

Heightened self-esteem

Adequate self-esteem

Low self-esteem

If the child puts himself on the middle step, this may indicate that he either did not understand the task or did not want to complete it. Children with low self-esteem due to high anxiety and self-doubt often refuse to complete the task, answering all questions: “I don’t know.” Children with developmental delay do not understand and do not accept this task, they act at random.

Inadequately high self-esteem is characteristic of children of primary and secondary preschool age: they do not see their mistakes, they cannot correctly evaluate themselves, their actions and actions.

Self-assessment of children of 6-7 years of age is already becoming more realistic, in familiar situations and habitual activities it approaches adequate. In an unfamiliar situation and unusual activities, their self-esteem is inflated.

Low self-esteem in preschool children is considered as a deviation in personality development

CONCLUSION

Recently, much attention has been paid in the literature to the issue of identifying children who are not ready for schooling and who have difficulties in school adaptation in the 1st grade. And this problem is still relevant. A child, entering school, must be mature in physiological and social terms, the success of a child's education in school also depends on his psychological maturity. Psychological readiness for learning is a multidimensional concept. It does not provide for individual knowledge and skills, but for a certain set, in which all the main elements must be present. What are the ingredients in this set? school readiness"? The main components of school maturity are: intellectual, personal, strong-willed, moral readiness. All of these components of school readiness are important in the development of the child. If there is an underdevelopment of any one component, there is a need for psychological help to kid.

Literature

Diagnostic and coordination work of a school psychologist. / Under the editorship of I.V. Dubrovinka / Moscow. 1987

¬ . Features of the mental development of children 6 - 7 years of age. / Under the editorship of D.B. Elkonina, A.L. Wenger / Moscow. 1988

¬ Agafonova I.N. Psychological readiness for school in the context of the problem of adaptation "Primary School" 1999 No. 1 61-63 p.

¬ Readiness for school / Edited by Dubrovina M. 1995 - 289 p.

¬ . Gutkina N.N. Diagnostic program for determining the psychological readiness of children 6-7 years old for schooling "Psychological education" 1997 - 235 p.

¬ Ovcharova R.V. "Practical psychology in elementary school", M. 1999 -261 p.

¬ Wenger L.A. Wenger L.A. "Is your child ready for school?" M. 1994 - 189 p.

Chapter 1. Theoretical analysis of the problem of a child's readiness for school

1.2 Problems of studying the personal and motivational readiness of the child for schooling

Chapter 2

Conclusion

Bibliography

Applications

INTRODUCTION

The relevance of research. In modern conditions, the role of the personal factor in school education is objectively increasing.

The high demands of life on the organization of upbringing and education 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 school readiness is of particular importance. Determination of the goals and principles of the organization of 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.

Research into the preparation of children for school was started directly under the guidance of academic psychologist A.V. Zaporozhets. The results of the work were repeatedly discussed with D.B. Elkonin. Both of them fought for the preservation of childhood for children, for the maximum use of the possibilities of this age stage, for a painless transition from preschool to primary school age.

Preparing children for school is a multifaceted task, covering all spheres of a child's life. There are three main approaches to the problem of a child's readiness for school.

The first approach can include all research aimed at developing in preschool children certain skills and abilities necessary for schooling.

The second approach is that a child entering school must have a certain level of cognitive interests, a readiness to change their social position, and a desire to learn.

The essence of the third approach is to study the child's ability to consciously subordinate his actions to the given one while consistently following the adult's verbal instructions. This skill is associated with the ability to master in a general way follow the verbal instructions of an adult.

There are many works in the domestic literature, the purpose of which is to study the problem of preparing for schooling: L.S. Vygotsky, V.V. Davydov, R.Ya. Guzman, E.E. Kravtsova and others.

The problems of diagnosing children entering school were dealt with by A.L. Wenger, V.V. Kholmovskaya, D.B. Elkonin and others.

The school has recently undergone major transformations, new programs have been introduced. The structure of the school has changed. Higher requirements are imposed on children going to the first grade. The development of alternative methods in the school makes it possible to teach children according to a more intensive program.

Thus, the problem of school readiness remains relevant. The need to study it follows from the school's own work in modern conditions. Firstly, the requirements for children entering school have increased. Secondly, as a result of the introduction of new programs and developments in primary school, there is a possibility for a child to choose one or another program depending on the level of preparation for school.

Thirdly, due to changing social conditions, many children have different levels of readiness. In connection with the relevance of this problem, the topic was defined: "The study of the personal and motivational readiness of the child for school."

The purpose of the study: to identify and substantiate the totality of psychological and pedagogical conditions for a child's readiness for school.

Object of study: the child's readiness for school.

Research hypothesis: the effectiveness of the system of work on studying the readiness of the child for school will increase if the following conditions are met:

a) When proper organization special events (classes, tests, purposeful games, etc.) to identify the individual characteristics of the child at the time of the study and school maladaptation.

b) When applying psycho-correctional work with schoolchildren experiencing difficulties in learning and behavior.

Subject of study: the study of the child's personal and motivational readiness for school.

Based on the object and subject to achieve the goal, the following tasks were identified:

To study and analyze the psychological and pedagogical literature on the research topic.

Consider the essence of the concept of “readiness for schooling”, identify its criteria.

To identify the features of the psychological and pedagogical status of schoolchildren with the aim of timely prevention and effective solution of problems that arise in their learning, communication and mental state.

The methodological basis of the study was the developed theoretical provisions set forth in the works of psychologists, educators, sociologists, philosophers, such as L.S. Vygotsky, V.V. Davydova, R.Ya. Guzman, E.E. Kravtsova, A.L. Wenger, V.V. Kholmovskaya, D.B. Elkonina and others.

Research methods:

Theoretical

study and theoretical analysis of psychological, pedagogical and methodological literature;

The study and generalization of the experience of teachers and psychologists.

empirical

testing, conversation, diagnostic (stating), analysis of students' work (documentation)

Psychocorrectional work with students.

The theoretical significance of the study lies in the fact that it:

the concept of "personal-motivational and intellectual readiness of the child for school" is presented.

the relationship of mental qualities and properties that determine the readiness of the child for school is determined.

factors of a social and motivational nature, peculiar combinations, which determine a significant variability in the level of readiness of children entering school, have been identified.

The practical significance is expressed in the creation of conditions conducive to the formation of a high level of readiness for schooling.

Scope and structure of work. The thesis consists of ___ pages of typewritten text, an introduction, two chapters, a conclusion, a list of references (51 sources), ____ applications.

Chapter I. Generalized theoretical analysis of the studied problem of the child's readiness for school

1.1 The concept of a child's readiness for school

Going to school is a turning point in a child's life. Therefore, the concern that both adults and children show with the approaching need to enter school is understandable. A distinctive feature of the position of a student, a schoolchild, is that his study is a mandatory, socially significant activity. For her, he is responsible to the teacher, the school and the family. The life of a student is subject to a system of strict rules that are the same for all students. Its main content is the assimilation of knowledge common to all children.

The readiness of the child for school in the field of mental development includes several interrelated aspects. A child, in the first grade, needs a certain amount of knowledge about the world around him: about objects and their properties, about phenomena of animate and inanimate nature, about people, their work and other aspects of social life, about “what is good and what is bad” , i.e. on moral standards of conduct. But it is not so much the volume of this knowledge that is important, but their quality - the degree of correctness, clarity and generalization of the ideas that have developed in preschool childhood.

We already know that the figurative thinking of an older preschooler provides quite rich opportunities for mastering generalized knowledge, and with well-organized learning, children master ideas that reflect the essential patterns of phenomena related to different areas of reality. Such representations are the most important acquisition that will help the child to move to the assimilation of scientific knowledge at school. It is quite enough if, as a result of preschool education, the child gets acquainted with those areas and aspects of phenomena that serve as the subject of study of various sciences, begins to single them out, to distinguish living from non-living, plants from animals, natural from man-made, harmful from useful. Systematic acquaintance with each field of knowledge, assimilation of systems of scientific concepts is a matter of the future.

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A special place in the psychological readiness for school is occupied by the mastery of special knowledge and skills that are traditionally related to school proper - literacy, counting, solving arithmetic problems. Primary school is designed for children who have not received special training, and begins to teach them literacy and mathematics from the very beginning. Therefore, appropriate knowledge and skills cannot be considered an obligatory component of a child's readiness for schooling. At the same time, a significant part of the children entering the first grade can read, and almost all children can count to one degree or another. The acquisition of literacy and elements of mathematics at preschool age can influence the success of schooling. Of positive importance is the education in children of general ideas about the sound side of speech and its difference from the content side, about the quantitative relationships of things and their difference from the objective meaning of these things. Will help the child to study at school and assimilate the concept of number and some other initial mathematical concepts.

As for skills, counting, problem solving, their usefulness depends on what basis they are built on, how well they are formed. Thus, the skill of reading increases the level of a child's readiness for school only if it is built on the basis of the development of phonemic hearing and awareness of the sound composition of a word, and is itself continuous or syllable-by-syllable. Letter-by-letter reading, often found in preschoolers, will make it difficult for the teacher, because the child will have to be retrained. It is the same with counting - experience will be useful if it is based on an understanding of mathematical relations, the meaning of a number, and useless or even harmful if counting is learned mechanically.

A child entering school must be able to systematically examine objects, phenomena, highlight their diversity and properties. He needs to have a fairly complete, clear and dissected perception, bale. Primary school education is largely based on the children's own work with different material, under the guidance of a teacher. In the process of such work, the essential properties of things are highlighted. Good orientation of the child in space and time is important. Literally from the first days of being at school, the child receives instructions that cannot be fulfilled without taking into account the spatial features of things, knowledge of the direction of space. So, for example, the teacher might suggest drawing a line "obliquely from the top left to the bottom right corner" or "straight down the right side of the cage", etc. the idea of time and sense of time, the ability to determine how much time has passed is an important condition for the student's organized work in the classroom, completing the task within the specified time.

Especially high demands are made by schooling, the systematic assimilation of knowledge, to the thinking of the child. The child must be able to highlight the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, to find the causes of phenomena, to draw conclusions. Another side of psychological development that determines the readiness of a child for schooling is the development of his speech - mastering the ability to coherently, consistently, understandably for others an object, picture, event, convey the train of his thoughts, explain this or that phenomenon, rule.

A special problem is adaptation to school. The situation of uncertainty is always exciting. And before school, every child experiences extreme excitement. He enters into life in new conditions compared to kindergarten. It may also happen that a child in the lower grades will obey the majority against his own will. Therefore, it is necessary to help the child in this difficult period of his life to find himself, to teach him to be responsible for his actions.

I.Yu. Kulachina distinguishes two aspects of psychological readiness - personal (motivational) and intellectual readiness for school. Both aspects are important both in order for the child's educational activity to be successful, and for the speedy adaptation to new conditions, painless entry into a new system of relationships.

Problems of studying the personal and motivational readiness of the child for schooling

In order for a child to study successfully, he, first of all, must strive for a new school life, for “serious” studies, “responsible” assignments. The appearance of such a desire is influenced by the attitude of close adults to learning, as to an important meaningful activity, much more significant than the game of a preschooler. The attitude of other children also influences, the very opportunity to rise to a new age level in the eyes of the younger ones and equalize in position with the older ones. The desire of the child to take something new social status leads to the formation of his internal position. L.I. Bozovic characterizes this as a central personality neoplasm that characterizes the personality of the child as a whole. It is this that determines the behavior and activities of the child, and the whole system of his relations to reality, to himself and to the people around him. The way of life of a schoolchild engaged in a socially significant and socially valued business in a public place is perceived by the child as an adequate path to adulthood for him - he responds to the motive formed in the game "become an adult" and actually perform its functions.

Psychological studies have shown that the age of six to seven years is the period of formation of the psychological mechanisms of a child's personality. The essence of a person's personality is connected with the ego's creative capabilities, with the ego's ability to create new forms of social life, and "creativity in a person, his need for creation and imagination as a psychological means of their implementation arise and begin to develop at preschool age thanks to play activities."

The creativity of the child in the game, the creative attitude to certain tasks and can be one of the indicators of the formation of personality.

This feature of the development of the psyche cannot be underestimated, one cannot but reckon with the child, with his interests, needs, on the contrary, it is necessary to encourage and develop creative abilities. Mental development and personality formation is closely connected with self-consciousness, and self-consciousness is most clearly manifested in self-esteem, in how the baby evaluates himself, his qualities, his capabilities, his successes and failures. It is especially important for the teacher to know and take into account that correct assessment and self-assessment for a six-seven-year-old child is impossible without authoritative correction by an adult. One of the important conditions for the successful education of a child in elementary school is the presence of appropriate motives for learning: attitude towards him as an important, socially significant matter, the desire to acquire knowledge, interest in certain academic subjects. Cognitive interest in any object and phenomenon develops in the process of vigorous activity of the children themselves, then the children acquire certain experience, ideas. The presence of experience, ideas contribute in children to the emergence of a desire for knowledge. Only the presence of sufficiently strong and stable motives can induce the child to systematically and conscientiously fulfill the duties imposed on him by the school. The prerequisites for the emergence of these motives are, on the one hand, the general desire of children that is forming towards the end of preschool childhood to go to school, to acquire an honorable position in the eyes of the child, and, on the other hand, the development of curiosity, mental activity, which is manifested in a lively interest in the environment, in the desire learn new things.

Numerous surveys of older schoolchildren and observations of their games testify to the great craving of children for school.

What attracts children to school?

Some children are attracted to learning in school life. “I love to write”, “I will learn to read”, “I will solve problems at school” and this desire is naturally associated with new moments in the development of an older preschooler. It is no longer enough for him to join the life of adults only indirectly in the game. But being a student is something else. This is already a perceived step up to adulthood.

Some children refer to external accessories. “They will buy me a beautiful uniform”, “I will have a brand new satchel and a pencil case”, “My friend is studying at school ...”. This, however, does not mean that motivationally similar children are not ready for school: the very positive attitude towards it, which creates favorable conditions for the subsequent formation of a deeper, actual learning motivation, is of decisive importance. The emergence of learning motivation is facilitated by the formation and development of curiosity, mental activity, directly related to the allocation of cognitive tasks that initially do not appear for the child as independent, being woven into the performance of practical activities, to the performance of tasks of a proper cognitive nature, directing children to the conscious performance of mental work.

A positive attitude towards school includes both intellectual and emotional components. The desire to occupy a new social position, i.e. to become a schoolboy merges with an understanding of the importance of schooling, respect for the teacher, for older schoolmates, it reflects both love and respect for the book as a source of knowledge. However, being in school does not yet give reason to believe that the walls themselves make the child a real schoolboy. He will become one, and now he is on his way, at a difficult transitional age, and he can attend school for various reasons, including those not related to teaching: parents force him, you can run during breaks, and others.

Studies show that the emergence of a child's conscious attitude to school is determined by the way information about it is presented. It is important that the information about the school communicated to children is not only understandable, but also felt and experienced by them. Such an emotional experience is provided, first of all, through the inclusion of children in activities that activate both thinking and feelings. For this, excursions around the school, conversations, stories of adults about their teachers, communication with students, reading fiction, viewing filmstrips, films about the school, feasible inclusion in public life schools, holding joint exhibitions of children's works, familiarization with proverbs and sayings in which the mind merges, the importance of books, teachings, etc. is emphasized.

A particularly important role is played by the game in which children find the application of their knowledge, there is a need to acquire new knowledge, and the skills necessary for learning activities develop.

Personal readiness for school includes the formation in children of such qualities that would help them communicate with classmates at school, with a teacher. Every child needs the ability to enter the children's community, to act together with others, to yield in some circumstances and not to yield in others.

Continuation
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Personal readiness for school also includes a certain attitude towards oneself. Productive learning activity implies an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-consciousness. The personal readiness of a child for school is usually judged by his behavior in group classes and during a conversation with a psychologist. There are also specially developed conversation plans that reveal the position of the student (the method of N.I. Gutkina), and special experimental techniques. For example, the predominance of a cognitive or play motive in a child is determined by the choice of activity - listening to a fairy tale or playing with toys. After the child has examined the toys in the room for a minute, they begin to read a fairy tale to him, but they stop reading at the most interesting place. The psychologist asks what he now wants more - to listen to a fairy tale or play with toys, it is obvious that with personal readiness for school, cognitive interest dominates and the child prefers to find out what will happen at the end of the fairy tale. Children who are not motivationally ready for learning, with a weak cognitive need, are more attracted to the game.

From the moment the idea of the school acquired the features of the desired way of life in the mind of the child, it can be said that his inner position received a new content - it became the inner position of the student.

And this means that the child psychologically moved into a new age period of his development - primary school age. The internal position of a schoolchild in the broadest sense can be defined as a system of needs and aspirations of the child associated with the school, i.e. such an attitude towards school, when the child experiences participation in it as his own need (“I want to go to school”). The presence of the internal position of the student is found in the fact that the child resolutely refuses the preschool-play, individually direct way of existence and shows a brightly positive attitude towards school-learning activities in general and especially to those aspects of it that are directly related to learning.

The next condition for successful learning is sufficient arbitrariness, controllability of behavior, which ensures the implementation of the child's learning motives. The arbitrariness of external motor behavior provides the child with the opportunity to withstand the school regime, in particular, to behave in an organized manner in the classroom.

The main prerequisite for mastering the arbitrariness of behavior is the formation of a system of motives, their subordination, which comes to the end of preschool age, as a result of which some motives come to the fore, while others become less important. All this, however, does not mean that the behavior of a child entering school can and should be characterized by a high degree of arbitrariness, but it is important that at preschool age a mechanism of behavior is formed that ensures the transition to a new type of behavior in general.

Determining the child's personal readiness for school, it is necessary to identify the specifics of the development of the sphere of arbitrariness. Features of voluntary behavior can be traced not only when observing the child in individual and group classes, but also with the help of special techniques.

Quite widely known is the Kern-Jirasek orientation test of school maturity, which includes, in addition to drawing a male figure from memory, two tasks - copying written letters and copying a group of dots, i.e. sample work. Similar to these tasks, the methodology of N.I. Gutkina "House": children draw a picture depicting a house made up of elements of capital letters. There are also simpler methods.

Task A.L. Wenger's "Draw mouse tails" and "Draw umbrella handles". And mouse tails and handles are also letter elements. It is impossible not to mention two more methods of D.B. Elkonina, A.L. Wenger: Graphic Dictation and Pattern and Rule. Performing the first task, the child draws an ornament on a piece of paper in a box from the points set previously, following the instructions of the psychologist. The psychologist dictates to a group of children in which direction and how many cells to draw lines, and then offers to draw the resulting “pattern” to the end of the page. Graphic dictation allows you to determine how accurately a child can fulfill the requirement of an adult given orally, as well as the ability to independently perform tasks to a visually perceived sample. More complex technique“Pattern and rule” implies the simultaneous following in one’s work to a pattern (the task is given to draw exactly the same pattern as a given geometric figure point by point) and a rule (a condition is stipulated: you cannot draw a line between identical points, i.e. connect a circle with a circle, cross with a cross, a triangle with a triangle). The child tries to complete the task, can draw a figure similar to the given one, neglecting the rule, and, conversely, focus only on the rule, connecting different points and not referring to the model. Thus, the technique reveals the level of orientation of the child to complex system requirements.

1.3 Psychological support of children at the stage of admission and adaptation at school

In the most common sense, school adaptation is understood as the child's adaptation to a new system of social conditions, new relationships, requirements, activities, lifestyle, etc. a child who fits into the school system of requirements, norms and social relations is most often called adapted. Sometimes the most humanistic-minded teachers add another criterion - it is important, they say, that this adaptation be carried out by the child without serious moral losses, deterioration in well-being, mood, self-esteem. Adaptation is not only an adaptation to successful functioning in a given environment, but also the ability for further psychological, personal, social development.

An adapted child is a child adapted to the full development of his personal, intellectual and other potentials in the pedagogical environment given to him.

The purpose of the psychological and pedagogical conditions that allow the child to successfully function and develop in the pedagogical environment (school system of relations).

That is, in order to help the child feel comfortable at school, to release his intellectual, personal, physical resources for successful learning and full development, teachers and psychologists need to: identify the psychological characteristics of the child, adjust the educational process to his individual characteristics , opportunities and needs; help the child develop the skills and internal psychological mechanisms necessary for successful learning and communication in the school environment.

Let us dwell on the main stages of work with children during the period of adaptation.

The first stage is the child's admission to school.

Within this stage it is expected:

Conducting psychological and pedagogical diagnostics aimed at determining the school readiness of the child.

Conducting group and individual consultations for parents of future first-graders. Group consultation in the form of a parent meeting is a way to inform parents of some useful information about the organization of the last months of a child's life before the start of school. Individual counseling is primarily provided to parents whose children have performed poorly in the testing process and may have difficulty adjusting to school.

Group consultation of teachers of future first-graders, which at this stage is of a general introductory nature.

Conducting a psychological and pedagogical consultation based on the results of diagnostics, the main purpose of which is to develop and implement a specific approach to completing classes.

The second stage is the primary adaptation of children at school.

Without exaggeration, it can be called the most adult for children and the most responsible for adults.

Within the framework of this stage (from September to January) it is expected:

Carrying out consultative and educational work with parents of first-graders, aimed at familiarizing adults with the main tasks and difficulties of primary adaptation, tactics of communication and helping children.

Conducting group and individual consultations of teachers to develop a unified approach to individual children and a unified system of requirements for the class by various teachers working with the class.

Organization of methodological work of teachers aimed at building the educational process in accordance with the individual characteristics and capabilities of schoolchildren, identified during the diagnosis and observation of children in the first weeks of education.

Organization of pedagogical support for schoolchildren. This work is done outside of school hours. The main form of work are various games.

Organization of group developmental work with children, aimed at increasing their level of school readiness, social and psychological adaptation in the new system of relationships.

Analytical work aimed at comprehending the results of the activities of teachers and parents during the period of primary adaptation of first-graders.

The third stage is psychological and pedagogical work with schoolchildren experiencing difficulties in school adaptation

Work in this direction is carried out during the second half of the first grade and involves the following:

Conducting psychological and pedagogical diagnostics aimed at identifying a group of schoolchildren experiencing difficulties in school education, communication with teachers and peers, and well-being.

Group and individual counseling and education of parents on the results of the diagnosis.

Advising and educating teachers on issues of this age in general.

Organization of pedagogical assistance to children experiencing various difficulties in learning and behavior, taking into account psychodiagnostic data.

Organization of group psycho-correctional work with schoolchildren experiencing difficulties in learning and behavior.

Analytical work aimed at comprehending the results of the work carried out during the six months and the year as a whole.

What tasks do teachers and psychologists need to solve when a child enters school?

The first task is to identify the level of his readiness for schooling and those individual characteristics of activity, communication, behavior that must be taken into account in the process of teaching communication in the school environment.

The second task is, if possible, to compensate, eliminate, fill in the gaps, i.e. to increase the level of school readiness by the time of arrival in the first grade.

The third task is to think over the strategy and tactics of teaching the child, taking into account the identified features and opportunities.

We highlight the main areas of work:

Psychological and pedagogical diagnostics;

Education and counseling of parents;

Advising and educating educators on class building and teaching individual students.

Diagnostics will reveal the level of readiness of the child to master a new role and fulfill the requirements of educational activities, as well as his individual characteristics, without which it is not possible to build the process of his successful learning and development.

Education and counseling of parents will allow to solve some emerging or already declared problems even before coming to the first grade.

Working with teachers is not only and not so much the acquisition of classes, it is the beginning of a large analytical work with the proposed curriculum.

The initial stage of a child's stay at school is precisely the period of the child's socio-psychological adaptation to new conditions. It is during this period that the main work of the teaching staff, psychologists, and parents of schoolchildren falls, aimed at the fastest adaptation of children to school, adaptation to it as an environment for their development and life.

Let us dwell on the tasks of psychological and pedagogical support for schoolchildren during this period:

Creation of conditions for the psychological and pedagogical adaptation of children at school (creation of a cohesive class team, presentation of uniform reasonable requirements to children, establishment of norms for relationships with peers and teachers, etc.).

Increasing the level of psychological readiness of children for successful learning, assimilation of knowledge, cognitive development;

Adaptation of the curriculum, workload, educational technologies to the age and individual-personal capabilities and needs of students.

The solution of such problems involves the mutual adaptation of the child who came to study and the socio-psychological environment in which his education takes place. On the one hand, special efforts are being made to increase the level of the child's readiness to learn, to be included in the system of pedagogical interaction. On the other hand, the interaction itself, its forms and content are modified in accordance with the characteristics of the child and his capabilities.

Main areas of work:

Counseling and education of teachers, which involves both actual psychological counseling upon request, and joint psychological and pedagogical work on the analysis of the curriculum and its adaptation to specific students. A separate stage is counseling teachers on issues related to the organization of pedagogical support for children in a more acute period of primary adaptation. We single out three main types of consultative situations that are organized and implemented during the period of primary adaptation of children in school.

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The first situation is the organization of the methodological work of teachers.

The first step is to harmonize the psychological and pedagogical side of the teacher's activity, the program and the system of psychological and pedagogical requirements for the status of a first-grader.

The second step is to bring the program in accordance with the individual characteristics of the students. The dependent variable should be the pedagogical program. If this is an author's specific product, it is the system of requirements that needs to be modified, and children who can study under this program are already selected according to them, however, experience shows that many curricula used today in public schools need psychological polishing to a greater or lesser extent. (and in adaptation to specific children even more so). But even if the teacher works strictly according to a certain program and considers it ideal, there are still teaching methods, personal style. And this is fertile ground for introspection and self-improvement.

Such work begins in the summer, but of course the process of real activity, meeting with real children help to make both planning and the actual work more meaningful. The analysis is based on: observational data, diagnostic results and a well-developed, modified system of psychological and pedagogical requirements.

The second situation is the organization of pedagogical assistance to children in the period of primary adaptation.

Helping children to adapt in a team, to develop norms and rules of behavior: to get used to a new space, to feel comfortable in it is purely pedagogical work. There are many developed forms of organizing such support, among them are various educational games. It is precisely with their conduct that the consultative assistance of a psychologist is primarily connected. Educational games that have a deep psychological meaning for the child and the children's team often take on outwardly very simple uncomplicated forms, are easy to perform, and are interesting to children.

At the stage of adaptation, the teacher can play them with first-graders during the dynamic hour, at breaks, in the extended day group. The game requires certain skills and abilities from each participant, imposes certain requirements on the level of development of the group, the relationship between its members. In one exercise, the readiness of children to take on leadership functions in one form or another and, at the same time, obey the system of rules set by the leader can be manifested. Another game requires children to have the skills of cooperation, constructive behavior. In any collective interaction, the ability to empathy and empathy is diagnosed and developed. Each game is a diagnosis of the group and its individual members, and the possibility of purposeful influence, and the holistic development of the personal, psychological potential of the child. The planning of such influences and the analysis of their results should be the fruit of cooperation between the teacher and the psychologist.

The third situation is advising first-grade teachers on topical issues related to the problems of teaching specific children or the class as a whole. This work can be extremely varied.

Parent counseling and education.

The psychologist has enough opportunities and chances to actively involve parents in accompanying their children in the learning process. What can he expect, what can he achieve? First of all, it is to increase the psychological competence of parents in matters that are most relevant from the point of view of the period of development experienced by children. Next, creating a benevolent contact, trusting relationship with parents, which are a guarantee that with their problems, doubts and questions, parents will go to a psychologist and honestly share their observations. And lastly, taking some responsibility for what happens to their child at school. If this has been achieved, you can count on cooperation with parents in solving problematic situations for the child. As for the forms of work, they are very traditional: meetings at which the psychologist has the opportunity to provide parents with the necessary psychological information, individual consultations at the request of both the family and the decision of the psychologist himself. At the beginning of the first grade, it is advisable to hold meetings and meetings regularly - about once every two months, telling parents about the difficulties of the adaptation period, forms of child support, optimal psychological forms for solving school problems at home, etc. Before starting psychological developmental work, it is imperative to tell parents about its goals and objectives, involve them in discussing ongoing classes with children, and give certain tasks for observing children during the period of psychological work.

3. Psychologically developing work at the stage of primary adaptation.

The purpose of developing activities at this stage is the creation of socio-psychological conditions for the successful adaptation of first-graders in the situation of schooling.

Achieving this goal is possible in the process of implementing the following tasks:

Developing in children the cognitive skills and abilities necessary for success in elementary school. The complex of these skills is included in the concept of psychological readiness for school;

Development in children of social and communication skills necessary to establish interpersonal relationships with peers and appropriate role-playing relationships with teachers;

Formation of sustainable learning motivation against the background of the positive "I - concept" of children, stable self-esteem and low level of school anxiety.

First of all, possible forms of organization of developing work.

More efficient and economical - group form. The size of the developing group should not exceed 5-6 people. This means that either only a part of the first graders can be included in the process of psychological developmental work, or the class is divided into several stably functioning developing groups.

The following principles for the acquisition of such mini-associations can be proposed:

Each group includes children with different levels of readiness for school, with an accentuation of various problems, so that children help each other in acquiring new psychological skills.

When selecting children in a group, it is necessary, if possible, to equalize the number of boys and girls.

At the first stages of work, it is necessary to take into account the personal relationships of children and select them in groups based on mutual sympathy.

As the groups work, their composition, at the discretion of the psychologist, may change so that the social experience received by children is more versatile. The beginning of developing work with first-graders at the stage of adaptation falls approximately at the end of October - the beginning of November. The cycle must include at least 20 lessons. The frequency of group meetings depends on what stage of work she is at. So in the beginning it should be quite high 3-4 times a week. The approximate duration of each lesson is 35-50 minutes, depending on the condition of the children, the complexity of the proposed exercises and other specific circumstances of the work.

The main content of group classes is games and psychological exercises. Throughout the existence of the group, the psychologist must be engaged in the development and maintenance of group dynamics. Goodbye greeting rituals, various exercises, games that require the interaction and cooperation of children, joint search for solutions or their options, competitive situations, etc. can be used. At the same time, it must be remembered that the existence of a group in a permanent composition should not be very long.

The structure of a group lesson with schoolchildren should include the following elements: greeting ritual, warm-up, reflection of the current lesson, farewell ritual. The program is a system of interrelated classes aimed at the formation of required level psychological readiness for school in the areas of education, communication with peers and teachers, motivational readiness.

By the middle of the first grade, for most children, the difficulties of the adaptation period are behind them: now they can use the reserve of intellectual strength, emotional resources, and abilities at their disposal to master various types of activities. Educational activity is very attractive in the eyes of first-graders, they are curious, focused on "adult" activities. They are interested and, if I may say so, "psychologically comfortable" to engage in cognition.

But by the same time, a group of children stands out who have not gone through the era of adaptation so well. Some aspects of the new social situation turned out to be alien and inaccessible for assimilation. For many, the “stumbling block” is the actual learning activity. A complex of failure develops, which in turn gives rise to uncertainty, disappointment, loss of interest in learning, and sometimes cognitive activity in general. Uncertainty can also turn into aggression, anger at those who put them in such a situation, “plunged” into the sea of failure and deprived of support. Others did not succeed in relationships with peers, a teacher. Chronic lack of success in communication has led to the need to defend yourself - withdraw into yourself, internally turn away from others, attack the first. Someone manages to cope with their studies, communicate with classmates, but at what cost? Health worsens, tears or fever in the morning become the norm, strange unpleasant “habits” appear: tics, stuttering, biting nails and hair. These children are maladjusted. For some of them, maladaptation has already acquired forms that threaten personal well-being, for others it has taken on milder forms, smoothed out features.

Thus, the main tasks of the third stage of work are to determine the level of school adaptation of first-graders and the creation of psychological and pedagogical conditions for solving the problems of learning, behavior and psychological well-being of schoolchildren who experience difficulties in the process of school adaptation.

The activities of teachers and psychologists unfold in the following areas:

Psychological and pedagogical diagnostics of the level and content of school adaptation of first-graders.

Conducting a psychological and pedagogical consultation based on the results of diagnostics with the development of a strategy and tactics for accompanying each child, and especially those schoolchildren who experience difficulties in adapting.

Carrying out consultative and educational work with parents, individual counseling of the most difficult cases.

Organization of pedagogical assistance to schoolchildren experiencing difficulties in adaptation.

Organization of socio-psychological assistance to children experiencing difficulties in adaptation.

CHAPTER 2

2.1 The choice of methods and techniques for studying the readiness of the child for schooling

Readiness for school is a complex holistic phenomenon that characterizes the psychophysical state of the future student as a whole. Among its various psychological parameters, the most important are: the formation of the most important cognitive processes and skills that allow the first grader to successfully carry out educational activities, motivational readiness - the formation of the student's internal position, personal readiness - a certain attitude towards himself, his abilities, work results, behavior, i.e. . a certain level of development of self-consciousness. The main purpose of the psychological examination of a child admitted to school is to recognize his individual characteristics, as well as to continue their maladjustment.

There are three aspects of school maturity: intellectual, emotional and social. Intellectual maturity refers to differentiated perception, including figures from the background, concentration of attention, analytical thinking, the ability to memorize, the ability to reproduce images, and the development of sensorimotor coordination. Emotional maturity is a decrease in impulsive reactions and the ability to perform various tasks for a long time. Social maturity includes the need to communicate with peers and the ability to subordinate one's behavior to the laws of children's groups, as well as the ability to fulfill the role of a student in a school situation.

Based on these parameters, tests are created to determine school maturity. Readiness diagnostics is nothing more than a search for an answer to the question of whether the child will successfully master the program, cope with educational, social, emotional and psychophysical stress.

The aim of the study was to study the formation of a child's psychological readiness for schooling. To do this, we used several methods:

Technique 1. (test conversation, planted by S.A. Bankov) (Appendix No. 2) this technique involves the study of the psychosocial maturity of the child.

Results.

Table 1.

High level

Middle level

Low level

Nikita A.

Continuation

Vladik Ch.

As can be seen from table 4:

2 people - very high level;

6 people - high level;

9 people - average level;

3 people - low level.

Method 5. Study of visual perception using a test

“Name the figures” (Appendix 6).

Method 6. Determination of auditory perception using a test

"Understanding the text" (Appendix 7).

Results.

Table 5

High level

Middle level

Low level

1. Nikita A.

2. Robert A.

4. Christina B.

5. Alyosha B.

6. Regina V.

10. Artem K.

11. Alina L.

12. Artem L.

13. Sasha S.

15. Lena P.

16. Masha P.

17. Vova S.

18. Sharif H.

19. Vladik Ch.

20. Airat Sh.

As can be seen from table 5:

visual perception:

6 people - high level;

10 people - average level;

4 people - the average level.

Auditory perception:

8 people - high level;

12 people - the average level.

Methodology7. Methodology for diagnosing the level of development

observation (Appendix 8).

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Results.

Table 6

High level

Middle level

Low level

Nikita A.

Robert A.

Christina B.

Regina W.

Vladik Ch.

As can be seen from table 6:

2 people - high level;

10 people - average level;

8 people - low level.

Method 8. Memory diagnostics. Auditory memory is studied using the "10 words" technique (Appendix 9).

Method 9. Visual memory. Using the methodology of D. Wexler (Appendix 10).

Results.

Table 7

High level

Middle level

Low level

Nikita A.

Robert A.

Christina B.

Regina W.

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Variance Data

degree of psychosocial maturity

school maturity

level of perception

It can be seen from the table data that the most pronounced differences in dispersion data are observed in the following parameters: 1, 4, 3, 5, 8.

Linear correlation data can be presented in the form of the following table.

Table. Linear correlation data

degree of psychosocial maturity

school maturity

level of mental performance according to corrective tests

level of perception

visual perception "Name the figures"

auditory perception "Name the figures"

level of development of observation

visual memory according to the Wexler method

Auditory memory according to the Wechsler method

From the above data, it can be seen that the strongest relationships exist between the following parameters: 1-4, 2-3, 2-5, 2-7, 3-4, 3-6, 3-8, 4-5, 5-7, 6-8 - the level of significance for all values is the same and equal to P =0.001. This indicates the interdependence of these parameters from each other, i.e. the presence of one parameter in a child can serve as a prerequisite for the formation of another, and vice versa. Since the data of the correlation analysis are positive, the relationship between the dependent parameters is directly proportional. Correlation analysis data are presented in the form of a correlation galaxy in Appendix No. 11.

Based on the data obtained using the methods of mathematical processing, it can be seen that the results and conclusions of the thesis work have been confirmed in the methods of mathematical data processing.

2.2 Psychocorrective work with schoolchildren at the stage of adaptation

The correctional program for younger schoolchildren was prepared by the candidate of psychological sciences N.L. Vasilyeva.

Goal: overcoming intellectual difficulties in teaching at school, developing the creative potential of each student.

The group included children with low rates of voluntariness, forcing of educational actions and fine motor skills of the hand.

Classes were held 2 times a week for 45-50 minutes. Each lesson was enlightened to the development of various mental processes and was organized according to the scheme traditional for the entire program: greeting ritual, reflection, the main part of reflection, farewell ritual.

The lesson began with a verse of a song, which was chosen by the guys according to their mood and or a general handshake with the wish of everyone health and good. As a rule, it was not difficult for them to recall the previous lesson and their impressions of various games. The general attitude of children to classes has changed. In the beginning, they willingly ran to the office without asking about the upcoming lesson, and then they became interested in the content. If it was not supposed to carry out the exercises they loved, they went reluctantly. On such days, we had to make additional efforts to increase their interest (this included the inclusion of the games they liked in the program, and the presentation of medals "The most serious", "The most ingenious", etc.)

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From the exercise for the development of attention, I especially liked the "Live Picture" during the classes for the development of thinking, the task to list the possible uses of bricks was surprising. By the end of the classes, the children began to accept the working conditions much faster, their attentiveness increased, as evidenced by the kindness and correctness of performing rather complex tasks.

The program of the cycle "Educational Games" includes 12 lessons. Each lesson is aimed at predominantly training one of the mental processes.

Lesson 1. Acquaintance.

The purpose of the lesson: Creating an atmosphere of psychological security, group cohesion.

1. Acquaintance. Each participant in a circle calls his name. The second circle is held with the repetition of three names: the name of the neighbor on the right, his own name and the name of the neighbor on the left.

2. Confusion

3. Correction test

4. Joint drawing

5. Ring

Lesson 2. Attention.

Purpose of the lesson: training of voluntary attention, continuation of work

over group cohesion.

Repetition of names in a circle. Throw the ball to your favorite participant by calling his name.

Listen to silence.

Correction test.

Synthesis of words from sounds.

Live photo.

Words are invisible.

Confusion.

Lesson 3. Memory.

Purpose of the lesson: training of an arbitrary component of the auditory,

visual and motor memory.

Correction test.

Lived - was - a cat.

Transfer of an imaginary object.

Live photo.

Words are invisible.

Bird - door - fish.

Lesson 4. Divergent thinking.

The purpose of the lesson: training the ability to think creatively, give

own answers to ambiguous questions.

Correction test.

Words with a given letter.

Making proposals.

Establishment of causal relationships.

Draw a drawing.

Shared history.

Lesson 5. Imagination.

The purpose of the lesson: training the ability to fantasize, creative

abilities.

Correction test.

Domestic cartoon.

Draw what you see.

List all possible uses of bricks.

Finish "Kolobok" differently.

What do ink blobs look like?

Lesson 6. Convergent thinking.

The purpose of the lesson: training the ability to think logically, accustoming to standard mental operations.

Correction test.

Finish a series of numbers.

Exclusion of the 4th superfluous.

Words are invisible.

Revealing relationships.

Lesson 7. Communication skills.

The purpose of the lesson: training the ability to work together, cooperate.

Correction test.

Bewitched.

Words with a given letter.

5. Joint drawing

6. Path.

Lesson 8. Divergent thinking.

The purpose of the lesson: training the ability to think creatively and independently, to give their own answers to ambiguous questions.

Correction test.

Association run.

To make a sentence.

An exercise.

Solving problems on matches.

An exercise.

Guess the object by matches.

Lesson 9. Attention.

Purpose of the lesson: training of voluntary attention, continuation of work on the development of the ability to interact

Correction test.

What has changed in the classroom?

Synthesis of words and sounds.

Forbidden movement.

Words are invisible.

Team score.

Lesson 10. Memory.

The purpose of the lesson: training an arbitrary component of various types of memory.

Lesson 11. Imagination.

The purpose of the lesson: training the ability to fantasize, creative abilities.

Correction test.

Domestic cartoon.

What do clouds look like?

Shared story from sentences.

Come up with ideas for this story.

Draw your mood in colors.

Lesson 12. Conclusion.

The purpose of the lesson: Consolidation of a positively colored emotional attitude to intellectual activity and to interaction with a group of peers.

Correction test.

Words are invisible.

Association run.

Confusion.

Compliments.

CONCLUSION

"A child's readiness for school" is a complex, multifaceted concept that covers all spheres of a child's life. This is a necessary and sufficient level of psychological development of the child for the development of the school curriculum in the conditions of peer education.

The main components of a child's readiness for school are personal (motivational) and intellectual readiness for school. Both aspects are important both for the child's educational activity to be successful and for his speedy adaptation to new conditions, without painful entry into a new system of relationships.

Psychological readiness for schooling is determined, first of all, to identify children who are not ready for schooling, in order to carry out developmental work with them aimed at preventing school failure and maladaptation.

It is advisable to carry out developmental work with children in need in development groups. In these groups, a program that develops the psyche of children is being implemented. There is no special task to teach children to count, write, read. The main task is to bring the psychological development of the child to the level of readiness for school. The main emphasis in the development group is on the motivational and development of the child, namely the development of cognitive interest and learning motivation. The task of an adult is to first awaken in a child a desire to learn something new, and only then begin work on the development of higher psychological functions.

Based on the foregoing, we can conclude that preparing a child for school is one of the important tasks of teaching upbringing, its solution in unity with other tasks of preschool education allows for the holistic harmonious development of the personality of each child.

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Applications.

Appendix 1.

Educational material for classes. Sustainability of attention. Eliminate impulsivity.

"Listen to silence"

Everyone listens to silence for 3 minutes. This is followed by a discussion of who heard what and in what order.

"Minute"

The facilitator asks the children to internally measure the time equal to 1 minute. When the inner minute is over, everyone raises their hand. The facilitator uses a stopwatch to measure real time and writes down the degree of discrepancy for each answer. This exercise, in addition to training attention, is also a good diagnostic method for studying the internal pace of the child.

The amount of attention.

"What changed"

The exercise has several options.

What has changed in the class compared to the previous lesson (lesson, afternoon)?

What has changed in the circle? If the participants of the lesson are sitting in a circle, then you can use this option. The driver closes his eyes or turns away. The leader silently (with gestures) asks any participants in the lesson to change places, then the driver must restore the original picture of the circle.

"Live Picture"

The leader (or one of the children) organizes the participants (from two to all) into any group. A living picture may or may not have a plot. Participants freeze in a given position. Entering for 30 seconds examines this sculptural group, then turns away. A specified number of changes are made to the picture. The task of the incoming one is to restore the original picture.

Concentration (intensity) of attention.

Invisible words.

The facilitator writes on the board (or on the wall, or in the air) with his finger a word one letter at a time. Children write letters as they appear on paper or try to remember them. Then it is discussed which word each got. The leader can involve one of the children in the image of the word. In this case, he shows one after another cards with letters written on them to the student, which he reproduces with his finger on the board. The number of repetitions is agreed in advance (from two to three in the first lessons to one as you get used to it), and the pace of the exercise gradually increases.

Synthesis of words from sounds.

The incoming pronounces the word, but not together (ball), but in separate sounds (m - i - h, k - o - r - o - in - a). Children synthesize these sounds into words. Two parameters that regulate the complexity of the exercise are the length of the word and the rate of pronunciation of sounds. As they learn, the children themselves think of words from sounds (plasticine)

Team score.

The group is divided into two teams. The order of the digits (within 10, etc.) and the arithmetic operations used (+; -; ·) are specified in advance. Then the children of the first team call the numbers in turn, the leader, or one of the children calls arithmetic operations. The children of the second team follow this row and perform operations in their minds. Then the teams change places. The team with the most correct answers wins.

Switching attention.

Correction test.

For this exercise, you can use special tables, but old magazines are also suitable.

For the next 5 minutes, the children swap magazines and check for errors. Each missing letter is considered a mistake, checking by the children themselves ensures concentration of attention for another 5 minutes, i.e. is also attention training.

The teacher should pay attention to the individual characteristics and pace of each child when performing a correction test. One child works at a fast pace, looks through a large piece of text, however, and he has a lot of mistakes.

The other does everything without a single mistake, but slowly and little in volume. Depending on the identified features of the activity, each child receives recommendations for improving the style of work.

Distribution of attention.

Memory.

Restore the missing word.

Continuation
--PAGE_BREAK--

A series of 5-7 words is read that are not related in meaning, for example: sugar - bullet - box - fish - dance - pear. Then the row is not read completely, one of the words is skipped. Children must restore the missing word (and in the future - and its place in the row). The third time, another word is skipped. For the fourth time, you can ask the children to restore the entire row completely, without preserving the order of words or in order.

Memory accuracy.

"Once upon a time there was a cat ..."

The exercise consists in drawing up a series of definitions for a noun. Each of the participants repeats the entire previous row, adding their definition at the end.

For example, "It was a beautiful cat..."

“It was a beautiful fluffy cat…”

“It was a beautiful, fluffy cat with green eyes…”

Can be used different variants, for example, “Grandma, baked a cake. This was…"

Making up stories.

a) From individual words.

Each of the participants speaks in turn one word at a time so that the result is a common story. Before you say your word, you must repeat all the previously said words.

b) From the proposals.

The exercise is similar to the previous one, the difference is that each participant says a whole sentence, not just one word. Sine qua non repetition of the previous row.

Bird - animal - fish.

The facilitator randomly offers each participant one of three words. The participant must, in response, recall a representative of one species or another. It is not possible to repeat what has already been said.

Example: a bird is a bullfinch, a fish is a bream, an animal is a bear, etc.

14. Transfer of an imaginary object.

The host sets an object, showing the actions performed with it (for example, stroking a kitten, playing ball). The object is not called aloud, only actions are shown. The object is passed in a circle, and everyone must guess what was passed to him, or try to feel (fluffy white kitten, elastic ball) or do something with this object and pass it to another. By observing other participants, children gradually become more and more confident about what subject they are conveying. In addition, this exercise trains figurative and tactile memory well. In a more complex version, each passes his subject. The next participant guesses what he got.

Ways to develop divergent thinking.

Fluency of thought.

15. Come up with words with a given letter.

a) Beginning with the letter "a";

b) Ending with the letter "t";

c) In which the third from the beginning of the letter "s";

16. List objects with a given attribute:

a) Red (white, green, etc.) color;

b) round shape.

Flexibility of thinking.

17. List all possible uses of a brick - in 8 minutes. If the children's answers are something like this: building a house, a barn, a garage, a school, a fireplace, this will indicate good fluency of thinking, but its insufficient flexibility, since all of the listed ways of using bricks belong to the same class. If the child says that with the help of a brick one can hold a door, make a weight out of paper, hammer a nail, or make red powder, then he will receive, in addition to a high score in thinking fluency, also a high score in immediate flexibility of thinking: this subject quickly moves from one class to another.

Fluency of associations.

18. List words with the meaning "good" and words with a meaning opposite to the word "solid".

19. Given four not large numbers. The question is what arrhythmic actions can be performed with them in order to eventually get, for example (4 + 4; 3 + 4; 3 + 4 + 1; 2 + 3 + 4-1).

20. Running associations.

The first participant says the word. The second participant adds his word. The third participant comes up with a sentence that includes two named words. The offer must make sense. Then he comes up with a new word, and the next participant tries to connect the second and third words in the sentence, and so on. The goal is to gradually increase exercise performance.

For example: tree, light. “Having climbed a tree, I saw a light not far from the window of the forester's lodge.

21. Fluency of expressions.

Initial letters are given (for example, B - C - E - P), each of which represents the beginning of words in a sentence. It is necessary to form various sentences, for example: "The whole family ate a pie."

Ease of adaptation.

22. Solving problems with matches.

The ability to establish cause-and-effect relationships.

Children are offered the beginning of the phrase. It is necessary to continue this phrase with the words "due to the fact that ...", "because ...".

Today I am very cold because: ... it is cold outside.

... walked for a long time.

Mom is in a good mood because ... etc.

Ways to develop convergent thinking. The ability to understand the elements.

Guess an object or animal by its features.

Children conceive an object in the absence of the driver and then list its features in turn: color, shape, possible use or habitat (for animals), etc. According to these signs, the driver indicates the intended object.

25. Establishing relationships.

On the left is the relationship between the two concepts. From the row of words on the right, one so that it forms a similar relationship with the top word.

School Hospital

Education Doctor, student, institution, treatment, patient.

Song Painting

Deaf Lame, blind, artist, drawing, sick.

Steel Fork, wood, chair, food, tablecloth.

Exclusion of the 4th superfluous.

Isolation of essential features.

A group of words is proposed, three of which are united by an essential feature, and the fourth word turns out to be superfluous, not suitable in meaning. For example, a truck, train, bus, tram - transport.

Deduction.

Meaningful tasks of the type are proposed: Ivan is younger than Sergey. Ivan is older than Oleg. Who is older: Sergey or Oleg?

Generalizations.

Name objects in one word, for example:

Fork, spoon, knife...

Rain, snow, frost...

Imagination.

29. Inner cartoon.

The facilitator tells the beginning of the story and then interrupts it. For example: “You are walking along the road and you see the walls of an unfamiliar magical city ahead. You enter the city gates and…”; or “You are going for a walk in the woods. The sun is shining, a light breeze is blowing. You go to the edge of the forest and ... ". Children represent the continuation of the story. Can be used as a standalone exercise.

30. Finish drawings.

The contours of the elements of object images are presented, for example, the silhouette of a tree with one branch, a circle - a head with ears, simple geometric shapes: a circle, a square, a triangle. Children are asked to draw each of the figures so that some kind of picture is obtained. What matters is the degree of originality, unusualness of the image created by the child (the absence of repetitions from the drawings of other children) and the freedom to use the given elements to create an image of the imagination (for example, the figure does not act as the main part of the picture, but is included as one of the secondary elements in the image created by the child: the triangle is no longer the roof of the house, but the pencil lead with which the boy draws a picture).

Communication skills.

In random order, break into pairs, for example, enter into a pair with the one who is now nearby. The couples are located one after another, holding hands, raising their closed hands up, as if forming a roof. The driver passes under closed hands and chooses a partner for himself. The new couple stands behind, and the freed participant enters the stream and looks for a mate, etc. In essence, this game is a sociometric procedure and turns out to be emotionally significant for each participant.

Confusion.

The leader is chosen. The rest of the participants, holding hands, form a circle. The leader turns away, and the rest of the participants begin to “get confused”, changing their position in the circle, but not opening their hands. The driver needs to unravel the resulting figure, returning everyone to their original position, in a circle.

Joint drawing.

a) Each participant in turn or on a piece of paper some line related to the previous ones. The result is a general pattern. Participants discuss what they have achieved. You can all together come up with a name for the picture or a name if it is a character.

b) The game can be played by teams. This option introduces a time parameter.

Annex 2

Method 1. The degree of psychosocial maturity (test conversation,

planted by S.A. banking).

Survey questions:

Give your last name, first name, patronymic

Say your first name, last name. Mother's name, father's name.

Are you a girl or a boy? What will you be when you grow up as an aunt or uncle?

Continuation
--PAGE_BREAK--

Do you have a brother, sister? Who is older?

How old are you? How much will it be in a year? In two years?

Is it morning or evening? (Afternoon or morning?)

When do you have breakfast - in the evening or in the morning? Do you have lunch in the morning or afternoon? What comes before lunch or dinner?

Where do you live? State your home address.

What is your father's job? Mother?

Do you like to draw? What color is this pencil (ribbon, dress)?

What season is it now - winter, spring, summer or autumn? Why do you think so?

When can you go sledding? - winter or summer?

Why does it snow in winter and not in summer?

What does a postman, a doctor, a teacher do?

Bell and school desk are needed for what?

You yourself (a) want to go to school number 7

Show your right eye, left ear. What are eyes and ears for?

What animals do you know?

What kind of birds do you know?

Who is bigger cow or goat? Bird or bee? Who has more paws: a dog or a rooster?

What is greater than 8 or 9, 7 or 3?.. Count from 3 to 6, from 9 to 2.

What should you do if you accidentally break someone else's item?

Response score:

1. For the correct answer to all sub-questions of one item, the child receives 1 point, (except for control ones)

2. The child may receive 0.5 points for correct but incomplete answers to the sub-questions of the item.

3. Answers corresponding to the question posed are considered correct: Dad works as an engineer, A dog has more paws than a rooster. Answers such as: Mom Tanya are considered incorrect; Dad works at work.

4. Control tasks include questions: 5, 8, 15, 22.

No. 5 - if the child can calculate how old he is - 1 point,

if he names the years taking into account the months - 3 points.

No. 8 - for a full home address with the name of the city - 2 points,

for incomplete - 1 point.

No. 15 - for each correctly indicated use of school paraphernalia - 1 point.

No. 22 - for the correct answer - 2 points.

Item 16 is assessed together with items 15 and 17. If in item 15 the child scored 3 points and gave a positive answer to the question of item 16, then the protocol indicates a positive motivation to study at school (the total score should be at least 4).

Appendix 3

Method 2. Determination of school maturity on the test

Kerna-Jiraseka. (Appendix No. 2)

The test includes three tasks: drawing a figure from a representation,

Copying a phrase from written letters, drawing dots in a certain spatial position.

These assignments give general idea about the level of mental development of the child, his ability to imitate, about the severity of fine-motor coordination. Without the development of the latter, it is impossible to form writing skills, develop a second signal system and abstract thinking and speech.

Testing procedure: the child is given a sheet of paper, the name and surname of the child is written on the front side.

Instruction: "Here (each is shown where) draw some uncle as you can." When the drawing is finished, the children are asked to turn over the sheet, on the back of which is written a sample phrase and a pattern of 10 dots.

The second task is formulated as follows: “Look, something is written here. You don't know how to write yet, but try. Take a good look at how it's written and write the same."

The third task: “Points are drawn here. Try to draw them side by side as well"

Evaluation of results:

Each task is scored with a score of 1 ( best estimate) to 5 (worst estimate).

Evaluation criteria for each of the tasks:

Task number 1 "Drawing a male figure."

1 point - the drawn figure must have a head, torso, limbs. The neck should connect the head with the body (it should not be larger than the body). On the head - hair (possibly a hat or hat), ears, on the face - eyes, nose, mouth. The upper limbs should end with a hand with five fingers. There must be elements of men's clothing.

2 points - fulfillment of all requirements, as in assessment 1, except for the synthetic method of representation (i.e., the head, torso are drawn separately, arms, legs are attached to it.) Perhaps three missing parts of the body: neck, hair, 1 finger , but no part of the body should be missing.

3 points - the figure in the drawings must have a neck and torso, limbs (Arms and legs, which must be drawn with two lines). Ears, hair, clothes, fingers, feet are missing.

4 points - a primitive drawing of the head with the torso. The limbs (only one pair is enough) are shown in one line.

5 points - there is no clear image of the trunk and limbs. Scribble.

1 point - high level of intellectual development;

2 points - average level;

3 points - below average;

4 points - low level;

5 points - very low.

Appendix 4

Method 3. The level of mental performance according to corrective

An important criterion for school maturity, i.e. readiness for school is the level of formation of voluntary attention.

The technique of using curly tables. for the diagnosis of mental performance and attention in children of 6-7 years of age, the Research Institute of Physiology of Children and Adolescents was proposed.

Work with this table continues for 2 minutes

Instruction: look carefully at the figures, look for three among them: a flag, a triangle, a circle. In the triangle you will put a dash (-), In a circle - a cross (+), In a checkbox - a dot (.). You should ask the child how he understood the tasks. A signal is given to start work. Tables are collected after 2 minutes.

Evaluation of the performance of the task is carried out according to the number of viewed figures and the number of errors made.

For example, a child looked at 60 signs and made 7 mistakes. in terms of 100 characters, which will be 11.6.

X \u003d 7x100 \u003d 11.6

In addition, the coefficient of productivity of mental performance is calculated by the formula:

UR - mental performance;

C - number of scanned lines;

a is the number of errors.

Appendix 5

Method 4. Diagnosis of the level of perception. Methodology "What's enough?" (Nemov R.S.).

The child is offered 7 drawings. Each of which lacks some important element.

Instructions: each of the pictures is missing some important detail, look carefully and name the missing detail. Carrying out diagnostics with the help of a stopwatch or a second hand of a watch fixes the time. Spent to complete the task.

Evaluation of results:

10 points - the child named all 7 missing items in less than 25 seconds

8-9 points - the time to search for all the missing items took 26 -30 seconds;

6-7 points - the time to search for all the missing items took 31-35 seconds;

4-5 points - the time to search for all the missing items took 36-40 seconds;

2-3 points - the time to search for all the missing items took 41-45 seconds;

score - time to search for all missing items took more than 45 seconds

Conclusions about the level of development:

10 points - very high;

8 -9 points - high;

4-7 points - average;

2-3 points - low;

0-1 point - very low.

Appendix 6

Technique 5. Study of visual perception with the help of the “Name the figures” test.

The visual perception of children is determined by the speed of memorization and the accredited reproduction of the material read from the board, as well as from the textbook and other manuals. The level of visual perception of children depends on the methods of work of the teacher, the number and nature of visual aids, their correct selection, the time and place of their use in the lesson. Therefore, it is important to determine and develop the level of visual perception.

Task: The child is shown signs with the image of objects

Instruction: “Tell me, what figures are these drawings made of?”

(Figures are presented according to the degree of complexity).

Evaluation of results: the task is considered completed, it is evaluated with a sign (+), if the child correctly found and named all the shapes (circle, triangle, rectangle) or made 1-2 mistakes - a high level. The task is considered completed, evaluated with a sign (+), if the child made 3-4 mistakes - the average level. The task is considered not completed. It is evaluated with a sign (-), if the child made 5 mistakes or more - a low level.

Annex 7

Method 6. Determination of auditory perception using the test "Understanding the text."

Auditory perception determines the understanding and assimilation of the heard material. The level of auditory perception can be identified by asking the child to tell how he understood the text he read.

Assignment: a sentence is dictated to the child: "Seryozha got up, washed, had breakfast, took a briefcase, went to school." After this, the child is asked about Seryozha's procedure.

Evaluation of results: Correct answers are evaluated with a sign (+) - this is a high level. If the child made 1-3 mistakes, the answer is also rated with a (+) sign, but this is an average level; more than 3 errors, the test is considered not completed and is evaluated with a sign (-) - low level

Appendix 8

Methodology7. A technique for diagnosing the level of development of observation.

It is necessary to prepare 2 pictures, simple in plot and number of details. These pictures should be the same, except for the 5-10 details provided in advance - the differences.

Continuation
--PAGE_BREAK--

The child examines both pictures for 1-2 minutes, then he must tell about the differences he found.

Evaluation of the results: The number of correctly noted differences is counted, and those indicated in error are subtracted from them. The difference is divided by the number of actual differences. The closer the result is to 1, the higher the level of observation in the child.

Annex 9

Method 8. Memory diagnostics. Auditory memory is studied using the "10 words" technique

10 words are read to the child: table, viburnum, chalk, elephant, park, legs, hand, gate, window, tank.

Reproduction of 5-6 words after reading indicates a good level of auditory mechanical memory.

Annex 10

Method 9. Visual memory. Using the technique of D. Wexler

The child is offered 4 drawings.

The child is allowed to look at each of the pictures for 10 seconds. Then he must reproduce them on a blank sheet of paper.

a) Two crossed lines and two flags - 1 point,

Correctly placed flags - 1 point,

Correct line crossing angle - 1 point,

The maximum score for this assignment is 3 points.

b) Large square with two diameters -1 point,

Four small squares in a large one - 1 point,

Two diameters with all small squares -1 point,

Four dots in squares -1 point,

Accuracy in proportions -1 point,

The maximum score is 5 points.

c) Open rectangle with right angle

on each edge - 1 point,

Center and left or right side reproduced correctly - 1 point,

The figure is correct, except for one incorrectly reproduced angle - 1 point,

The figure is correctly reproduced - 3 points.

Maximum score -3 points

d) A large rectangle with a small one in it -1 point,

All vertices of the inner rectangle are connected to the vertices of the outer rectangle - 1 point,

The small rectangles are accurately placed in the large -1 point.

The maximum score is 3 points.

Maximum result- 14 points.

Annex 11

Correlative galaxy

degree of psychosocial maturity

school maturity

level of mental performance according to corrective tests

level of perception

visual perception "Name the figures"

auditory perception "Name the figures"

level of development of observation

visual memory according to the Wexler method

auditory memory according to the Wexler method

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 is carried out twice during the 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 carried out 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 indicator of the level of anxiety can be explained by increased attention to children as future first-graders, both on the part of parents and 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).