Psychological diagnostics of preparing children for school. Methods for diagnosing children's readiness for school

When a child enters school, a new age period begins - primary school age, and educational activity becomes the leading one. Radical changes occur in the life of a recent preschooler, and the main change concerns the social environment outside the family. This has a particularly strong effect on those children who have not attended kindergarten and who will thus have to become members of a children’s team for the first time.

In the family, the child’s position also changes, he has new responsibilities, and demands on him increase. In connection with formal assessments of the child’s successes and failures, parents react to them in one way or another. Relationships that are new for the primary school student emerge—complex mediation between the institutions of family and school. As already mentioned, educational activity at this age becomes leading, and work activity also now comes to the fore. But the play form of activity is still of great importance in a child’s life. Preparing a child for school is a serious issue that is studied by psychologists, teachers, and medical professionals, which always worries parents. In this article we will talk about diagnostic methods that allow us to assess the degree of psychological preparation of a child for school.

Let us recall that the word “diagnosis” came to us from the Greek language and means “the science of methods for recognizing diseases and the process of making a diagnosis.” Psychological diagnostics, therefore, is the formulation of a psychological diagnosis, that is, a qualified recognition of a person’s psychological state.

Child’s readiness for school from a psychological point of view

Psychological readiness for systematic learning at school is understood as a level of psychological development of the child sufficient to master the school curriculum, taking into account learning in a group of peers.

This is the result of a child’s development in the preschool period of his life, formed gradually and depending on the conditions in which this development took place. Scientists highlight intellectual and personal readiness for learning. Personal readiness, in turn, implies a certain degree of development of the child’s moral and volitional qualities, as well as social behavioral motives. The studies also identified three aspects of school maturity - intellectual, emotional and social. Let's look at each aspect in more detail.

The intellectual aspect of school maturity Reflects the functional maturity of the brain structure

. The child must be able to concentrate attention, distinguish figures from the background, think analytically, comprehending the basic connections between phenomena, demonstrate sensorimotor concentration, subtle hand movements, the ability to reproduce patterns and remember logically.

The emotional aspect of school maturity

It implies the child’s ability to perform not very exciting tasks for a long time, restrain his emotions and control his will.

Expresses the child’s readiness to accept his new social position as a student who has certain rights and responsibilities.

The child must feel the need to communicate with peers, must be able to correlate his behavior with the laws of the children's group and correctly perceive his role as a student in a school setting. This also includes the area of ​​motivation for learning. A child is considered ready for school when it attracts him not from the external side (the opportunity to wear a beautiful backpack, use bright accessories, notebooks, pencil cases, pens, etc.), but from the content side (the opportunity to gain new knowledge). If a child’s hierarchical system of motives is formed, he will be able to manage his cognitive activity and his behavior. Developed educational motivation is thus an important sign for determining the degree of readiness of a child for school.

The child’s readiness for school in terms of physical development

The child’s way of life changes when he starts school, old habits are broken, mental stress increases, relationships are formed with new people - teachers, classmates. All this contributes to an increase in the load on the child and on all functional systems of the body, which cannot but affect overall health. It also happens that some children cannot adapt to the new regime during the entire first year of school. This suggests that in the preschool period of life, the physical development of the baby was not given enough attention. The child’s body must be in an active and alert state, the baby must be hardened, his functional systems must be trained, his work skills and motor qualities must be sufficiently developed.

Specifics of educational activities

To study successfully, a child must have a number of specific skills and abilities that he will need in various lessons. There are specific and generalized skills. Specific skills are necessary for certain lessons (drawing, reading, addition, writing, etc.) Generalized skills will be useful to the child in any lesson. These skills will develop fully at an older age, but their prerequisites are laid already in the preschool period. The following skills are of greatest importance for educational activities:

1. Informative. This is the desire to read in order to learn interesting and new facts about the world around us (about space, dinosaurs, animals, birds, etc.)
2. Perspective. The desire to read to make school more interesting and easier.
3. The motive of personal growth. A child wants to read to become like adults, or to make adults proud of him.
4. Active. Read so that later you can play games with inventing fairy tales, exciting stories, etc.
5. Motive for communication with peers. The desire to read and then tell friends about what you read.

The level of a child’s speech development also determines the degree of his readiness or unpreparedness for school.

After all, the system of school knowledge is acquired precisely through oral and written speech. The better a child’s oral speech is developed by the time he enters school, the easier and faster he will master writing, and his written speech will be more complete in the future.

Determination of psychological readiness for schooling This procedure varies depending on the conditions in which the psychologist works. The most favorable time for diagnosis is April and May.

1. . In advance, a sheet is placed on the notice board in the kindergarten, where parents can see information about the types of tasks offered to the child during an interview with a psychologist. In general, these tasks usually look like this. A preschooler should be able to:
2. Work according to the rule
3. Play samples
4. Recognize individual sounds in words

Lay out plot illustrations sequentially and compose a story based on them

As a rule, a psychologist conducts examinations in the presence of parents to eliminate their concerns about the specialist’s bias or severity. Parents see with their own eyes what tasks are offered to their child. When the child completes all the tasks, parents, if necessary, receive comments from a psychologist and advice on how to better prepare the child for school in the remaining time.

Some practical methods for diagnosing a child’s readiness for school

The level of everyday knowledge and orientation of children in the world around them can be checked by asking the following questions:

1. What is your name? (If a child says a last name instead of a first name, do not consider this a mistake)
2. What are your parents' names? (The child can name diminutive names)
3. How old are you?
4. What is the name of the city where you live?
5. What is the name of the street where you live?
6. Give your house number and apartment number
7. What animals do you know? Name wild and domestic animals (The child must name at least two domestic and at least two wild animals)
8. At what time of year do leaves appear on trees? At what time of year do they fall?
9. What is the name of that time of day when you wake up, have lunch, and get ready to sleep?
10. What cutlery do you use? What items of clothing do you use? (The child must list at least three cutlery items and at least three items of clothing.)

For each correct answer the child receives 1 point. According to this method, the maximum number of points a preschooler can score is 10. The child is given 30 seconds for each answer. Failure to answer is regarded as an error and in this case the child receives 0 points. According to this method, a child is considered completely psychologically ready for school when he answers all questions correctly, that is, he receives a total of 10 points. You can ask your child additional questions, but do not prompt the answer.

Assessing a child’s attitude towards learning at school

The purpose of the proposed methodology is to determine the learning motivation of children entering school. A conclusion about a child’s readiness or unpreparedness for school cannot be made without this type of diagnosis. If a preschooler knows how to interact with other people (adults and peers), if everything is in order with his cognitive processes, one cannot make a final conclusion that he is completely ready for school. If the child has no desire to learn, he, of course, can be accepted into school (subject to cognitive and communicative readiness), but, again, with the condition that interest in learning must certainly appear within the first few months.

Ask your child the following questions:

1. Do you want to go to school?
2. Why do you need to study at school?
3. What do you usually do at school?
4. What are lessons? What do they do in class?
5. How should you behave in class?
6. What is homework? Why does it need to be done?
7. When you come home from school, what will you do?
8. When you start school, what new things will appear in your life?

The answer will be considered correct if it accurately and completely corresponds to the meaning of the question asked. You can ask additional guiding questions. Be sure to make sure that the child understands the question correctly. A child will be considered ready for school if he answers most of the questions asked (at least half of them) as consciously, clearly and succinctly as possible.

Svetlana Buzanova
Determining children's readiness for school. Diagnostic methods

Diagnostic activity begins with setting goals and objectives, after which a hypothesis is formed and adequate methods for checking it. The final stage is to establish diagnosis. Customer psychodiagnostic The research can be carried out by the psychologist himself and other interested parties, for example, parents, teachers, and various organizations.

Program diagnostics(By methodological development by Fukin A. I. and Kurbatskaya T. B.):

Psychological coefficient readiness(CNG) child to school is determined the ratio of the sum of estimates to the number techniques.

In this case, CNG up to 3 points is assessed as unsatisfactory,

up to 5 points - weak,

up to 7 points - average,

up to 9 points - strong,

up to 10 points - very strong.

Description techniques.

1. Method A. R. Luria by definition states of short-term memory.

Prepare 10 monosyllables words that are not directly related to each other. For example: needle, forest, water, cup, table, mushroom, shelf, knife, bun, floor, bottle.

Instructions: “I will read the words to you, and then you will repeat everything that you remember. Listen to me carefully. Start repeating as soon as I finish reading. Ready? I'm reading"

Then simultaneously and clearly pronounce 10 words, after which you offer to repeat them in any order. Perform this procedure 5 times, each time placing crosses under the named words, recording the results in the protocol.

Find out on which repetition the child produces the most words and then evaluate.

Please also pay attention to the following characteristics baby:

If reproduction first begins to increase and then decrease, then this indicates exhaustion of attention and forgetfulness.

Zigzag shape "crooked"- indicates absent-mindedness, instability of attention.

"Curve" in the form of PLATO is observed with emotional lethargy and lack of interest.

2. Jacobson's method for determining memory capacity.

The child should repeat the words you named in the same order.

Instructions: “I’ll tell you the numbers, try to remember them, and then tell them to me.”

4,7,2,5,9 1,4,9,6,0

6,0,7,5,9,2 3,8,1,5,7,2

1,7,4,2,8,3,9 9,0,3,8,5,2,7

The second column is control. If the child makes a mistake when reproducing a certain line, the task for a given line is repeated from another column.

During playback:

7 signs are worth 10 points,

6…. in 9 points,

5…. in 7 points,

4…. in 4 points,

3…. in 1 point.

3. Methodology by definition concentration and distribution of attention.

Prepare sheet of paper 10*10 cells. In these 100 cells, place in random order 16-17 different figurines: circle, semicircle, square, rectangle, asterisk, flag.

At definition concentration, the child must put a cross in the figure you specified. And when definition switchability attention: put a cross in one figure and a minus in the other.

Instructions: “Various figures are drawn here. Now you will put a cross in the asterisks, but you will not put anything in the rest.”

The correctness and completeness of the task is taken into account. Evaluated on a 10-point system, deducting 0.5 points for each error. Pay attention to how quickly and confidently the task is completed.

4. Methodology, revealing the level of development of the systematization operation.

Draw a square on the entire sheet of paper. Divide each side into 6 parts. Connect the markings to make 36 cells.

Make 6 different mugs quantities: from the largest that fits in the cage to the smallest. Place these 6 gradually decreasing circles in 6 cells of the top row from left to right. Do the same with the remaining 5 rows of cells, placing in them first a square (in descending order of size), and then a trapezoid, rectangle, hexagon and triangle.

The result is a table with geometric shapes arranged in specific system(sequences) in size. Moreover, in the left column are the largest sizes of the figures, and in the right column are the smallest.

Now remove all the figures from the middle of the table (16 figures, leaving only in the outer rows and columns.

Instructions: “Look carefully at the table. It is divided into cells. Some of them contain figures of different shapes and sizes. All figures are located in in a certain order, each figure has its own place, its own cell.

Now look at the middle of the table. There are a lot of empty cells here. You have 5 figures below the table. (Of the removed 16, leave 5). They have their own places in the table. Look and tell me in which cell this figure should stand? Put it down. And what cell should this figure be in?”

Score out of 10 points. Each mistake reduces the score by 2 points.

5. Methodology by definition abilities to generalize, abstract and classify.

Prepare 5 cards each, depicting:

1. Furniture,

2. Transport,

4. Animals,

Instructions: “Look, there are a lot of cards here. You need to look at them carefully and arrange them into groups so that each group can be called in one word.”

If the child does not understand the instructions, then repeat again, accompanying the demonstration.

Score 10 points for completing the task without prior demonstration. 8 points for completing the task after the show. For each unassembled group, 2 points are deducted.

6. Methodology by definition thinking abilities children 6 years old.

Prepare 10 sets(5 drawings each):

1. animals (among them a tree,

2. furniture (transport,

3. games (work,

4. transport (wood,

5. dogs (cat,

6. mugs with one segment (with 2 segments,

7. squares with two diagonals(from 1 diagonally)

8. drawings of 3 red figures (a square with one diagonally,

9. drawings of 3 large figures (3 small figures,

10. drawings of 2 triangles (with 2 squares).

Instructions: “There are 5 drawings drawn here. Look carefully at each of them and find the drawing that shouldn’t be there, that doesn’t fit with the others.”

The child should work at a pace that is comfortable for him. When he completes the first task, give him the second and subsequent ones.

If the child does not understand how to complete the task, repeat the instructions again and show how to do it.

Out of 10 points, for each task not completed, the score is reduced by 1 point.

7. Methodology to identify the level of development of figurative ideas.

The child is given 3 cut pictures one by one. INSTRUCTIONS are given for each cut picture. The collection time of each picture is controlled by the second hand of the clock.

A. MANNEQUIN (boy). In front of the child lies a DRAWING of a boy cut into 5 parts.

INSTRUCTIONS: “IF you put these parts together correctly, you WILL get a boy. Fold him as quickly as possible.” GRADE:

10 6 - until 15s.

9 6 - until 20s.

8 6 - up to 25s.

7 6 - up to 3.0s

6 6 - up to 40s.

B. BEAR.

In front of the child are parts of a drawing of a bear cub, cut into pieces. INSTRUCTIONS: "THIS IS a teddy bear cut into pieces. Put it back together as quickly as possible."

GRADE:

106 - up to 20s. 56 - up to 80s.

96 - up to 30s. 46 - up to 100s.

86 - up to 40s. 36 - up to 120s.

76 - up to 50s. 26 - up to 130s.

66 - up to 60s. 16 - up to 180s.

V. KETTLE.

In front of the child are parts of a drawing of a teapot, cut into 5 parts.

INSTRUCTIONS: “PUT IT TOGETHER ASAP.” (The name of the object is not given)

GRADE:

10 b - up to 35 s. 5 b – up to 100 s.

9 b – up to 45 s. 4 b – up to 120 s.

8 b – up to 55 s. 3 b – up to 140 s.

7 b – up to 65 s. 2 b – up to 160 s.

6 b – up to 80 s. 1 b – up to 180 s.

The average is calculated from the three scores obtained.

8. Color name as shown.

Prepare 10 cards of various colors: red, orange, yellow, green, blue, indigo, violet, white, black, brown.

Showing the child a card, ask: “What color is the card?”

For 10 correctly named cards - 10 points. For each mistake, deduct 1 point.

9. Study of the quality of sound pronunciation.

Invite your child to name what is shown in the pictures or REPEAT after you words that contain SOUNDS related to the groups.

A. Whistling: c - hard and soft, 3 - hard and soft.

AIRPLANE - BEADS - HAIR HARE - GOAT - WHO

SIEVE-GESE-ELK WINTER – NEWSPAPER - VITYAZ

B. SIZZLING: F, Sh, Shch, Ch, C

HERON - EGG - KNIFE CUP - BUTTERFLY - KEY

BEETLE - SKI - KNIFE BASH - LIZZER - KNIFE

CONE - CAT - MOUSE

V. Nebnykh: K, G, X, I

MOLE - CABINET - LOCK HALVA - UH A - MOSS

GOOSE-CORNER-FRIEND YODH-BUNNY-MAY

G. SONORNA: P - hard and soft, L - hard and soft

CANCER-BUCKET-AXE SHOVEL-SQUIRREL-CHAIR

RIVER - MUSHROOM - LANTERN Watering Can - DEER - SALT

WHEN SELECTING OTHER WORDS, it is important that the SOUND occurs at the beginning, middle and end of the word.

Score 10 points for clear pronunciation of all words. Failure to pronounce one sound reduces the score by 1 point.

10. Kern-Jerasek technique.

The child is given a sheet of clean, unlined paper. The pencil is placed so that it is equally convenient for the child to take it with his right or left hand.

A. Copying the phrase “HER GAVE TEA.”

The child is given a 7X14 cm card. On the card is the handwritten phrase “She has been given tea.” The height of the capital letter is 1.5cm, the rest is 1cm. The card is placed JUST above the worksheet.

INSTRUCTIONS: "LOOK, there's something written here. You don't know how to write yet, SO try to draw it. LOOK carefully at how it's written and write it too."

LETTERS are no more than 2 times larger than the sample. LETTERS form THREE words. The line is deviated from a STRAIGHT line by no more than 30 degrees.

7-6 points - LETTERS are divided into at least 2 GROUPS. You can read at least 4 letters.

5-4 points - At least 2 letters are similar to the sample. The whole group looks like a letter.

3-2 points - Doodles.

B. Drawing points. l

The child is given a form with a picture of a GROUP of dots. The distance between the points vertically and horizontally is 1 cm. The diameter of the dots is 2mm. The card with dots is placed so that the ACUTE ANGLE of the PENTAGON is directed downwards.

INSTRUCTIONS: “The dots are drawn here. Try to draw the same ones here yourself. (Show where).

10-9 points - Exact reproduction of the sample. Dots are drawn, not CIRCLES. The symmetry of the FIGURE horizontally and vertically is maintained. There can be any reduction in the FIGURE, but an increase is possible by no more than half.

8-7 points - A slight violation of symmetry is possible. However, a point may extend beyond a column or ROW. It is ALLOWED to depict CIRCLES instead of dots.

6-5 points - GROUPS of dots are roughly similar to the sample. It is possible that the symmetry of the entire FIGURE may be disrupted. The semblance of a pentagon is preserved. A larger or smaller number of points is possible, but no less than 7 and no more than 20.

4-3 points - The points are arranged in groups. Their GROUPS resemble any geometric FIGURES. The size and number of points are not significant. Other images, such as lines, are not acceptable.

1-2 points - Doodles.

Psychological coefficient readiness /CHG/ child, To school is determined the ratio of the SUM of ratings to the number techniques.

In this case, CNG up to 3 points is assessed as unsatisfactory,

up to 5 points - weak,

up to 7 points - average,

up to 9 points - strong

up to 10 points - very strong.

Elena Kosolapova
Diagnosis of readiness of 6–7 year old children for schooling

INTRODUCTION

One of the many areas of activity of a practical psychologist is the selection children to school, and in particular diagnostics of readiness of 6-7 year old children for schooling. Despite the availability of a wide variety of material on this problem, the main disadvantage of most of these manuals is the incomplete description of the examination procedure and processing of results. In addition to this, in diagnostics not always all components of psychological readiness.

Traditionally there are three aspects school maturity: intellectual, emotional and social. Intellectual maturity is understood as differentiated perception, including the identification of a figure from the background; concentration; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. Emotional maturity is generally understood as a reduction in impulsive reactions and the ability to perform a not very attractive task for a long time. Social maturity includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a situation schooling.

Determination tests are created based on the selected parameters school maturity. In this regard, this publication contains not just methods, but entire programs that allow for full-fledged diagnosing a child’s readiness for school and receive information about the formation of each component school maturity.

The work outlines 5 programs (including specially selected methods, 5 methods for determining the leading motives of teaching and research methods learning ability, which is very popular because of its practical significance, which can be used both independently and in addition to programs.

Materials for each diagnostic methods are presented in the following ok:

The purpose of the study using this technique;

Necessary diagnostic material;

Features of presenting instructions;

Features of the study;

Evaluation of results;

Data interpretation.

Diagnostic program 1

Psychological school readiness includes four spheres: 1) affective-need; 2) arbitrary; 3) intellectual; 4) speech.

Research of the affective-need sphere.

a) a technique for determining the dominant motive in a child

Equipment: Toys are placed on the table in advance.

The child is invited into the room, shown toys, which he examines for one minute. Then the experimenter calls the child over and offers to listen to an interesting fairy tale. (but not very long). At the most interesting point, the reading of the fairy tale is interrupted and asked question: “What do you want now? more: Listen to the end of the story or go play with toys?

Children with developed cognitive interest are asked to finish reading the fairy tale, while children with weak ones go to play (but the game, as a rule, is manipulative in nature - they grab one toy, then another).

b) Experimental conversation to identify internal position schoolboy

The conversation should contain questions that would indirectly allow us to determine the presence of cognitive or educational needs.

Questions could be like this:

What do you know about school?

What do you think will be interesting there?

You and your friends are playing school?

Who do you like best? be: teacher or student?

Do you like cartoons or films about school?

Why do you think children need to go to school?

What do you think is best? study: V school with the teacher or at home with mom?

Who do you want to be? What is needed for this?

Number of positive answers 6 or more testifies about the presence of cognitive or educational needs.

a) Methodology "House".

Target: To identify the child’s ability to focus on a model in work, the ability to accurately copy it, the level of development of voluntary memory, attention, sensorimotor coordination and fine motor skills of the hand.

Instructions: “In front of you lies a piece of paper and a pencil. Draw on this piece of paper exactly the same picture as you see here (put a sample with a house in front of the child). Take your time, be careful, try to ensure that your drawing is exactly the same as on the sample. If you draw something wrong, you can’t erase it with an eraser or your finger, but you have to over it. (or nearby) draw correctly. Do you understand the task?

The picture looks like this way:

While the child is drawing, stands Mark:

Leading hand;

How to work with a sample;

Draws lines quickly or slowly;

Distractibility while working;

Does he compare his drawing with the sample at the end of the work?

Does he correct errors himself?

Errors are considered:

Absence of any detail in the picture;

Increase in individual details by more than 2 times while maintaining the overall dimensions of the picture;

Incorrect representation of details in the drawing space;

Deviation of straight lines by more than 30° from the given direction;

Line breaks in places where they should be connected;

Overlapping lines one on top of the other.

One point is awarded for each error.

Table 1 Levels of outcome assessment for children 6 and 7 years old

For children 6 years old: For children 7 years old:

1-2 points – high level;

3-5 points – average level;

> 5 points – low level. score – high level;

Balla – average level;

> 3 points – low level.

b) Methodology "Yes and no"

Instructions: “Let’s play a game where you can’t say words.” "Yes" And "No". Again, what words will not be uttered? (The child repeats these words). Now be careful, I will ask you questions, answering which you will not be able to speak words. "Yes" And "No". It's clear?"

After the child confirms that he understands the rules of the game, the experimenter begins to ask him questions that provoke answers. "Yes" And "No".

Only words are considered errors "Yes" And "No". Words "yeah", "nope" and the like are not considered errors. Also, a meaningless answer is not considered an error if it satisfies the formal rules of the game. It is acceptable if the child, instead of a verbal answer, responds with an affirmative or negative nod of the head.

Grade:

Average level – 1 error;

Research of the intellectual sphere.

a) Research methodology learning ability A. Ivanova (Appendices A, B).

b) Story pictures

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

Material: 3-4 subject pictures presented in the wrong sequence.

Instructions: “Look, there are pictures in front of you that depict some event. The order of the pictures is mixed up, and you have to figure out how to swap them in order to make it clear what the artist drew. Think, rearrange the pictures as you see fit, and then use them to tell a story about the event depicted here.”

Grade:

High level - if the child did everything correctly or, if the pictures were arranged incorrectly, he composed a logical version of the story.

Average level - if the pictures are laid out correctly, but the child was able to compose a story only with the help of leading questions.

Low level - if the child did not cope with the task.

The child is considered to have failed the task if If:

I couldn’t post the sequence of pictures and abandoned the story;

Based on the sequence of pictures he himself laid out, he composed an illogical story;

The sequence laid out by the subject does not correspond to the story (except for those cases when the child, after a leading question from an adult, changes the sequence that does not correspond to the story);

Each picture is told separately, on its own, not connected with the others - as a result, the story does not work;

Each drawing simply lists individual items.

If the phenomena described in paragraphs 4 and 5 are observed, additional testing of the child’s intellectual abilities is required, since such violations are typical for children with mental retardation.

This technique allows you to determine the level of speech development baby: how he constructs phrases, whether he is fluent in the language, what his vocabulary is, etc. But no less important is the ability to distinguish different sounds in a word by ear, i.e. the development of phonemic hearing.

Research of the speech sphere

Methodology "Sonic Hide and Seek".

Designed to test phonemic hearing.

The experimenter tells the child that all words are made up of sounds that we pronounce, and that is why people can hear and pronounce words. For example, several vowels and consonants are pronounced. Then the child is invited to play hide and seek with sounds. The game conditions are as follows: tions: each time they agree on what sound to look for, after which the experimenter calls various words to the subject, and he must say whether the sound being sought is in the word or not.

Instructions: “Let’s play hide and seek with sounds. You and I will make a wish for some sound that we will need to look for. Then I will tell you the words, and you will tell me whether they contain the sound we are looking for or not.” Disassemble example: "y"- fur coat.

Suggested 4 words for each sound:

"O"– cat, sea, point, bathhouse;

"A"– mother, desk, table, porridge;

"sh"– washer, handle, school, land;

"With"– soup, pussy, puddle, light.

Grade:

High level – not a single error;

Average level – 1 error;

Low level – more than 1 error.

If a child answers all words in a row that the sound he is looking for is there, or that the sound he is looking for is nowhere to be found, then the correct answers should be considered random.

General results: child's readiness for school determined by the predominance of high and medium levels for each of the four surveyed areas. The presence of a low level in one or two areas indicates insufficient development of the corresponding abilities. In this regard, parents are given appropriate recommendations on the development of lagging abilities, and repeated testing is carried out at the end of August.

The form of the protocol filled out during the examination is presented below.

Examination protocol

child's FI

Age Date of examination

Research of the affective-need sphere

1. Dominant motive: a) educational

b) gaming

Conversation to identify internal position schoolboy

1 2 3 4 5 6 7 8 9 10

Exploring an Arbitrary Sphere

a) Methodology "House"

high average low

b) Methodology "Yes" And "No"

high average low

Research of the intellectual sphere

a) Research methodology learning ability A. Ivanova

b) Methodology "Story pictures"

high average low

IV. Research of the speech sphere

Methodology "Sonic Hide and Seek"

high average low

Diagnostic program 2

This program is quite time-consuming, but it gives the most complete picture of the formation of the most necessary for successful schooling mental and physical functions.

Description diagnostic procedures and evaluation of their implementation

General outlook (points "A" And "b" from the protocol):

From the beginning of the examination, to establish contact with the child, a conversation is held, which is also diagnostic in nature. It includes 11 questions, of which the first eight are aimed at identifying the child’s general knowledge, and questions 9-11 reveal attitudes towards school:

What is your name?

How old are you?

What are your parents' names?

What is the name of the city (village) where you live?

What pets do you know? What about the wild ones?

At what time of year do leaves appear on trees?

What remains on the ground after rain?

What is the difference between day and night?

Do you want to go to school?

What do you think will be good or interesting in school?

Do you think it is better to study at home with your mother or in school with a teacher?

In the protocol, next to the question number, we mark the correct answer with a plus, and the incorrect answer with a minus.

Orientation in the environment, reserve knowledge:

Answers to questions 1-4 are assessed based on information from parents, «+» , even if the child answered in a diminutive form. The answer to question five is considered correct if at least two domestic and two wild animals are named and they are not confused. The answer to question six is ​​considered correct if the child answered "spring", "when winter ends" etc. The seventh answer will be correct if the child said "puddles", "dirt" etc. The eighth answer is counted as correct if the answer is type "the day is bright, sunny", "it's dark at night", “they work during the day and sleep at night” and so on.

answers:

High – 7-8 correct answers;

Average – 5-6 correct answers;

Low – 4 or fewer correct answers.

Attitude to school:

The answer to the ninth question is considered correct if the child answered positively. The 10th answer will be correct if the child says “classes, lessons, new knowledge”, but incorrect if he calls “change, games with children, new briefcase” etc. The correct answer to the 11th question is schooling is better than homeschooling.

The final level is determined by the number of correct answers:

High – 3 correct answers;

Medium – 2 correct answers;

Low – 1 correct answer or 0.

Thinking and speech (item "V" protocol).

The level of development of thinking and speech is determined by four tasks, each of which is assessed.

A) Understanding grammatical structures.

The child is given the following instructions: “Now I will read the sentence. Listen carefully and then answer my question. Agreed?"

Offer: Petya went to the cinema after reading the book.

Question: What did Petya do? earlier: watched a movie or read a book?

If the child cannot immediately answer the question, then the sentence can be read again and then asked the question again.

Evaluation of results:

«+» - if the child gave the correct answer

«–» - if the child gave the wrong answer

B) Carrying out verbal instructions

Scatter pencils on the table and place a box of them next to it. The child is given instructions: “Gather your pencils, put them in a box and put them on the windowsill.”. After the child has completed the task, they are asked questions: Where are the pencils now? Where did you get them from?

If the child does not understand the instructions and does not begin to carry them out, then he is given a simplified exercise: “Take the pencils and put them in the box.”. Accordingly, it is set question: Where are the pencils now?

Evaluation of results:

«+» - if the child followed all the instructions correctly

«+-» - if you followed the simplified instructions

«–»

C) Changing nouns by number

The child is given instructions: “I will give you one object in a word, and you change it so that you get many objects. For example: if there is one, then a pencil, and if there are many, then pencils.”

Words to present: book, lamp, table, window, city, chair, ear, brother, flag, child.

Evaluation of results:

«+» - if the child made no more than two mistakes

«+-» - from three to six errors

«–» - if the child made seven or more mistakes

D) Story based on pictures

In front of the child, 4-5 pictures are laid out randomly, connected by one plot. Instructions are provided next: “I have pictures, but they are mixed up. You put them in order and I’ll come up with a story based on them.”

Evaluation of results:

«+» - if the child correctly arranged the pictures and made up a story based on them

«+-» - if you laid out the pictures correctly, but didn’t talk about them

«–» - if the child has arranged the pictures incorrectly

The final level is determined based on the results of all four tasks:

High - if four «+»

Low – if four «-» or two «-» and two «+-»

Figurative representations (item "G" protocol).

A child’s ability to formulate images is revealed with the help of two techniques:

A) Collecting cut pictures

The child is presented with a cut-out picture (hard version first) and is given instructions: “I had a picture, but it was broken. Help me fold it.". If the child cannot cope, then a simplified version is given.

Pictures must be at least 10*15 in size, in color, with large details. They are cut as follows way:

Evaluation of results:

«+» - if the child completed a difficult option

«+-» - if you completed the simplified version

«–» - if the child did not complete the task at all

B) Drawing of a man

The child is given pencils and a piece of paper with words: “Please draw me a person as a souvenir. Draw the way you want.”

The drawing is evaluated according to three criteria: presence of main body parts (head, eyes, mouth, nose, torso, legs, arms); presence of minor details (fingers, neck, ears, hair, hat, shoes, clothes); way to depict arms and legs (two or one line).

Evaluation of results:

«+» - if the picture shows all seven main parts, at least 3 minor ones, arms and legs are shown with two lines

«–» - 5 or less main parts and 5 or less minor parts

«+-» - all other options

The final level is determined based on the results of both tasks:

High - if two «+»

Low – if two «-» or one «-» and one «+-»

Medium – all other options

1. Sample analysis (item "d" protocol).

A figurine of a man is laid out on the table from matches. To kid it says: "What is this? That's right, it's a little man. Let me give you some matches and you can do exactly the same. Look carefully and now do it.” We cover our little man with a sheet of paper.

After the child has finished his work, we remove the piece of paper from his figure and invite him to compare his work with the model. Wherein we talk: “Okay, are you finished? Now look, your little man turned out exactly the same?” If the child does not correct the mistakes made on his own, then we ask guiding questions: “Look what the little man has? Head. Does yours have a head? What's on his feet? Slippers. Where are your slippers?

The final level is determined by the way the child corrects the admitted mistakes. errors:

High - if he corrected the mistakes himself

Low – if it doesn’t fix it at all

Medium – if corrects with questions

1. Simultaneous perception of quantity (point "e" protocol).

Two piles are laid out on the table matches: around the child and around yourself.

Instructions: “You take from here as many matches as I will take. After that, we will hide the matches in our fists, and on the count of one, two, three, we will open our palms.” First, one match is taken, shown to the child for a few seconds, and the palm is clenched into a fist. The child does the same. The child's mistakes are not corrected. Thus, the child is presented with up to five matches randomly without repetition.

Final level:

High – if the child is able to simultaneously perceive 4-5 matches

Medium – if the child simultaneously perceives 3 matches

Low – 1-2 matches

8. Small movements

Methodology "Riding on the tracks"

Material: 2 drawing options, pencil

Instructions: “Let’s imagine that you are a driver and you need to drive up to this house (show on option B)" In option A we draw, explaining: “You will go here So: the pencil should not come off the paper, otherwise it will turn out that the car took off. Try to drive carefully so that the car doesn’t leave the road.”

Final level:

High – there is no exit from the road, the pencil comes off the paper no more than 3 times;

Low - 3 or more exits from the road or an uneven, trembling line, very weak, invisible, or, on the contrary, very strong pressure, tearing the paper and repeated holding over the same place;

Medium – all other options.

9. Big moves

The level of development is checked by completing the set exercises:

Walk along a line 2-3 meters long, heel to toe;

Stand on your left leg, right leg bent, eyes closed. You can balance with your hands. The norm is 15 seconds;

A child at a distance of 3-4 meters catches a small ball and throws it back (6-7 throws).

Final level:

Inadequate: 1) uneven gait; 2) the presence of a large number of movements that accompany the main task and interfere with its implementation; 3) violation coordination: The child cannot catch the ball, hold it or throw it back.

Sufficient – ​​individual minor violations of instructions when performing tasks.

Protocol for individual psychological and pedagogical examination

Full name Date of examination

Date of birth Did you attend kindergarten?

a) Orientation in the environment, reserve knowledge:

1 2 3 4 5 6 7 8 9 10

Final level: high medium low

b) Attitude towards school:

Final level: high medium low

c) Thinking and speech:

Final level: high medium low

d) Figurative representations:

Final level: high medium low

e) Sample analysis:

Final level: high medium low

e) Momentary perception quantities:

Final level: high medium low

g) Small movements:

Final level: high medium low

h) Large movements:

Final level: high medium low

http://www.vseodetishkax.ru/gotovnost-k-shkole

Methods for studying psychological readiness for school.

Methodology "Graphic dictation" (developed by D.B. Elkonin).

Target : is aimed at identifying the ability to listen carefully and accurately follow instructionsadult, that is, to act according to the rule, to arbitrarily control one’s activities.

Equipment: a checkered notebook sheet with four dots marked on it, a pencil.

Description of the technique performed : The child is sitting at his desk. It is noticeable in appearance that the child is worried. After explaining the instructions, we began drawing the practice pattern. The child listened to the explanations carefully and carefully drew each pattern. He performed the following patterns more boldly, more actively, trying not to make mistakes.

Evaluation of results: the child accurately reproduced the patterns and received “4” points for completing the dictation.

For independent continuation of the pattern - “4” points.

Conclusion:

Thus, for completing a dictation, the child receives 8 points, which indicates that the child can listen carefully, act according to the rule, arbitrarily control his activities, and accurately follow the instructions of an adult.

Orient irovochny test Kern–Jirasek school maturity

Subtest No. 1, Verbal thinking.

Target: determine the level of development of thinking of a 6-7 year old child, the ability to establish cause-and-effect relationships, processes of analysis, generalization, comparison

Description of the test being performed.

The child behaves calmly and listens carefully to the questions asked. Gives complete correct answers.

Floor processing Chenna x data:

Quantitative Analysis : The sum of points obtained when answering questions is calculated.

The child scored 25 points, which indicates a high level of readiness for school.

Conclusion:the child is able to summarize material, establishcause-and-effect relationships, masters mental operations such as analysis, synthesis, comparison, can reason on proposed topics, justify their answers, etc.

Sub test No. 2. Male drawing never mind ry.

The child is offered a blank sheet of paper and a pencil. Instructions are given ; "Draw hereany person in the way you can, but always a man.” Are being considered onlydrawings of a male figure.

While working, the child smiled and bit his pencil.

Conclusion :

The drawn figure has a head, torso and limbs. Head withthe torso are connected through the neck and it is no larger than the torso. There is hair on the head and ears, eyes, nose and mouth on the face. The hands are finished with a hand with five fingers.Legs with feet. Reproduction of clothes. This corresponds to 1 point.

Subtest No. 3. Imitation knowledge of written letters.

In front of the child is a sample of a written phrase. Nice look at how it is written and write the same in the empty space.”

Conclusion :

Satisfactory imitation of a written model. Letters don't reach double the size of the sample. Letters okaycombined into three words Rewritten the proposal does not deviate from the horizontal line by more than 30°. This corresponds to 1 point.

Subtest No. 4. Sris ovv group ppt points

In front of the child is a sample group of dots. Look, there are dots here. Try,draw the same ones next to each other

. Processing the results:

The drawing is parallel to the sample. This corresponds to 1 point.

Overall test result.

This is the sum of points for all three tasks and it is equal to 3 points - a high result.

Conclusion:the child has an idea of ​​the structure of the human figure. Possesses skills in working with writing instruments.

Can reproduce the spelling of letters according to a model. The child has developed hand muscles.

The child has spatial thinking.

This indicates that the child is ready for school.

Exploring motivational readiness. Conversation with a child.

Target:determine the characteristics of a 6-7 year old child’s attitude towards school and learning.

Experimenter's question.	The child's response, his behavior.	Analysis of the obtained data.
1. Do you want to go to school?	Yes, I want to. (joyful, smiling)	The child has a positive attitude towards school.
2. Why did you want to go to school?	It's interesting and fun.	The child has positive associations towards school and a desire to go to school.
3.Gwill you get ready for school? How do you prepare?	I'm getting ready. I do exercises, draw, learn letters. (answered proudly, raising his head)	The child is aware of actions related to preparation for school.
4. Do you think you will like school? What will you like most?	I'll like it. Computer, new friends.	The child identifies elements of school reality that are most attractive to him.

Conclusion:the child shows interest in school. He perceives school as a continuation of kindergarten. The child has ideas about the types of activities awaiting him in elementary school. He has his own interests related to school life that are attractive to him.

Techniquesfor studying cognitive processes of a preschooler.

Methodology "Learning ten words".

Target: study of short-term and long-term memory, fatigue,activity of attention.

Material : a series of ten one- and two-syllable words that are not related in meaning.

An example set of words: forest, bread, window, chair, water, brother, horse, mushroom, needle, honey.

Instructions:“Now I will read 10 words, you need to listen carefully. When I finish reading, immediately repeat as many words as you remember. You can repeat in any order, the order does not matter. Understand?”

After the first playback, the instructions continue: “Now I’ll read it again.” e the same words, and you again must repeat them and those that you have already named, and... which I missed the first time; all together, in any order."

Progress_iss research: after repeating the words five times, the experimenter moves on to othersmethods, and at the end of the study, that is, approximately 50-60 minutes later. Asks the subject these words. The subject's answers are recorded in the protocol.

	forest	bread	window	chair	water	Brother	horse	mushroom	needle	honey
Sample 1
Sample 2
Sample 3
Sample 4
Sample 5
Deferred playback

Conclusion: Throughout the study, high attentional activity was observed. Short-term memory predominates. After an hour, the child reproduces more than 50% of the words. What characterizes the ability to retain studied material in memory for a long time. The child has low memory fatigue.

Methodology "Study of involuntary visual memory"

Target: determination of the volume of involuntary visual memory.

Equipment: a set of 10 subject pictures (for example: fish, bucket, doll, hammer, briefcase, sled, Christmas tree, cup, clock, TV).

AND nst hands tion: “I’ll show you pictures, and you look at them.”

About work: for each correctly reproduced title is set according to one point.Total points = 4 words this is an indicator of the volume of involuntary visual memorization.

Methodology "Study of voluntary visual memory".

Target : determination of the volume of voluntary visual memory.

Equipment Annie: a set of 10 subject pictures (for example: ball, apple, mushroom, carrot, butterfly, hat, matryoshka, chicken, flower, car).

Inst R promotion: "I'll show you pictures, and you try to remember what's on them. drawn."

Obra boot:One point is awarded for each correctly reproduced name.Total number of points = 8 this is an indicator of the volume of voluntary visual memorization.

The child's voluntary visual memory predominates.

Methodology "Classification".

Target : study of the classification process.

Equipment: subject pictures for drawing up classification groups (toys,dishes, furniture, wild animals, pets, vegetables, fruits, etc.).

AND instructions: "Put into groups what goes with what. Sort it out and explain whyThe pictures fit together."

Group 1 Toys. (I play them)

Group 2 Shoes. (put on legs)

Group 3 Clothes (worn on the body)

Group 4 Clock (has hands)

Group 5 Fruits (grow on a tree)

The child easily sorted the object pictures into groups, based on essential features. It was easy for the child to identify the following classification groups: toys, shoes, clothes.

Methodology "The Fourth Wheel"

Target: study some elements of logical thinking (analysis, comparison, generalization,highlighting the superfluous)

Equipment: 5 cards with the image of 4 objects, 3 of which belong to one group, and 1 does not fit into this group.

1 card: tomato, cucumber, carrot, apple.

2 hag: fox, bear, wolf, dog.

3 card: coat, dress, skirt, boots.

4 map: car, bus, trolleybus, horse.

5 card: briefcase, pencil case, pen, doll.

Instructions: “Look carefully at the card. Each of them has one depicted objectis redundant. What item is this? Why? How to name all objects in one word? Which group?refers to the extra item?

The child completed this task easily and gave the correct answers. This suggests that the child can think logically, analyze objects, identify, compare and identify main groups of objects. Knows how to motivate his answer, which features of an object are leading in determining what is superfluous.

Perception of the shape of objects in preschool children.

Target:Identification of the degree of mastery of the actions of attributing the properties of objects to given onesstandards (for children 6 years old).

Conducting research:

the child received a notebook.The instructions are given: “Look carefully at all the pictures on this page and the figure under them.Choose the pictures that are most similar to this picture and put them under thosepictures of crosses. When you have marked all the pictures similar to the figure, turn the pages) and on the next page also mark the crosses that are already similar to another figure, to the onewhich is drawn below them. So you have to mark the pictures on all four pages.”

Introduction 3

1 Theoretical foundations of psychological readiness for schooling 6

1.1 Characteristics of the concept and structure of “psychological readiness”

child to school 6

1.2 Diagnosis of psychological readiness as prevention

school maladjustment 17

2 Experimental study of a child’s psychological readiness

to school, comparative analysis of the results obtained 28

2.1 Organization and conduct of experimental research 28

2.2 Comparative analysis of methods for assessing a child’s psychological readiness

to school and their influence on school adaptation 38

Conclusion 53

Glossary 56

List of sources used 58

Appendix A " Psychological and pedagogical assessment of readiness to start

school education" N.Ya. Semago and M.M. Semago 62

Appendix B " Express diagnostics of readiness for school” E.K. Varkhatova,

N.V. Dyatko, E.V. Sazonova 65

Appendix B " Comprehensive diagnostics of adaptation of first-graders

to school" T.A. Lugovoi 70

Introduction

Education, as an individual and social value, is of great importance in the process of socialization of the individual and achievements in subsequent human activity. At the same time, the very first steps that a child takes when starting systematic education in a comprehensive school environment play a very important role.

The new information age places quite high demands on a child who is beginning to master the content of education, and therefore the successful development of the child’s personality, increasing the effectiveness of learning, and further favorable professional development are largely determined by how accurately the level of readiness of children for schooling is taken into account, namely psychological readiness for systematic training.

Today, it is almost universally accepted that psychological readiness for schooling is a multicomponent education that requires complex psychological research. It should be noted that the topic of psychological readiness in Russian psychology is based on the works of the founders of Russian psychology, such as L.S. Vygotsky, L.I. Bozhovich, A.V. Zaporozhets, D.B. Elkonina. For the first time, the question of children’s readiness to start school arose in the late 1940s in connection with the decision to transition to education for children from the age of 7, although before that education began at 8 years. It is from this time that the problem of determining a child’s psychological readiness for regular education remains relevant.

A second surge of interest arose in 1983 after the decision was made to begin education at the age of six. And again, society was faced with the question of the child’s readiness and the formation of prerequisites for educational activities.

So, back in the 60s, L.I. Bozhovich pointed out that psychological readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, readiness to regulate behavior and one’s activities, and the social position of the student. Since there is currently a growing trend in the number of children who have not adapted to school, this trend can largely be avoided if the psychological reasons for children’s unpreparedness for school are identified in a timely manner.

The relevance of research is also justified by the fact that the high demands of modern life on the organization of education and training make the problem of the psychological readiness of children for schooling especially relevant for the search for new, more effective psychological and pedagogical approaches aimed at improving teaching methods within the framework of the requirements of modern life and as a means of preventing school maladjustment.

Object of study - psychological readiness of the child for schooling.

Subject of study - methods for assessing a child’s psychological readiness for school.

Purpose of the study– study of the main components of psychological readiness for school, as well as methods of its psychodiagnostics.

The study was based on the following hypothesis: timely and complete assessment of a child’s psychological readiness for school using diagnostic techniques helps to increase the level of children’s adaptation to school.

To achieve the research goal, it is necessary to solve the following: tasks:

1. Study psychological and pedagogical literature on the research problem;

2. Characterize the concept and structural components of “a child’s psychological readiness for schooling”;

3. Analyze methods for assessing a child’s psychological readiness for school;

4. Consider the relationship between psychological diagnostics of school readiness and the level of school adaptation.

Research methods. To achieve the set goal, solve problems and test the hypothesis, theoretical and empirical research methods were used.

Theoretical research methods– analysis and synthesis of scientific, educational and monographic literature.

Empirical research methods– observation, questioning, testing. Methods of statistical and graphical processing of the obtained results.

Theoretical and methodological basis research consists of the works of such authors as L.I. Bozhovich, E.K. Varkhatova, L.S. Vygotsky, N.I. Gutkina, I.V. Dubrovina, A.V. Zaporozhets, E.E. Kravtsova, A.N. Leontyev, M.M. Semago, D.B. Elkonin and others.

Theoretical significance determined by the fact that this work highlights the issue of the relationship between the components of psychological readiness for school, and also conducts a comparative analysis of methods for assessing psychological readiness for school, used in practice, and gives a qualitative assessment of these methods.

Practical significance is that the results of this study represent a diagnostic tool and can be used by psychologists in practice to diagnose the psychological readiness of preschoolers, as well as to identify the level of adaptation of children to school.

Reliability and validity The results of the study are ensured by the initial methodological positions, the logic of the scientific apparatus, the widespread use of information sources, and the use of a complex of theoretical and empirical research methods that are adequate to the goals and objectives set by the author of the work.

Work structure corresponds to the logic of constructing a scientific research and consists of an introduction, two chapters divided into paragraphs, a conclusion, a glossary, a list of sources used and applications.

1 Theoretical foundations of psychological readiness for schooling

1.1 Characteristics of the concept and structure of a child’s “psychological readiness” for school

Psychological readiness for school, at the present stage of development of psychological science, is considered as a comprehensive characteristic of a child’s development, allowing one to reveal the levels of development of psychological qualities that are the most important prerequisites for the formation of educational activities in the conditions of systematic learning, as well as for successful entry into a new social environment.

A number of concepts, such as: “school maturity”, “readiness for school” and “psychological readiness for school” are concepts that have been used by both foreign and domestic psychologists to indicate the level of mental development of a child, upon reaching which one can begin systematic training. It should be noted that all these concepts indicate that the child has the prerequisites for studying at school. Differences appear only when analyzing these prerequisites.

So, for example, L.A. Wenger separates these concepts and points out that psychological readiness and school maturity are different in content. School maturity, in his opinion, acts as the functional maturity of the organism and implies a certain initial minimum level of development in this case, sufficient to include the child in the conditions of systematic education. At the same time, psychological readiness for learning presupposes that the child has achieved an optimal level of development by the time he enters school, ensuring high success in school education.

Research by scientists M.V. Antropova, M.M. Koltsova, O.A. Loseva showed that school maturity represents a level of morphofunctional development at which the requirements of systematic learning, academic workload, and a new regime are accessible to children and do not cause unwanted overload.

In Russian psychology, the theoretical study of the problem of psychological readiness for schooling was carried out by L.S. Vygotsky, L.I. Bozovic, D.B. Elkonin, A.I. Zaporozhets and continue to study E.E. Kravtsova, V.S. Mukhina, N.I. Gutkina, M.M. Semago. Russian psychologists understand psychological readiness for school as the necessary and sufficient level of mental development of a child to master the school curriculum in a peer group environment.

For the first time, the concept of “psychological readiness of a child for schooling” in Russian psychology was proposed by A.N. Leontiev in 1948. The author reduced the concept of “psychological readiness” to the main indicator, namely controlled behavior, which is not just fixed in a skill, but is consciously controlled.

In the studies of domestic psychologists, consideration of the content of psychological readiness was associated with the characteristics of the child’s development, based on the fundamental psychological theories of L.S. Vygotsky about the “zone of proximal development” and “the relationship between learning and development.” The authors of these studies believed that for successful learning at school, what matters is not the totality of the child’s knowledge, skills and abilities, but a certain level of his intellectual and personal development, therefore, in psychological readiness, attention was paid to this component, which was considered as psychological prerequisites for learning At school .