Psychological readiness of the child for school. Types of psychological readiness of children for school

13.10.2019

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

As a rule, after preparatory courses the child knows the program of the first class, and the repetition of long-known truths can only cause boredom in the child. Almost any kid of the appropriate age will have enough knowledge for teaching in the first grade, because the school curriculum should be designed for children who cannot even read. Of course, it is worth doing education before school, but this should be done so that the child has an interest in knowledge. In no case should you force a child to learn and put pressure on him, you can start with learning in a playful environment.

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

The first grader should be able to start communicating with classmates and the teacher. Even if the child attended kindergarten, the new society can still become a difficulty for him.
The student will need to do not only what he wants to do, and sometimes he will have to force himself. The kid should be able to set a goal, draw up a plan of action and achieve it. He must also understand the importance of certain things. For example, in order to learn a poem, a child will be able to abandon the game that interests him.
The child must be able to absorb information and draw logical conclusions from it. For example, by the shape of an object, he will be able to guess its purpose.

Parents can assess the level of "maturity" by observing and answering questions.

The questions were developed by psychologist Geraldine Cheney.

Evaluation of the development of cognition

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

Baseline Experience Assessment

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

Assessment of language development

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

Assessment of the level of emotional development

Does the child look cheerful at home and among peers?
Has the child formed an image of himself as a person who can do a lot?
Is it easy for the baby to “switch” with changes in the daily routine, move on to new activities?
Is the child able to work (play, study) on his own, compete in completing tasks with other children?

Assessment of the ability to communicate

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

Grade physical development

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

visual discrimination

Can the child identify similar and dissimilar forms (find a picture that is different from the rest)?
Can the child distinguish between letters and short words(cat/year, b/n…)?

Visual memory

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

visual perception

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

Hearing ability level

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

Evaluation of attitude towards books

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

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

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

1 test of readiness of the child for school - Degree of psychosocial maturity (outlook)

Test conversation proposed by S. A. Bankov.

The child must answer the following questions:

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

Evaluation of responses to the school readiness test

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

To control tasks include questions 5, 8, 15.22. They are rated like this:

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

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

2 test of readiness of the child for school - Orientation test of school maturity of Kern - Jirasika

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

The test consists of 4 parts:

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

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

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

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

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

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

4 points: at least 2 letters match the pattern, a string is visible.

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

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

5 points: scribble, scribble.

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

If the indicator of verbal intelligence is low or below average, an additional examination of the neuropsychic development of the child is necessary.

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

It reveals the ability to listen carefully, accurately follow the instructions of an adult, navigate on a sheet of paper, act independently on the instructions of an adult.

To carry out, you will need a sheet of paper in a cage (from a notebook) with four dots drawn on it, located one under the other. The distance between the points along the vertical is approximately 8 cells.

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

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

Put your pencil on the first dot. Draw without lifting the pencil from the paper: one cell down, one cell to the right, one cell up, one cell to the right, one cell down, then continue to draw the same pattern yourself.

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

In the process of execution, you can cheer, but no additional instructions for the execution of the pattern are given.

We draw the following pattern. find next point put a pencil on it. Ready? One cell up, one cell to the right, one cell up, one cell to the right, one cell down, one cell to the right, one cell down, one cell to the right. Now continue to draw the same pattern yourself.

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

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

After 2 minutes - the next task:

Put the pencil on the bottom point. Attention! Three squares to the right, one square up, one square to the left, two squares up, three squares to the right, two squares down, one square to the left, one square down, three squares to the right, one square up, one square to the left, two squares up. Now continue the pattern yourself.

You should get the following patterns:

Evaluation of results

The training pattern is not scored. In each subsequent pattern, the accuracy of the reproduction of the task and the ability of the child to independently continue the pattern are considered. The task is considered to be completed well if there is an accurate reproduction (roughness of lines, “trembling” line, “dirt” do not reduce the score). If 1-2 mistakes are made during playback - the average level. A low score if during reproduction there is only a similarity of individual elements or there is no similarity at all. If the child was able to continue the pattern on his own, without additional questions, the task was done well. The child's uncertainty, the mistakes he made while continuing the pattern - the average level. If the child refused to continue the pattern or could not draw a single correct line - a low level of performance.

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

4 test for diagnosing a child's readiness for school - Labyrinth

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

Evaluation of results

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

6 School Readiness Test - Spot the Difference

Reveals the level of development of observation.

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

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

7 Test of psychological readiness for school - "Ten words".

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

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

Test condition- complete silence.

At the beginning say:

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

In total, 5 sets of words are carried out, i.e. after the first listing and repetition by the child of the memorized words, you again say the same 10 words:

Now I will repeat the words again. You will again memorize them and repeat those that you remember. Name the words that you said last time, and new ones that you remember.

Before the fifth presentation, say:

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

In addition to instructions, you should not say anything else, you can only cheer.

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

8 Readiness test – “What is missing?”

This is both a test task and a simple, but very useful game developing visual memory.

Toys are used various items or pictures.

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

9 Test “The fourth is superfluous”

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

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

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

Possible verbal options:
dog, wind, tornado, hurricane;
bold, courageous, resolute, evil;
laugh, sit, frown, cry;
milk, cheese, lard, curdled milk;
chalk, pen, garden, pencil;
puppy, kitten, horse, piglet;
slippers, shoes, socks, boots, etc.

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

10 Test “Classification”

The study of logical thinking.

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

The child is invited to decompose the cretins (previously mixed) into groups, then complete freedom is provided. After completion, the child must explain why he will arrange the pictures in this way (often children put together animals or an image of kitchen furniture and utensils, or clothes and shoes, in which case offer to separate these cards)

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

11 Test “Composing a story from pictures”

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

Pick up pictures from the series of "stories in pictures", cut them. For senior preschool age, 4-5 pictures are enough, united by one plot.

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

A high level of task completion: the child correctly folded the pictures, was able to compose a story based on them, using common sentences.

Again, we remind you that:

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

Materials from the site solnet.ee were used.

In the process of systematic education at school, increased requirements are imposed on the body of children of primary school age. It is known that seven-year-old (and especially six-year-old) children have a number of morphological, physiological and psychological characteristics that determine their high sensitivity and less resistance to adverse external influences, a lower level of performance and increased fatigue. In order for a child to be successful in learning and fulfilling his/her school duties, he or she must reach a certain level of physical and mental development (“school maturity”) by the time they enter school.

Special studies have shown that “unprepared” for school are children with certain diseases or functional abnormalities in their state of health, with a lag in biological age or insufficient development of some psychophysiological functions that are most closely related to educational activities (the level of development of the psyche, speech and motor skills - coordination of movements fingers). Insufficient level of readiness for school of children in terms of psychophysiological indicators is often combined with deviations in the state of health. On the other hand, excessive stress associated with the fulfillment of school requirements can lead to overwork and deterioration in the health of children due to functional disorders, exacerbation of existing or the emergence of new chronic diseases. All this dictates the need to determine the readiness of children to study at school.

Assessment of readiness for training is carried out comprehensively and provides for a thorough medical examination (including September-October year prior to entering school) with a psychophysiological study to determine the functional readiness of children. All children should be examined by a pediatrician, a neuropathologist, an ophthalmologist, an otolaryngologist, a surgeon (orthopedist) and, if indicated, other specialists. The results of the medical examination are recorded in the form No. 026 / y.

A medical examination allows you to identify a risk group of children who are not ready to study at school for health reasons. It includes children with a delay in biological development, functional abnormalities (neurotic reactions, logoneurosis, palatine tonsil hypertrophy), often ill (more than 4 times a year), long-term ills (25 days or more), with chronic diseases. They are prescribed health-improving and therapeutic measures and re-examined (in February-March). The conclusion about the degree of readiness of the child for school is given by the aggregate data of the medical and pedagogical commission at the children's clinic, which includes a pediatrician, a school doctor, a teacher, a speech therapist.

Children who, before September 1, can be admitted to the first grade current year 6 years old, with the consent of the parents and in the presence of the conclusion of the medical and pedagogical commission on the readiness of the child for learning (SanPiN 2/4/2/782-99).

There are the following medical criteria when examining a child:

level of biological development;

health status before entering school;

acute morbidity in the previous year.

There are two psychophysiological criteria when examining a child:

results of the Kern-Irasek test;

sound quality.

Psychophysiological examination of children is carried out in order to identify their lag in the development of school-required functions: motor skills, analytical and synthetic functions of the cerebral cortex (Kern-Irasek test) and speech (quality of sound pronunciation).

Children who have deviations in the state of health indicated in the list of medical indications for postponing the admission to school of children of six years of age, who are lagging behind in biological development, who perform the Kern-Irasek test with a score of 9 points or more, and who have defects in sound pronunciation, are considered not ready for learning.

There are the following medical indications for postponing school entry for children of six years of age:

1) diseases suffered during the last year:

infectious hepatitis;

pyelonephritis;

non-rheumatic myocarditis;

epidemic meningitis, meningoencephalitis;

tuberculosis;

rheumatism in an active form;

blood diseases;

acute respiratory viral diseases 4 times or more;

2) chronic diseases in the stage of sub- and decompensation:

vegetovascular dystonia: hypotonic (blood pressure - 80 mm Hg) or hypertensive ( blood pressure- 115 mm Hg Art.) type;

rheumatic or congenital heart disease;

Chronical bronchitis, bronchial asthma, chronic pneumonia (with exacerbation or lack of stable remission within a year);

peptic ulcer of the stomach and duodenum, chronic gastritis, chronic gastroduodenitis (in the acute stage, with frequent relapses and incomplete remission);

anemia (with a hemoglobin content in the blood of 10.7-8.0 g%);

hypertrophy of palatine tonsils III degree;

adenoid vegetations III degree, chronic adenoiditis;

chronic tonsillitis (toxic-allergic form);

endocrinopathy (goiter, diabetes etc.);

neuroses (neurasthenia, hysteria, logoneurosis, etc.);

impaired mental function;

cerebral palsy;

skull trauma suffered in the current year;

epilepsy, epileptiform syndrome;

eczema, neurodermatitis (with the spread of skin changes);

myopia with a tendency to progress (more than 2.0 diopters).

Guidelines for the Kern test-Iraseka. The Kern-Irasek test - an indicative test of "school maturity" - can be carried out individually or simultaneously in a group of 10-15 children. Each child is given a blank sheet of unlined paper. In the upper right corner, the researcher indicates the name, surname, age of the child and the date of the study. A sheet of thick paper is placed under the worksheet. The pencil is placed so that it is equally convenient for the child to take it with both the right and left hand.

Rice. 5.7. Kern-Irasek test results:

a- the first task; b- the second task; in- the third task (points are indicated by numbers)

The test consists of three tasks:

drawing of a person;

copying a short three-word phrase (“he ate soup”);

drawing a group of points.

The front side of the sheet is allotted for the first task. For the first task, next instruction: here (each is shown where) draw some man (uncle) as best you can. Further explanation, assistance or warning about errors and deficiencies in the drawings is prohibited. Any counter question of the child must be answered: "Draw as you can." It is allowed to cheer up the child if he cannot start work, as follows: "You see how well you started, draw further." When asked if it is possible to draw an “aunt”, it is necessary to explain that everyone draws an “uncle”. If the child has begun to draw a female figure, you can allow him to draw it, and then ask him to draw a male figure next to it. After the child completes the drawing, the worksheet is turned over. The reverse side is divided by a horizontal line approximately in half (this can be done in advance).

To complete the second task, it is necessary to prepare cards measuring 7-8 cm by 13-14 cm, on which the handwritten phrase "He ate soup" is written. The vertical size of lowercase letters is 1 cm, capital letters - 1.5 cm. The card with the phrase is placed in front of the child just above the worksheet. The second task is formulated as follows: “Look, something is written here. You can't write yet, so try to redraw it. Take a good look at how it is written, and at the top of the sheet (show where) write the same way. If one of the children does not calculate the length of the line and the third word does not fit on the line, then the child should be prompted to write it above or below.

Cards of the size indicated above should also be prepared for the third task. After the child completes the second task, the first card is taken away from him and a second one is put in its place, on which 10 dots are depicted, arranged in such a way that sharp corner the pentagon formed by the dots was pointing down. The distance between the dots vertically and horizontally is 1 cm, the diameter of the dots is 2 mm.

The following instruction is given for the third task: “Points are drawn here. Try yourself (yourself) to draw the same at the bottom of the sheet (show where).

Each task is evaluated from 1 point (best mark) to 5 points (worst mark). Approximate criteria for evaluating each task according to a five-point system are shown in fig. 5.7.

On the first task:

1 point - the drawn figure (male) must have a head, torso, limbs. The head is connected to the body by the neck. It should be no larger than the torso. The head must have hair (a hat or hat is possible), ears, and the face must have eyes, nose, mouth. The upper limbs end with a hand with five fingers. There are signs of men's clothing;

2 points - all requirements are met, as in the assessment of 1 point. Three parts may be missing: neck, hair, one finger of the hand. But no part of the face should be missing;

3 points - the figure in the figure must have a head, torso, limbs. The arms and legs are drawn with two lines. The neck, ears, hair, clothes, fingers, feet are missing;

4 points - primitive drawing of the head with limbs. Each limb (only one pair is enough) is depicted with one line;

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

In the second task, they are guided by the following criteria:

1 point - the phrase copied by the child can be read. The letters are no more than twice as large as the sample. They form three words. The line deviates from a straight line by no more than 30 °;

3 points - letters must be divided into at least two groups. At least four letters can be read;

4 points - at least two letters are similar to the sample. The whole group of letters still has the appearance of a letter;

5 points - doodle.

When evaluating the third task, the following criteria apply:

1 point - exact reproduction of the sample. Dots are drawn, not circles. The figure is symmetrical both horizontally and vertically. There can be any reduction in figure. The increase is possible no more than twice;

2 points - a slight decrease in symmetry is possible: one point may go beyond the column or row. The image of circles instead of dots is acceptable;

3 points - a group of points is similar to a sample. The symmetry of the whole figure may be broken. The semblance of a pentagon turned up or down with its top is preserved. It may be less or large quantity points (at least 7, but not more than 20);

4 points - the points are located in a heap, their group can resemble any geometric figure. The size and number of points is not significant. Other images (such as lines) are not allowed;

5 points - doodle.

The sum of points in the performance of three tasks represents the overall result of the research.

Study of the quality of sound pronunciation(presence or absence of defects in sound pronunciation). The child is invited from the pictures to sequentially list aloud objects in the name of which there are letters "R", "L", "S", "3", "C", "F", "H", "Sh" in the beginning, middle and end of a word, for example:

"crab, bucket, ax";

"shovel, squirrel, chair";

"hare, goat, cart";

"heron, egg, cucumber";

"beetle, skis, knife";

"bump, cat, mouse";

"tea, butterfly, key";

"brush, lizard, cloak."

The presence of defects in the pronunciation of at least one of the studied sounds indicates a failure to complete the task.

My eldest son knew how to do all this by the age of five, so from the age of six we decided to send him to school and enrolled him in a preparatory class for school at the nearest lyceum so that the child would learn what school is like and gradually get used to it.

For six months, from October to April, my child attended a preparatory class. From my point of view, he studied quite successfully, completed the tasks, was active in the classroom, answered the teacher's questions. He went to classes willingly, he did not feel hostility towards them. At the end of the year, the children were given test tasks, my child coped with them successfully, scored the number of points necessary for admission to this lyceum.

But when after completion preparatory education, lists of children enrolled in the first grade were posted on the bulletin board, I did not find my child there. We were not admitted to the lyceum.

I went to the director of the lyceum to find out what was the matter. In addition to the director, a school psychologist and the head teacher of primary school. They informed me that “school readiness is not only about the ability to read and write, but also about the ability to behave in the classroom.”

Further, I began to find out what my child was doing in the lesson? It turned out that once his pencil broke, he took a sharpener and began to sharpen it and did not continue to fulfill the teacher's task until he sharpened the pencil, although the teacher suggested taking a pencil of a similar color. I already knew about this case, it was in October, and the conversation about it was in April. In October, I found out about this when I saw an uncolored picture in my son’s notebook and asked him about everything. My child then first discovered a sharpener in his pencil case and decided to try it out. Then, at home, he sharpened all the pencils that were available, and calmed down, and I removed the sharpener from his pencil case. The teacher didn't say a word to me at the time.

Another argument that I was given was the following. The children were asked to draw a picture on the theme: "I'm at school." My child drew a multi-storey building and two human figures, next to him. When I asked what it was, my son replied: “This is a school. This is me, and this is my friend Gleb. It turns out that my child did not draw himself inside the school, but next to it, which means that he does not see himself at school, which means he is not ready for school yet.

I did not receive any advice on what to do to prepare my child for school. I tried to find out if my child is not ready for school now, because he is six or he is not suitable for this lyceum at all. From the conversation, I realized that they don’t want to see me and my child in this lyceum, and not from the age of six, but they don’t want to at all, so I need to choose another school.

I decided to independently determine whether my child is ready for school or not, and then choose which school we should go to.

Readiness of the child for school is usually determined at three levels

Morphofunctional- The health status of the child. This includes the level of physical development, the correspondence of the biological and passport age of the child. The number of acute illnesses Last year(resistance). mental health. The presence or absence of chronic diseases in the child. The presence or absence of defects in sound pronunciation, speech development.
Intellectual or mental - memory, thinking, perception, imagination, accumulated skills and abilities.
personal- attitude to study, school, peers, the ability to communicate, act according to the rules set by the teacher.

How to determine the morphofunctional readiness of a child for school?

The first, morphological and functional level of a child's readiness for school is determined by doctors in a children's clinic or kindergarten. Before school, each child undergoes an in-depth medical examination, the results of which are entered into the child in the form 026 / y.

This includes

Determination of height, body weight of the child, chest circumference. Examinations by a neurologist, ENT, surgeon, orthopedist, ophthalmologist, speech therapist, dermatologist, psychiatrist. For girls - a gynecologist.
If a child has a chronic disease and is seen by a specialist doctor, this doctor is added to the list of doctors before the school. It can be a nephrologist, gastroenterologist, allergist, audiologist, etc.
General blood and urine tests, blood sugar test, fecal test for helminth eggs, ECG.
At the very end, the pediatrician examines the child, evaluates the results of the examination of all specialists, the results of the ECG and tests, and makes a general conclusion about the state of the child's health.

The child is ready for school at the morphofunctional level if

The body weight and height of the child correspond to age. The biological age is in accordance with the passport. The child has more than 2 permanent teeth.
The child was sick acute illnesses three times or less in the previous year.
The child does not have chronic diseases, or they are in remission.
The child has no functional abnormalities, mental abnormalities, or they are minor.
The child has no defects in sound pronunciation or has 1-2 minor defects.
Health groups 1, 2, 3.

At the morphofunctional level, my child was ready for school.

How to determine the intellectual readiness of a child for school?

Kern Jerasek test

To determine the intellectual readiness of a child for school, the Kern-Jerasek orientation test is most widely and often used. Previously, this test was carried out in the offices of a healthy child in children's clinics. Now there are no such rooms and the test is sometimes carried out in kindergartens in front of the school or in the schools themselves.

It allows you to determine whether the child has developed enough skills needed at school. Ability to draw, thinking, speech, ability to concentrate, complete the task.

The test consists of three tasks

Draw a picture according to the description.
Copy a written three-word phrase.
Copy points while maintaining their location in space.

An example of this test with the interpretation of the result, see below.

Each task is evaluated separately Maximum score 1 minimum 5

Excellent result 3-5 points.
Good result 6-7 points.
A satisfactory result is 8-9 points.
The child is not ready for school 10 points or more.

My son completed the Kern-Jerasek test at the Lyceum with 6 points - this is a good result.

Personal readiness of the child for school

The personal readiness of the child for school is determined in a conversation with him, according to his behavior, attitude towards parents and peers. This item is the most difficult to assess.

If you ask a child if he wants to go to school, to first grade, most modern children will answer “No”.

I asked about this at the reception of future first graders. Only a few confidently answer “Yes”, some of the children evade the answer, answer “I don’t know”, more than half answer “No.”

Trying to wait until the child wants to go to school is not realistic, this may not happen at all. You should talk with the child, explain the need to study at school, etc.

Children who attended kindergarten are easier to adapt to studying at school, because they have experience of communicating in a children's team with a teacher and with peers.

It was this point that let us down with our son. In other respects, my child was ready for school.

Determining a child's readiness for school Table

Our experience

Teacher primary school we got experienced and understanding, so we coped with all the difficulties.

The child has health problems bad mood, there was no negative attitude to what was happening. But I had to meet him from school, keep strict control over how he teaches lessons, puts textbooks in a backpack, dresses, etc.

Today my son is in the seventh grade, without triples. English, literature, Russian, history, geography, biology are best given to him, algebra, geometry, physics are more difficult. No one in our family regrets that he went to school from the age of six.

It's all about the child's readiness for school. Stay healthy!

School readiness is assessed on present stage development of psychology as a complex characteristic of the child, which reveals the levels of development of psychological qualities that are the most important prerequisites for normal inclusion in a new social environment and to form learning activities.

Physiological readiness of the child for school.

This aspect means that the child must be physically ready for school. That is, the state of his health should allow him to successfully pass educational program. Physiological readiness implies the development of fine motor skills (fingers), coordination of movement. The child must know in which hand and how to hold the pen. And also, when a child enters the first grade, he must know, observe and understand the importance of observing basic hygiene standards: the correct posture at the table, posture, etc.

Psychological readiness of the child for school.

The psychological aspect includes three components: intellectual readiness, personal and social, emotional-volitional.

1. Intellectual readiness for school means:

By the first grade, the child should have a stock of certain knowledge (we will discuss them below);

He is supposed to navigate in space, that is, to know how to get to school and back, to the store, and so on;

The child should strive to acquire new knowledge, that is, he should be inquisitive;

The development of memory, speech, thinking should be age-appropriate.

2. Personal and social readiness implies the following:

The child must be sociable, that is, be able to communicate with peers and adults; aggression should not be shown in communication, and when quarreling with another child, he should be able to evaluate and look for a way out of a problem situation; the child must understand and recognize the authority of adults;

Tolerance; this means that the child must adequately respond to constructive comments from adults and peers;

Moral development, the child must understand what is good and what is bad;

The child must accept the task set by the teacher, listening carefully, clarifying unclear points, and after completing it, he must adequately evaluate his work, admit his mistakes, if any.

3. The emotional-volitional readiness of the child for school involves:

Understanding by the child why he goes to school, the importance of learning;

Interest in learning and acquiring new knowledge;

The ability of the child to perform a task that he does not quite like, but this is required by the curriculum;

Perseverance is the ability to listen carefully to an adult for a certain time and complete tasks without being distracted by extraneous objects and affairs.

Cognitive readiness of the child for school.

This aspect means that the future first grader must have a certain set of knowledge and skills that will be needed for successful schooling. So, what should a child of six or seven years old know and be able to do?

1) Attention.

Do something without distraction for twenty to thirty minutes.

Find similarities and differences between objects, pictures.

To be able to perform work according to a model, for example, accurately reproduce a pattern on your sheet of paper, copy human movements, and so on.

It is easy to play mindfulness games where quick reaction is required. For example, call creature, but before the game, discuss the rules: if the child hears a pet, then he should clap his hands, if it’s wild, knock his feet, if a bird, wave his hands.

2) Mathematics.

Numbers from 0 to 10.

Count up from 1 to 10 and count down from 10 to 1.

Arithmetic signs: "", "-", "=".

Dividing a circle, a square in half, four parts.

Orientation in space and on a sheet of paper: “to the right, to the left, above, below, above, below, behind, etc.

3) Memory.

Memorization of 10-12 pictures.

Telling rhymes, tongue twisters, proverbs, fairy tales, etc. from memory.

Retelling of the text from 4-5 sentences.

4) Thinking.

Finish the sentence, for example, “The river is wide, but the stream ...”, “The soup is hot, but the compote ...”, etc.

Find an extra word from a group of words, for example, “table, chair, bed, boots, armchair”, “fox, bear, wolf, dog, hare”, etc.

Determine the sequence of events, so that first, and what - then.

Find inconsistencies in drawings, verses-fictions.

Putting together puzzles without the help of an adult.

Fold out of paper together with an adult, a simple object: a boat, a boat.

5) Fine motor skills.

It is correct to hold a pen, pencil, brush in your hand and adjust the force of their pressure when writing and drawing.

Color objects and hatch them without going beyond the outline.

Cut with scissors along the line drawn on the paper.

Run applications.

6) Speech.

Make sentences from several words, for example, cat, yard, go, sunbeam, play.

Understand and explain the meaning of proverbs.

Compose a coherent story based on a picture and a series of pictures.

Expressively recite poems with the correct intonation.

Distinguish letters and sounds in words.

7) The world around.

Know the basic colors, domestic and wild animals, birds, trees, mushrooms, flowers, vegetables, fruits and so on.

Name the seasons, natural phenomena, migratory and wintering birds, months, days of the week, your last name, first name and patronymic, the names of your parents and their place of work, your city, address, what professions are.

Consultation for parents of the preparatory group.

First grade, or how to prepare a child for school.

Spring is a time of special troubles for the families of future first-graders. Soon to school.

Preparing for school is a multifaceted process. And it should be noted that you should start working with children not only immediately before entering school, but far before that, from the early preschool age. And not only on special classes, but also in the independent activities of children - in games, in work, in communication with adults and peers.

In kindergartens, children receive counting, reading skills, thinking, memory, attention, perseverance, curiosity, fine motor skills and other important qualities develop. Children receive concepts of morality, love for work is instilled. Children who do not go to kindergarten, and do not receive appropriate preparation for school, can enroll in the "Why" circle at the Center for Children's Creativity.

Readiness for school is divided into physiological, psychological and cognitive. All types of readiness should be harmoniously combined in the child. If something is not developed or not fully developed, then it can serve as problems in learning at school, communicating with peers, acquiring new knowledge, and so on.

We train the child's hand.

It is very important to develop the fine motor skills of the child, that is, his hands and fingers. This is necessary so that the child in the first grade does not have problems with writing. Many parents make a big mistake by forbidding their child to pick up scissors. Yes, you can get hurt with scissors, but if you talk to your child about how to properly handle scissors, what can and cannot be done, then the scissors will not pose a danger. Make sure that the child does not cut randomly, but along the intended line. To do this, you can draw geometric shapes and ask the child to carefully cut them out, after which you can make an appliqué out of them. This task is very popular with children, and its benefits are very high. Modeling is very useful for the development of fine motor skills, and children really like to sculpt various koloboks, animals and other figures. Learn finger warm-ups with your child - in stores you can easily buy a book with finger warm-ups that are exciting and interesting for the baby. In addition, you can train the hand of a preschooler by drawing, hatching, tying shoelaces, stringing beads.

An important task for parents is to teach the child to complete the work that has been started, whether it be work or drawing, it does not matter. This requires certain conditions: nothing should distract him. Much depends on how the children prepared their workplace. For example, if a child sat down to draw, but did not prepare everything necessary in advance, then he will be constantly distracted: he needs to sharpen pencils, pick up the appropriate sheet, etc. As a result, the child loses interest in the idea, wastes time, and even leaves the case unfinished.

The attitude of adults to the affairs of children is of great importance. If a child sees an attentive, benevolent, but at the same time demanding attitude towards the results of his activity, then he himself treats it with responsibility.

From the moment your child first crosses the threshold of school, new stage his life. Try to start this stage with joy, and so that it continues throughout his schooling. The child should always feel your support, your strong shoulder, which you can lean on in difficult situations. Become a child's friend, adviser, wise mentor, and then your first grader in the future will turn into such a person, into such a person that you can be proud of.

The degree of readiness of the child to go to the first grade can be considered from several sides at once. For an objective assessment, it is necessary to take into account different areas of activity: physical, social and psychological. For evaluating people, among whom, in addition to parents, there are also psychologists and teachers, the most diverse capabilities and abilities of the child, as well as his well-being, will be important. So, adults pay attention to working capacity, the ability to interact with people around them, the ability to adhere to established rules, thorough training in terms of knowledge, as well as the state of the mental system.

The child must be ready to interact with the team

Psychological readiness for school

What is psychological readiness for school? How to understand that a preschooler has reached it? The psychological readiness of a child to study at school is determined by the following parameters:

Personal readiness - the ability to self-discipline and self-organization, independence, desire to learn; It is subdivided into social readiness - the ability to build relationships with peers and adults, the ability to communicate, and motivational - the presence of motivation to study.
Emotional Preparedness: positive attitude to his personality and to other people, the ability to adequately perceive the emotional characteristics of each person.
Volitional preparedness: the ability to show character and work hard, the ability to comply with the school regime.
Intellectual preparedness: the child must have a well-developed intellect, as well as the basic functions of the psyche.
Speech preparedness.

Readiness for school is characterized by age-appropriate speech development

social readiness

Socio-psychological or communicative readiness for learning includes the presence of abilities and skills that will allow him to build and establish relationships within the school environment. The success of his interaction in collective work will depend on how well the child is prepared in this regard. For an older preschooler, it becomes extremely important to understand the relationship between people and understand the norms for their regulation. We see that the child's social readiness for school is of great importance for the future first-grader.

Psychological readiness for school is closely related to communicative preparedness. It is important in terms of cooperation with adults and children within the framework of school activities. To do this, it is important to check how the child has formed two main forms of communication:

Communication with adults, which is extra-situational and personal. The child should have the ability to listen and perceive the information presented, to realize the importance of the teacher-student distance.
Communication with peers. School activity is essentially collective, so it is extremely important to prepare the child for a tactful attitude, to teach the ability to interact together, to be able to become a part of public life. All these foundations are laid by including the preschool child in joint work with other children, which ultimately creates a readiness for learning in school.

In the kindergarten, the child learns to find mutual language with the children's group

You can make a psychological and pedagogical determination of whether an older preschooler is socially ready by checking:

the ease of including the child in the company of children engaged in some kind of game;
the ability to listen to other people's opinions and not interrupt;
whether he knows how to wait for his turn if necessary;
whether he has the skill of talking with several people at the same time, whether he knows how to actively participate in the conversation.

Motivational readiness

Studying within the walls of the school will be successful if adults take care of shaping the future student's motivation to cognitive activity. Motivational readiness for school is present if the child:

wants to go to class;
has a desire to learn new and interesting things;
has a desire to acquire new knowledge.

The presence of corresponding desires and aspirations provides information about whether there is a motivational readiness of children for school or not.

A positive response to all evaluation parameters allows us to conclude that the child is ready to start schooling. The volitional and motivational components of preparation for the educational process play a very important role. great importance when making a decision on the appropriateness of the start of educational activities.

The desire to constantly learn something new is an important sign of school readiness.

Emotional-volitional readiness

This type of readiness is considered achieved when a grown up preschooler is able to set goals, adhering to the plan, to look for solutions to eliminate obstacles in their achievement. Psychological processes pass into the stage of arbitrariness.

All emotions and experiences are of a conscious intellectual nature. The child knows how to navigate and understand his feelings, has the opportunity to voice them. All emotions become controlled and predictable. A student can predict not only his own emotions from actions, but also the emotions and reactions of other people. Emotional toughness is on high level. Readiness for school in this case is evident.

Intellectual readiness

The ability to read and write is not everything (more in the article:). The presence of these skills does not guarantee the ease of mastering the school curriculum. The intellectual readiness of the child for school is what a preschooler should have in order to cope with all the tasks.

It is possible to understand whether a child has it according to several criteria: thinking, attention and memory:

Thinking. A child, even before going to first grade, must have certain knowledge about the world around him, including information about nature and its phenomena, about people and their relationships. The child must:

Have important information about yourself (name, surname, place of residence).

For safety reasons, the child must know his personal data and address

Have a concept and be able to distinguish between geometric shapes (square, circle, triangle, square).
Distinguish all colors.
Understand the meanings of the words: "more", "narrow", "right - left", "next", "below" and others.
To have the ability to compare objects, finding similarities and differences in them, to make generalizations, analysis, to be able to identify signs of things and phenomena.

Memory. Intellectual readiness for school will be incomplete if the development of memory is not considered. Learning will be much easier if the student has a good memory. To test this component of readiness, you should read a short text to him, and after a couple of weeks ask him to retell it. Another option would be to show 10 pictures and ask him to list the ones he was able to remember.

Attention. Effective learning will be when the child has well-developed attention, which means that he will be able to listen to the teacher without being distracted. You can check this ability as follows: list several words in pairs, and then ask them to name the most long word. Repeated questions from the baby will mean that the attention was scattered and during the lesson he was distracted by something else.

Children must have the skill of listening to the teacher

Speech readiness

A number of specialists pay great attention to speech readiness for learning. Psychologist from Ukraine Yu.Z. Gilbukh says that speech preparedness makes itself felt at those moments when arbitrary control of the processes of cognition or behavior is necessary. The speech readiness of the child for school implies the fact that speech is essential for communication, and also as a prerequisite for writing. Specialist N.I. Gutkina is convinced that the development and formation of correct speech in children should be especially taken care of during the period of middle and senior preschool age, because mastering writing- a huge leap in the intellectual development of the child.

Speech readiness for school includes a number of points:

the ability to apply various methods of word formation (using diminutive forms, restructuring a word into the desired form, understanding the difference between words in sound and meaning, the ability to convert adjectives into nouns);
knowledge of the grammatical basics of the language (the ability to build detailed phrases, the ability to rebuild and correct an erroneous sentence, the ability to compose a story from pictures and key words, the ability to retell while maintaining content and meaning, the ability to compose a descriptive story);

A school-ready child can talk about himself

wide vocabulary;
the development of phonemic processes: the ability to hear and distinguish the sounds of the language;
development of speech from the point of view of the sound shell: the ability to correctly and clearly pronounce all sounds;
the ability to analyze and synthesize sounds within speech, the ability to find a vowel sound in a single word or name the last consonant sound in a word, the ability to analyze a triad, for example, “iau”, the ability to analyze a back vowel-consonant syllable, for example, “ur”.

Physical readiness for school

This article talks about typical ways to solve your questions, but each case is unique! If you want to know from me how to solve exactly your problem - ask your question. It's fast and free!

Children in a healthy state more easily go through the process of adaptation to the changed conditions of life that always accompany first-graders. The physical readiness of the child for school will be expressed precisely in physical development.

What does physiological fitness mean? These are the norms of general physical development: weight, height, volume chest, proportionality of body parts, skin condition, muscle tone. All data must meet the regulatory criteria for boys and girls in the age category of 6-7 years. Detailed values can be found in the thematic tables. The following physiological components are also important: vision, hearing and motor skills, especially fine ones. The nervous system is also checked: how excitable or balanced the child is. The final characteristic about general condition health.

Physiological readiness for school is determined by the pediatrician

Experts conduct such a survey, based on the existing regulatory indicators. Such an assessment is necessary to make a conclusion about whether the child is able to endure increased stress, including intellectual work and physical activity.

Functional readiness

This type, also called psychomotor readiness, implies the level of development of certain brain structures and neuropsychiatric functions in order to get an idea of the maturity of the body by the beginning of training. Functional readiness includes the following components: a developed eye, the ability to navigate in space, the ability to imitate, and the ability to coordinate complex hand movements. Among the features of psychomotor development should be called an increase in working capacity, endurance and functional maturity. We list the main ones:

age maturity allows you to skillfully balance between the processes of inhibition and excitation, which contributes to long-term concentration on a separate activity, as well as the formation of behavior and cognitive processes at an arbitrary level;
the development of fine motor skills and the improvement of hand-eye coordination, which contributes to a faster mastery of the technique of writing;
the functional asymmetry of the brain becomes more perfect in its action, which helps to activate the process of the formation of speech, which is a means of logical and verbal thinking and cognition.

The age maturity of the brain allows you to switch between the processes of inhibition and excitation

The readiness of the baby for a new stage in his life can be determined by the following indicators:

good hearing;
excellent vision;
the ability to sit quietly for a short period of time;
development of motor skills related to coordination of movements (playing with the ball, jumping, descending and climbing stairs);
appearance (healthy, cheerful, rested).

Testing a preschooler

The readiness of the child for schooling must be checked. All future first graders undergo special testing, which is not intended to divide students into strong and weak. Parents will not be denied admission to a child if the child does not pass the interview. Such pedagogical principles are specified in the legislation of the Russian Federation.

Such tests are needed for pedagogical purposes, in order to have an idea of what are the strengths and weak sides student, the level of his development in intellectual, psychological, personal and social terms. Check intellectual readiness for high school possible for the following tasks:

count from 1 to 10;
decide the simplest task by arithmetic;

Before school, the child should already have elementary knowledge of arithmetic

decline nouns;
write a short story based on the picture;
using matches, lay out some figures (see also:);
arrange the pictures in order;
read the text;
make a classification of geometric shapes;
draw something.

Psychological aspects

Is the child psychologically ready? A psychological assessment of a child's readiness for school will be an indicator of overall development and the ability to start a new activity. The level of preparedness will help to judge the performance of tasks to assess the level of development of fine motor skills, the ability to work carefully without switching to extraneous things, the ability to imitate a model. The degree of readiness of the child for school will be determined by testing, for which such tasks can be used:

draw a person
reproduce letters or a group of dots according to a pattern.

Schematic drawing of a person is a skill to be mastered before school

This block may also include a series of questions to determine how well the child is able to navigate in reality. Social readiness will be tested by drawing a picture by mirror reflection, solving situational problems, coloring the figures according to the given parameters, not forgetting to clarify that later his drawing will be continued by other children.

The level of personal preparedness is revealed through dialogue. Questions may relate to life at school, possible situations and problems, as well as ways to solve them, desired roommates, future friends. Also, the teacher can ask the kid to tell a little about himself, listing the qualities inherent in him, or give the kid a list to choose from.

Readiness to study in secondary school is checked for various components. Thanks to such a detailed diagnosis, the teacher receives the maximum possible information about the degree of development of each student, which ultimately simplifies the course of the educational process. It is necessary that the child must pass such tests.

What if the child is not ready?

Today, very often teachers receive complaints from mothers and fathers that their child is not ready for school. The shortcomings that the child has, in their opinion, do not allow him to go to first grade. Children are characterized by poor perseverance, absent-mindedness and inattention. This situation now happens in almost all children aged 6-7 years.

It may turn out that the child is not ready for school and is very tired from classes

There is no need to panic. At the age of 6-7, it is absolutely not necessary to send the child to school. You can wait a bit and give it back at 8, then most of the problems that worried moms and dads before will pass. The readiness of older preschoolers to study at school can be assessed either on their own or with the help of psychologists and teachers.