Questionnaire for children preparing for school. Test “Is the child ready for school. Express test in pictures to determine readiness for school

Test to check a child’s level of readiness for school

When entering school, a preschooler must have a certain level of development that is necessary for learning. And the point is not whether he can read, count and write. Although, let’s face it, this is also monitored upon admission.

The concept of readiness includes several characteristics. Firstly, a certain intellectual level of development. The child must have an idea of the world around him and the ability to navigate it. Let's not forget about a certain stock of knowledge, the development of mental and mental processes. As they say in textbooks on developmental psychology, a preschooler can understand the general connections, principles and patterns that underlie scientific knowledge. But you have to keep in mind that this is just a baby about to come out preschool age. Logical forms of thinking are still just being formed, as well as the formation of various types of memory. Intellectual readiness also assumes that the baby has developed certain skills. He can hear, highlight the task that an adult sets for him and deal with it.

In addition, the child must want to go to school. And here we, adults, must be able to distinguish between internal and external motivation. That is, a preschooler should go to school because he wants to know a lot, expects that it will be interesting, and not because we will buy him a new construction set for it.

Before we start talking about how a parent can check the level of readiness of a child, it is necessary to talk about certain rules.

1. All assignments must be offered in a relaxed atmosphere. It should be a game, or just some kind of everyday activity.

2. You should not tell your child that you are going to check him. He will close himself off. Or he will be too tense.

3. This is just an observation, so it may be extended over time. Don't rush him or yourself. Save your nerves with him.

There are many different methods to test a child’s readiness for school. However, no matter what methods you use to prepare, no matter what recommendations you use and no matter what screening tests you perform in advance for training, in no case should you train your child before the interview or force him to memorize ready-made answers. Preparing for school is a painstaking task, and good results are possible only with systematic and systematic studies. Therefore, no matter how hard you try to train your child for an interview at the last moment, the teacher or psychologist will definitely determine that the child has simply memorized ready-made answers to questions.

Test to check the level of readiness of a 5-6 year old child for school

1.1 General outlook (assessment of psychosocial maturity).

1. How old are you? (preferably with months).

2. What are your parents' names? (First and middle name).

3. What does your mother (father) do?

4. Where do you live, what is your home address?

5. How old will you be in a year? (two)

6. Do you have a brother or sister? Who's older?

7. Is it morning, evening or afternoon?

8. What comes first: lunch or dinner?

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

10. What do a postman, a doctor, a teacher do?

11.. Show me your left eye and right ear? Why are eyes and ears needed?

12. What animals do you know? What birds?

13. Who is bigger: a cow or a goat? Bird or bee?

14. Do you like to draw? What color is this pencil?

8 questions. 7-6-high level

5-6-intermediate level

4-0-low level.

1.2 Ability to establish cause-and-effect relationships.

Come up with the ending of the sentence:

1. If you bring a piece of ice into the room, then it...

2. If you get hurt, then...

3. If you want to buy something, then...

4. If the car breaks down, then...

5. If it gets dark outside, then...

6. If you put a lot of sugar in tea, then

7. If it’s getting lighter outside, then...

8. If you leave water in the cold, then...

9. If you throw paper into a fire, then...

10. If it started to rain heavily, and you couldn’t hide anywhere, then...

1b.-exact causal answer

0.5b. - repeating a phrase

0b. - incorrect.

9-0-high level, 6-8-medium level,-0-5-low level.

2.1 Motivational readiness. Answer the questions:

1. Do you want to go to school yourself? Why?

2. Why do we need a bell, desk, and briefcase at school?

3.What do you think will be interesting at school?

4. How should you prepare for school?

5. Do you want to stay in the kindergarten? What about at home?

6.Who would you like to teach you at school? Teacher? Teacher? Mother?

7. Which school would you like to study at? Where do they count, read, write, or where do they play, sing, dance?

1b. - educational motive, 0.5b. - playful, 0b. - does not know.

6-7-high level, 4-5-medium, 2-3-low.

Children who want to study can focus on studying itself (which is the most favorable factor), others - on external attributes (beautiful uniform, briefcase, cheerful friends and recess, etc.). Children's reluctance to go to school may be associated with a fear of the strict rules established in it or a critical attitude towards themselves, as well as a reluctance to part with familiar conditions, with the position of a preschooler, fear of novelty - all this is noted in their statements.

Children with a low level of psychosocial maturity need to broaden their horizons, meaningful communication with adults and peers, enrichment of life experiences, and stimulation of cognitive interest. The adaptation of such children can be complicated by conflictual relationships with peers and teachers due to the child’s continued desire and need to play. All this requires the attention of a teacher, psychologist, and parents.

2.2 Prepare two tests separately for boys and girls.

The test consists of nine pictures depicting the activities of a boy (girl). Three pictures - play, three - work, three - educational (write, read, count at school). Look at the pictures and tell me what you would like to do with the boy? What else would you like to do? What else? (three attempts)

____________________________________________________________________________

2-3 times study. d-t.- high level, 1p- medium. lv., 0 - did not select beat.

3.1 Level of intelligence development:

Fold the cut pictures (three attempts) What kind of picture do you think it was? Try folding it.

Ball or ball. from or maireshki, jug or bucket

High ur. - folded it myself

Medium - 1 help

Bottom - 2 with pom.

3.2 Sensory standard. Prepare three cards with standards.

In each card, prepare five drawings based on the standards. 1st standard: dog head, shoe, tractor, stroller, truck. 2nd standard: doll, carrot, iron, acorn, pyramid. 3rd standard: onion, light bulb, tumbler, pear, guitar. Three cards with standards are in front of the child, the pictures are mixed and turned over.

Take the 1st card, name what is depicted on it, and then guess which of the three figures it looks like?

_____________________________________________________________________________

14-15b.-high level; 10-13-middle level, 5-9b.-low level.

3.3 Children’s ability to identify features in objects.

Prepare 2 groups of shapes, red and green: large and small circles, large and small squares. Total 8 pcs. 8 figures are laid out in front of the child,

Look, these figures are of different sizes: big and small, different forms: circles and squares of different colors. I took the largest green square, find me the figure most unlike it. (3 attempts)

_____________________________________________________________________________

v.-1 attempt on 2 signs, 2 on three.

S. - all attempts based on 2 criteria.

N. - all attempts for 1 attempt.

4.1 Level of speech development.

1.I will speak words to you. You must name them in one word.

2. Plate, glass, bowl, fork, knife.

3. Shirt, trousers, skirt, tights, cap.

4.Sneakers, shoes, slippers, felt boots, slippers.

5.Soup, porridge, bread, pizza, cookies.

6.Dandelion, rose, chamomile, bell, forget-me-not.

7.Birch, linden, spruce, pine, elm, oak.

8. Table, stool, chair, bed, sofa.

9.Sparrows, pigeons, crows, geese, tits.

10. Crucian carp, perch, pike, catfish, herring.

11. Blackberries, raspberries, strawberries, blueberries, lingonberries.

12.Carrots, tomatoes, cabbage, beets, radishes.

13.Apples, pears, plums, oranges, apricots, peaches.

14. Tankers, artillerymen, paratroopers, cavalrymen.

15.Mechanics, joiners, drivers, carpenters, welders, electricians.

_____________________________________________________________________________________

1b. - answers immediately, 0.5b. - thinks, 0b. - did not answer.

12-14-high level, 9-11-medium, 0-8-low.

4.2 Eliminate the fourth extra picture. Prepare 6 cards with 4 pictures: school supplies - 3 pictures and a toy, a bird and an animal, dishes and paints, furniture and a ball, carpentry tools and pencils, vegetables and flowers, 1 of the cards is educational. Which picture is the odd one out and why?

1b. - understandable level, 0.5b. - functional, 0 - unanswered.

4-5b.-high level., 2-3b.-medium., 0-2-low.

4.3 Storytelling from pictures (speech development)

3-4 pictures of the plot story are laid out in disorder in front of the child. Compose the story from the pictures and arrange them in order. A correctly understood answer, imagery and emotionality, and meaningfulness are assessed.

5.1 Level of development of short-term auditory memory. 4 presentations are given. Each one is recorded.

House, bread, rain, car, pain, doll, picture, forest, coat, pine tree.

1st presentation - 5-6 words of the highest level.

1st prd.-3-4 words-medium. ur.

1st prev. - 3 words.

5.2 Thinking and speech. Completing the tasks of this technique by a child makes it possible to roughly identify an understanding of the plurality of objects, the presence of the concept “one - many,” as well as the concept of grammatical constructions using the example of plural nouns, and their correct use in accordance with the situation. Diagnosis is carried out on an individual basis.

Instructions. The psychologist tells the child: “I will give you a word for one object, and you change this word so that it means many objects. For example, I will say “toy”, and you must answer me - “toys.” You can ask the child if he understands he how to act, answer. Then 11 nouns are called in singular:

book lamp pen

table window city

chair ear brother

flag child

If a child makes mistakes in the first 2 words, you can help him by repeating the correct example again: “Toy - toys.” The child’s correct answers should be the following (with emphasis):

books lamp pens

city window tables

chairs ears brothers

flags guys

The child is given up to 10 seconds to think about the answer.

Evaluation of results

3 points - the child made no more than two mistakes;

2 points - from 3 to 6 mistakes were made;

1 point - the child made more than 7 mistakes.

Errors include both incorrect words and incorrect emphasis on a word.

Children who made more than 7 mistakes (1 point) need additional work on speech development (organizing conversations, retelling, linguistic games). It should also be noted possible situations when peers will pay attention to errors in the speech of such a child.

5.3 Development of hand motor skills. Imitation of written text.

(A variant of the task from the “School Maturity” test by A. Kern and I. Irasek)

Completing the tasks of this technique requires the child to show volitional effort when performing not very interesting work, to complete the task in the form of imitation of a model. The child’s abilities for this kind of action are important for mastering learning activities. It is also important in the process of performing this type of task to identify the characteristics of fine motor skills of the hand and motor coordination. Thanks to this, it is possible not only to predict the success of mastering writing and drawing skills, but also to draw a (tentative) conclusion about the child’s development of the ability to self-regulate and manage his behavior in general. It is known that the level of development of fine motor skills and small movements is one of the important indicators mental development.

The diagnostic procedure consists of presenting the child with the phrase “He ate soup” written in advance on a white sheet of paper. The phrase should be written in normal handwriting, large and clear. The child is offered the following instructions: “Look: there’s something written here on the sheet. You don’t know how to write yet. But try - would you (could) write it? Look carefully and try to write the same thing next to it.” A separate sheet with a sample inscription can be prepared for each child, or you can use one sample for all children, giving each child a blank sheet of paper to work with. It is advisable that the phrase copied by the child fit on one line. If this does not work out, the child can write the last word higher or lower than the previous ones.

Evaluation of the results of work using this methodology is carried out as follows

5bl - the phrase copied by the child can be read. It is clearly divided into three words; the size of the letters can be no more than 2 times larger than the size of the sample letters. Record deviation from horizontal line should not exceed 30°.

3 points - at least 2 groups can be identified in the child’s entry and at least 4 letters can be read.

2 points - at least 2 letters are similar to the sample letters. The copied image vaguely resembles letters, writing.

1 point - separate or continuous “doodles”, among which it is impossible to distinguish something similar to letters.

Based on the results of this technique, the following conclusions can be drawn. Children who received 5 points need additional classes, especially close attention in the initial period of study. They most likely have problems understanding the teacher’s assignments, mastering drawing and writing.

Children who receive 3 points are considered ready for school, subject to supervision and attention during the initial period of study. As a developmental procedure, they can be offered work related to the improvement of fine motor skills - drawing patterns according to a model, activities with small details (making mosaics, assembling models, knitting, embroidery, drawing).

Children who receive 1-2 points are considered mature for schooling.

It should be noted that when using the results of this methodology for the purpose of ranking and selection taking into account the results of other methods, reverse points are applied: the most successful implementation is assessed with 5 points, the most unsuccessful - 1 point, since in most other methods a proportional scoring system is observed: than the more successful - the large quantity points are awarded.

5.4 Development logical thinking.

Cucumber: vegetable

Carnation: weed, dew, garden, flower, earth

Vegetable garden: carrots

Garden, fence, mushrooms, apple tree, well, bench

Teacher: student

Doctor: glasses, hospital, ward, patient, medicines

Flower: vase

Bird beak, seagull, nest, feathers, tail

Glove: hand

Boot: stockings, sole, leather, leg, brush

Dark: light

Wet: sunny, slippery, dry, warm, cold

Clock: time

Thermometer: glass, patient, bed, temperature, doctor

Machine: motor

Boat: river, lighthouse, sail, wave, shore

Table: tablecloth

Floor: furniture, carpet, dust, boards, nails

Chair: wooden

Needle: sharp, thin, shiny, short, steel

This technique (E. Zambatsyavichene, L. Chuprov, etc.) allows you to study the child’s ability to make inferences by analogy with the proposed model. Completing the task requires the development of the ability to establish logical connections and relationships between concepts. It is possible to diagnose a child’s ability to maintain and use a given method of reasoning. The relationships between concepts in each task are different, and if the child is not yet able to identify essential features in concepts, he will build an inference based on the previous analogy, which will lead to an erroneous answer. Thus, the success of completing the tasks of the methodology allows us to draw conclusions about the level of development of verbal-logical thinking according to such an indicator as a logical action - “inference”.

The survey is carried out individually, there is no time limit for answers. If the child has obvious difficulties, the psychologist should not insist on an answer and tactfully move on to the next task. The text of the assignments is printed (or written) large on a sheet of paper. The psychologist clearly reads the task out loud; the child, if he already knows how to read, can follow the text.

The task is performed in several stages. At the first stage, the child is told the following: “Now you and I will select words to match each other. For example, cucumber is a vegetable. We need to choose one for the word “clove” that would fit the same way as the word “vegetable” fits the word “cucumber.” The words are: weed, dew, garden, flower, earth.

Second stage (after a pause). "Let's try: cucumber - a vegetable; cloves - ?" After a pause, all words are read out. "Which word is appropriate?" - we ask the child. No additional questions or explanations should be given.

Stimulating assistance is possible when completing tasks. If the child is unsure of the answer, you can invite him to think again and give the correct answer. Such assistance is taken into account when calculating points. The faster a child refuses help and begins to complete tasks independently, the higher his learning ability; therefore, we can assume that he quickly remembers the algorithm for solving a problem and can act according to a model.

Assessing the success of tasks

1 point - completing the task from the first presentation; 0.5 points - the task was completed on the second attempt, after assistance was provided by the psychologist.

The quantitative results can be interpreted taking into account the data of L. Peresleni, E. Mastyukova, L. Chuprov. A high level of success is 7 points or more; children have developed such a mental operation as inference.”

Average level - from 5 to 7 points: children perform mental operations in the “zone of proximal development.” During the learning process, in the initial period, it is useful to give such children individual tasks to develop mental operations, providing minimal assistance.

Low level - less than 5 points, children have practically no skills in mental operations, which places special demands on the development of their logical thinking skills in educational cognitive activity.

Overall grade for the program: ______________________________

The overall success score for the program is calculated as the sum of the points received by the child using all methods. There are three levels of readiness for schooling:

high level - from 39 to 47 points

average level - from 28 to 38 points

low level - from 17 to 27 points

The distribution of results by level is quite approximate, but it allows the school psychologist, at least, to characterize future students for primary school teachers who may have certain learning problems. The nature of the problems can be identified based on an analysis of the diagnostic results for each of the methods. It is useful to pay special attention to children with both high and low levels of readiness: it is in them that we can primarily expect a decrease in learning motivation. For the first - due to the ease and simplicity for them educational assignments, for the second - because of their complexity.

Additional diagnostic capabilities. A psychologist, observing a child’s behavior during a diagnostic procedure, can draw a number of conclusions about individual characteristics, the consideration of which is necessary in order to individualize learning.

Social maturity is manifested in the child’s understanding of the diagnostic situation as quite important and serious. At the same time, it is important that it is not overly significant, dangerous, or scary for him. Social maturity is also manifested in the attitude towards the very fact of entering school, as a significant event that will change a lot in the child’s life.

Self-awareness, self-esteem.- This individual characteristic significantly affects the success of training as a whole. The psychologist can ask the child how he evaluates his results: as successful or unsuccessful. Frequently assessing one's results as successful may indicate inflated self-esteem, while disbelief in one's success is an indicator of low self-esteem.

Anxiety.- Manifests itself in general psychological tension in a communication situation. Highly anxious children often hesitate to give an answer for fear of making a mistake, think for a long time, and sometimes refuse to answer, even if they know what to say. As a rule, they listen carefully to the instructions of an adult psychologist, but do not always understand them because of their fear of the situation.

Emotional excitability.- Children with high emotional excitability are characterized by rapid changes in emotions and a quick emotional reaction to current circumstances. Both laughter and tears come easily to them. Emotions are unstable and are not always adequate to the reason that caused them.

Understanding the context of communication. - It is important that the child quickly engages in solving the problem, understands the psychologist’s instructions, and feels the difference between incidental comments and the psychologist’s speech in the context of the task. The psychologist can observe to what extent the child perceives help in the process of completing a task: as a guide to action, as a model for completion, or not at all.

Fatigue. - It is useful to pay attention to how long after the start of work the child begins to get distracted; it becomes difficult for him to listen to the psychologist and concentrate on the instructions.

Thus, observation of these and a number of other individual manifestations (such as independence, friendliness, sociability, aggressiveness, stubbornness) is possible during the diagnostic procedure. These data are noted in the examination protocol.

Tests for parents to determine their child’s readiness for school

Mark each affirmative answer with one point.

1. Do you think your child wants to go to first grade?

2. Does he think that he will learn a lot of new and interesting things at school?

3. Can your baby independently engage in some painstaking work (painting, sculpting, assembling a mosaic, etc.) for some time (15-20 minutes)?

4. Can you say that your child is not shy in the presence of strangers?

5. Can your child coherently describe a picture and compose a story based on it in at least five sentences?

6. Does your child know poetry by heart?

7. Can he name the given noun in plural?

9. Does the baby count to ten forward and backward?

10. Can he add and subtract at least one unit from the numbers of the first ten?

11. Can your child write the simplest elements in a checkered notebook and carefully draw small patterns?

12. Does your child like to draw and color pictures?

13. Can your child handle scissors and glue (for example, make paper appliqués)?

14. Can he assemble a whole picture from five elements of a picture cut into pieces in a minute?

15. Does your baby know the names of wild and domestic animals?

16. Does your child have generalization skills, for example, can he name apples and pears using the same word “fruit”?

17. Does your child like to spend time independently doing some activity, for example, drawing, assembling construction sets, etc.

If you answered yes to 15 or more questions, then your child is quite ready for school. You did not work with him in vain, and in the future, if he has difficulties in learning, he will be able to cope with them with your help.

If your baby can cope with the content of 10-14 of the above questions, then you are on the right track. During his classes, he learned a lot and learned a lot. And those questions to which you answered in the negative will indicate to you what points you need to pay attention to, what else you need to practice with your child.

If the number of affirmative answers is 9 or less, you should devote more time and attention to activities with your child. He's not quite ready to go to school yet. Therefore, your task is to systematically work with your baby, train in performing various exercises.

It is possible that in the early stages of schooling you will have to carry out very, very carefully with your child homework, maybe even return again and again to the material covered, but do not despair - persistent and systematic studies will help your child master the necessary knowledge and develop the necessary skills.

Literature:

Lyublinskaya A. A. “To the teacher about psychology junior school student»,

Fridman L. M., Kulagina I. Yu. “Psychological reference book for teachers.”

Internet resources

http://adalin.mospsy.ru/l_04_01.shtml

Before you start testing, you need to prepare for it. All test materials must be prepared in advance, the room must be quiet and cozy, and everything must be presented to the child in the form of an exciting game. During testing, do not tell your child the answers or directions for solving the task.

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Child's readiness for school

Tests that determine a child's readiness for school

Test No. 1 “Determining the level of psychosocial maturity of a child”

Instructions for adults

The test is conducted in the form of a conversation.

Before starting the conversation, prepare a piece of paper on which you will write down the points counted for correct answers to the questions. Then you ask the child a question, he answers. The response time is not limited, there is no need to rush. Give your child a chance to think. If the answer is inaccurate, but close to the correct one, give time to think again, but do not suggest the answer or “guide” the child.

Instructions for the child

I will now ask you different questions, and you try to answer them. Some questions will be very easy, others will be more difficult. But even if you don’t immediately know how to answer them, that’s okay. The main thing is to take your time and think carefully before answering.

Questions for conversation

1. What is your last name, first name, patronymic?

2. Give the last name, first name and patronymic of your parents.

3. Are you a boy or a girl? When you grow up, will you be an uncle or an aunt?

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

5. Do you have a brother or sister? Who's older?

6. Where do you live? Give your home address.

7. What do your parents do?

8. Is it evening or morning? (Day or morning?)

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

10. What color is this pencil, blouse, dress?

11. Why does snow fall not in summer, but in winter?

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

13. When do people ski (skate, sled) - in summer or winter?

14. Why do we need a desk and a bell at school?

15. Do you want to go to school?

16. What does the teacher do? Doctor? Salesman?

17. What do you need your nose, ears, eyes for? Show your right ear, left eyebrow.

18. What birds do you know? What about animals?

19. Who has more legs - a duck or a cow?

20. Who is bigger: a mosquito or a bird? Cat or horse?

21. Count from 7 to 10. From 8 to 3. Which is greater: 9 or 4? 2 or 7?

22. What will you do if you accidentally break someone else’s toy?

Dough Processing

1. For correct answers to all subquestions of one item, the child receives one point

(with the exception of control tests - see below).

2. Answers that correspond to the question posed are considered correct: “Dad works as a driver. A cow has more legs than a duck." Incorrect answers are answers like: “Dad works at work. Mom Natasha,” etc.

3. For correct but incomplete answers to the subquestions of the item, the child receives half a point.

4. K control questions Questions include: No. 4, No. 6, No. 14, No. 22. They are assessed in this way:

- No. 4 – if the child says how old he is – 1 point. If he names the years taking into account the months – 3 points.

- No. 6 – for incomplete home address – 1 point. For a complete one, with the name of the city - 2 points.

- No. 14 – for each correctly named use of school attributes – 1 point.

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

5. No. 15 is assessed together with No. 14 and No. 17. If in point No. 14 the child scores 3 points and gives a positive answer to No. 15, then he has a positive motivation for studying at school (the total score must be at least 4- X).

Evaluation of results

24 – 29 points – High level (level of psychosocial maturity corresponding to school requirements).

20 – 23 points – Average level – average maturity.

15 – 20 points – Low level of psychosocial maturity.

Collecting cut pictures

Cut the picture according to one of the proposed patterns. Mix the resulting parts and ask your child to assemble the broken picture. In this case, you do not need to pronounce the name of the resulting image.

High difficulty option Easy option

Evaluation of results.High level - all the pictures are collected, medium level - the second picture is collected (simplified version), low level - the pictures are collected incorrectly.

Perception Research

What geometric shapes are these drawings made of?

To identify the level of selectivity of attention, the child can be asked to find only a circle, only a triangle.

Evaluation of results.High level - the child correctly found and named all the figures, medium level - the child made 3-4 mistakes, low level - the child made 5 or more mistakes.

Story from pictures

Place 3-4 pictures in random order in front of the child, connected by a single plot. Then invite him to put them in the right order and make up a story based on them.

Example 1.

Example 2.

Evaluation of results.High level - correct location pictures and correct description of events, medium level - the child has correctly arranged the pictures, but cannot compose a competent story, low level - a random sequence of pictures.

Recommendations. To develop coherent speech, teach your child to give a complete answer to the questions posed, ask him to retell the stories read to him, fairy tales, films and cartoons he watched.

Understanding grammatical structure

Say the sentence:“The girl went for a walk after watching a cartoon”. Then ask the question: “What did the girl do before—walk or watch a cartoon?”

What's extra?

Show your child the card and ask the following questions:

What's missing here?

Why?

How can you name the rest of the items in one word?

Card No. 1 Card No. 2

Testing fine motor skills

One of the prerequisites for successful schooling is a sufficiently high level of development of small movements. For many six-year-old children, this skill is not sufficiently developed. To identify the level of development of small movements, the child can be offered the following task:

The cyclist needs to go to the house. Recreate his path. Draw a line without lifting the pencil from the paper.

Evaluation of results.High level - there are no exits from the “track”, the pencil is torn off the paper no more than three times, there are no line violations. Low level - there are three or more exits from the “track”, and there are also pronounced line irregularities (uneven, quivering line; very weak or with very strong pressure that tears the paper). In intermediate cases, the result is assessed as average.

Recommendations. To increase the level of development of small movements, drawing and sculpting are useful. We can recommend stringing beads, fastening and unfastening buttons, snaps, and hooks.

Count within 10

1. Which is greater than 7 or 4, 2 or 5.

2. Count from 2 to 8, from 9 to 4.

3. Mom baked pies. Dima took 2 pies with cabbage and the same number with meat. How many pies did Dima take?

4. There were 7 cars in the garage. 1 car left. How many cars are left?

5. The children inflated 10 balloons. 2 balloons burst. How many balls are left?

Reading check

Option 1. The child cannot read, but knows letters.

1. Show your child the letter card and ask what letter it is.

2. Place several letter cards in front of your child. Name the letter and ask to see the correct card.

3. Read the syllables: ta, then, us, nor, re, ku, po, bu.

Option 2. The child can read.

Sparrow and swallows.

The swallow made a nest. The sparrow saw the nest and took it. The swallow called her friends for help. Together the swallows drove the sparrow out of the nest.

Who built the nest?

What did the sparrow do?

Who did the swallow call for help?

What did the swallows do?

Test No. 2

Exercise 1

Target. Demonstrate the ability to convey the shape of a figure (draw an equal or similar figure, observing the proportions between the elements of the figure). In addition, the task allows you to judge the strength of the child’s hand, the ability to draw angles without rounding them, and straight line segments.

Task text. "Look here ( indicate the drawing for the task). This is where you will complete the task. Inside the small frame you see a figure. Look at it. Take a pencil. Draw a similar figure in a large frame" (The teacher circles a large frame with a pointer).

Assessment of task completion:

0 points – the general shape of the figure is not captured, but some closed line is depicted;

1 point – the proportions between the elements of the figure have been significantly changed; the general shape of the figure is poorly captured;

2 points – a similar or equal figure is depicted, the proportions are slightly changed, but not all angles are right, parallel lines are not maintained everywhere. The same point is given if the overall shape of the figure is well captured, but the proportions between the elements of the figure are significantly changed, but all angles are right and parallelism is maintained;

3 points – a similar or equal figure is depicted, the proportions between the elements of the figure are basically preserved.

If the figure is drawn with an unsteady hand, a minus sign is given in addition to the point.

Task 2

Target. Demonstrate the ability to navigate on a plane (left, right, up, down). The ability to count cells is also tested.

Task text. “You will complete the task on the checkered part of your sheet (indicates the location for completing the task). Find a black square on a checkered field.

1. Take a red pencil, count four cells to the right from the black cell and fill in the fifth with a red pencil.

2. Take a blue pencil. From the red cell, step down two cells and fill in the third with a blue pencil.

3. Take a green pencil and a cell located to the left of the blue one, one cell from it, and fill it in with a green pencil.

4. Take a yellow pencil. Count five cells up from the green cell and color the sixth with a yellow pencil.”

Assessment of task completion:

0 points – the student did not start completing the task; several cells are painted over, but their location does not correspond to the instructions;

1 point – only one item of the task was completed correctly, errors were made in the direction, recalculation of cells, and the beginning of the countdown;

2 points – 2–3 points of the task were completed correctly;

3 points – all points of the task were completed correctly.

If the cells are poorly colored, a minus sign is added to the score.

Task 3

Target. Reveal the ability to select and perform the operation of addition and subtraction, correctly understand the text of the problem and move from a given number to the corresponding finite set of objects (circles, squares).

Task text. “Here you will perform the third task (indicates the location for task 3). Listen to the task.

1. There are 3 girls and 2 boys on duty in the class (group) today. How many children are in class today? Draw as many circles as there are children in class today. (The task text can be repeated.)

2. B passenger car 6 people were traveling. The two got out of the car. Draw as many squares as there are people left in the car. (The task text can be repeated)».

Assessment of task completion:

0 points – there is an attempt to solve one problem, but the number of circles or squares is incorrect;

1 point – only one task was completed correctly, there were no attempts to complete the second task;

2 points – one task is completed correctly, there is an attempt to solve the second task, but the number of circles or squares is incorrect;

3 points – both tasks were completed correctly.

Task 4

Target. Demonstrate the ability to compare sets by the number of elements (regardless of counting skills).

Task text. “Find a drawing on your sheets of paper that shows circles and triangles (indicate the drawing for task 4). What are more: circles or triangles? If there are more circles, then draw another circle nearby. If there are more triangles, then draw another triangle.”

Assessment of task completion:

0 points – the comparison is made incorrectly (one triangle is drawn);

3 points – the comparison is made correctly (one circle is drawn).

Task 5

Target. Reveal the ability to classify, find the signs by which the classification is made.

Task text. "Look at these two pictures (the drawings for task 5 are indicated). In one of these drawings you need to draw a squirrel. Think about what kind of picture you would draw her in. Draw a line with a pencil from the squirrel to this drawing.”

Assessment of task completion:

0 points – the task was not accepted, the line was not drawn;

1 point – the line is drawn incorrectly;

3 points – the line is drawn correctly.

Task 6

Target. Check the state of phonemic hearing and phonemic perception in the process of selecting pictures with a given sound in their names.

Task text. “Look at these pictures. You see, there are small circles under them. You need to name each picture yourself and, if the name of the picture has the sound [s], cross out the circle under it. The first picture shows the sun. In a word Sun there is a sound [s], which means you need to cross out the circle. Now start completing the task yourself.”

Completion Rating:

0 points – lack of differentiation of sounds [s] – [z], [s] – [ts], [s] – [sh] or complete refusal to accept the task;

1 point – presence of errors (no differentiation of sounds [s] – [z]);

2 points – the sound is selected only from the position of the beginning of the word, there is no erroneous selection of other sounds;

3 points

Task 7

Target. To identify the degree of mastery of sound analysis at the level of determining the number of sounds in a word.

Task text. “You see a house with three windows and next to it there are pictures. Each window is a sound in a word. Quietly name all the pictures and think about which word has three sounds. Connect this picture with an arrow to the house.”

Completion Rating:

0 points – complete lack of correspondence between the number of sounds in a word and the number of “windows”;

2 points – presence of errors in one sound (the word is marked wolf );

3 points – correct completion of the task.

Test material - knowledge of information about yourself, your family.

1. State your last name, first name, patronymic

2. Give the last name, first name and patronymic of your father and mother

3. What does your mom (dad) do?

4. Where do you live, what is your home address?

Determining the type of orientation towards school and learning

(the level of formation of the child’s internal position as a student)

Adapted standard conversation by T.A. Nezhnova

Interpretation of the content of answers and evaluation criteria.

A – content orientation educational activities ( 2 points);

B – orientation towards the external attributes of school life ( 1 point);

B – orientation towards extracurricular activities ( 0 points).

Questions		Points
1. Do you want to go to school?	A - I really want to
	B – so-so, I don’t know
	B – I don’t want to
2. Why do you want to go to school?
	B - like it new form, books, pens, pencils, briefcase, etc.
	B – I’m tired of kindergarten, they don’t sleep at school, it’s fun there, all the children go to school, mom said, etc.
3. Are you preparing for school? How do you prepare (how are you being prepared) for school?	A – I study in a training group, learn letters with my mother, solve problems, etc.
	B – they bought me a uniform, school supplies, etc.
	B (mentions non-school activities)
4. If you didn’t have to go to school and kindergarten, what would you do at home, how do you spend your day?	A – would write letters, read, etc.
	B – would draw, sculpt, design, etc.
	B – would play, walk, help around the house, look after animals

Result

7–8 points – the student’s internal position is sufficiently formed;

4–6 points – initial stage formation of the student’s internal position;

0–3 points – the student’s internal position has not been formed.

Child readiness tests for school

When they talk about “readiness for school,” they do not mean individual skills and knowledge, but a specific set of them, in which all the main components are present.

It cannot be denied that learning can be effective only if a first-grader has the necessary and sufficient qualities for learning.

Readiness for schooling consists of many components:

1. Physical fitness age for school is determined by the child’s physical development and its compliance with age standards.

2. Psychological readiness to school implies a certain level of formation: general awareness and social and everyday orientation; knowledge and ideas about the world around us; mental operations, actions and skills; voluntary regulation of activity and behavior; cognitive activity; speech development.

3.Emotional maturity represents the ability to regulate one’s behavior, including the ability to sufficiently long time perform a not very attractive task.

4.Social and communicative readiness for school consists of a child’s ability to build relationships in a group of peers: to occupy a leading position, be able to work in a team and support the leader - and also be able to communicate with an adult interlocutor.

Besides, the child must want to go to school. And here we, adults, must be able to distinguish between the child’s internal motivation and external motivation. A preschooler should go to school because he wants to know a lot, expects that it will be interesting, and not because we will buy him a new construction set or a walking robot for it.

Considering the fact that a child often meets a psychologist for the first time only immediately upon entering school, we can offer a special diagnostic technique for parents who, with the help of simple observations and answers to questions, will be able to determine for themselves whether their child is ready for school. However, before talking directly about the diagnostic technique, it is necessary to talk about certain rules.

1. All assignments must be offered in a relaxed atmosphere. It should be a game or some kind of daily activity.
2. You should not tell your child that you are going to check him. He will close himself off. Or he will be too tense.
3. This is just an observation, so it may be extended over time. Don't rush him or yourself.

Diagnostic technique - a modified questionnaire developed by the American psychologist J. Chapey

1. Assessing the child's basic experience
Has your child ever had to accompany you to the post office, savings bank, or store?
Was the baby in the library?
Has your child ever been to a village, a zoo, or a museum?
Have you had the opportunity to regularly read to your baby or tell him stories?
Does the child show increased interest in anything, does he have a hobby?

2. Assessment of physical development
Does the child hear well?
Does he see well?
Is he able to sit quietly for some time?
Does he have good motor coordination, such as playing catch, jumping, going up and down stairs?
Does the child look healthy, cheerful, rested?

3. Assessment of emotional development
Does the child seem cheerful (at home and among friends)?
Has the child formed an image of himself as a person who can do a lot?
Is it easy for a child to switch when there are changes in the usual daily routine and move on to solving a new task?
Is the child able to work independently and compete with other children?

4. Assessment of speech development
Can the child name and label the main objects around him?
Is it easy for a child to answer questions from adults?
Can your child explain what different things are used for: a brush, a vacuum cleaner, a refrigerator?
Can the child explain where objects are located: on the table, under the table?
Is the baby able to tell a story, describe something that happened to him?
Does the child pronounce words clearly?
Is the child's speech grammatically correct?

5. Assessing communication skills
Does the child join in the play of other children?
Does he take turns when the situation calls for it?
Is the child able to listen to others without interrupting?
Is the child able to participate in a general conversation or act out any scene in a home performance?

6. Assessment of cognitive development
Can a child identify similar and dissimilar shapes? For example, find a picture that is not similar to the others?
Can a child distinguish between letters and short words b/p, cat/year?
Is the child able to put a series of pictures in order (in a given sequence)?
Can a child independently, without outside help, put together a fifteen-piece puzzle?
Can a child rhyme words?
Can a child repeat a few words or numbers after an adult?
Is the child able to retell the story while maintaining the main idea and sequence of actions?

If all your answers were yes, congratulations. Your child is obviously ready for school and will easily pass all tests and interviews.

If your answers are twenty percent or more negative, then this is a serious reason to think: are you in a hurry to send your child to school?

Test for a child’s psychological and social readiness for school

Instructions: I will read you a few sentences. If you agree, put a + on a piece of paper.

1. When I go to school, I will have many new friends.
2. I'm wondering what kind of lessons I will have.
3. I think I will invite my whole class to my birthday.
4. I want the lesson to be longer than recess.
5. When I go to school, I will study well.
6. I'm wondering what they offer for breakfast at school.
7. The best thing about school life is the holidays.
8. It seems that school is much more interesting than gardening.
9. I really want to go to school, because... my friends are also going to school.
10. If it were possible, I would have gone to school last year.

Evaluation of results:
High level - if the child gave at least 8 pluses
The average level is from 4 to 8 pluses, the child wants to go to school, but it attracts him with its extracurricular aspects. If there is a greater number of +s on the first 5 points, then the child dreams of new friends and games, but if on points from 6 to 10, the idea of school is formed, the attitude is positive.
Low level - from 0 to 3 pluses. Reb has no idea about school and is not committed to learning.

Test for the level of development of school-significant mental and physiological functions

Brief Study of Speech Hearing Development

Instructions: I will say pairs of words, and you raise your hand if you hear the same words: day-shadow, stick-stick, beam-stick, beam-beam, bear-bowl, bowl-bowl.

Instructions: I will say a couple of syllables, and you clap your hands when you hear different syllables:
PA-BA, PA-PA, BA-PA, BA-BA, YOU-TI, TI-TI, TI-TY, YOU-YOU, SU-SHU, SU-SU, SHU-SHU, SHU-SU.

Instructions: I will pronounce the syllables, and you listen carefully to them and repeat:
PA-PO-PU, PO-PU-PA, PU-PA-PO, PA-TA-KA, TA-KA-PA, TA-PA-KA, TA-DA-TA, TA-TA-DA, TA- YES-YES, BA-PA-BA, PA-PA-BA.

And now I will say the words, you will remember them and repeat them (the order of the words changes several times):
HOUSE-TOM-COM
BARREL-POINT-DAUGHTER-POINT.

Evaluation of results:
high level - the child accurately distinguishes words and syllables that are similar in sound composition, distinguishes words with similar sounds.
Average level - the child makes minor mistakes, but with slow repetition he can correct them on his own.
Low level - the child does not distinguish between syllables and words that sound similar, and does not notice errors when repeated many times.

Test for the level of development of cognitive activity

Vocabulary test

You are offered 5 sets of words. Choose 1 of them (or gradually in different days work with each set) and give the child instructions:
Imagine that you met a foreigner, he does not understand Russian well. He asks you to explain what these words mean. How will you answer? Next, offer words from your chosen set one by one.

Word sets:
1. Bicycle, nail, letter, umbrella, fur, hero, swing, connect, bite, sharp.
2. Plane, hammer, book, cloak, feathers, friend, jump, divide, hit, stupid.
3. Car, broom, notebook, boots, scales, coward, run, tie, pinch, prickly.
4. Bus, shovel, album, hat, fluff, sneak, spin, scratch, soft, run away.
5. Motorcycle, brush, notebook, boots, skin, enemy, stumble, collect, iron, rough.

If there is difficulty, the child can draw a given object or depict it with a gesture.

Evaluation of results: for each correctly explained word, the maximum possible score is 2 points (for a definition close to scientific).

1 point - understands the meaning of the word, but cannot express it verbally.

1.5 points - can describe the subject verbally.

0 points - no understanding of the word.

For six-year-olds, low level - 0 – 6.5 points
Average level - 7-12 points
High level - 12.5 - 20 points

Test "Outlook"

Assessment of the level of development of cognitive activity

The purpose of the test: to determine the amount of information about yourself, your family, the world around you, as well as your ability to analyze and judge.

1. State your first name, last name, patronymic.
2. State the surname and patronymic of your parents.
3. Are you a girl or a boy? What will you be when you grow up: a man or a woman?
4. Do you have a brother, sister, who is older?
5. How old are you? How much will it be in a year or two?
6. It’s morning, evening (afternoon or morning?)
7. When do you have breakfast (morning or evening?), lunch? What comes first, lunch or dinner, day or night?
8. Where do you live, what is your home address?
9. What do your parents do?
10. Do you like to draw? What color is this pencil (dress, book?)
11. What time of year is it now, why do you think so?
12. When can you go sledding - in winter or summer?
13. Why does it snow in winter and not in summer?
14. What does a postman (doctor, teacher?) do?
15. Why do we need a bell and desk at school?
16. Do you want to go to school yourself?
17. Show me your right eye, left ear? Why do we need eyes and ears?
18. What animals do you know?
19. What birds do you know?
20. Who is bigger, a cow or a goat?
21. What is greater than 8 or 5? Count from 3 to 6, from 9 to 2.
22. What should you do if you break someone else’s thing?

INFORMATION ABOUT YOURSELF, FAMILY – 1,2,3,4,5,8,9,17
VIEW OF THE WORLD AROUND – 6.7, 10.11, 12.14, 18.19
ABILITY TO ANALYSIS, REASONING – 13, 20, 21,22
SCHOOL MOTIVATION – 15,16.

GRADE:

Each correct answer is worth 1 point, each correct but incomplete answer is worth 0.5 points.

The following questions are assessed separately:
Question 5 - the child has calculated how old he will be - 1 point, names the year taking into account the months - 3 points (for example, I am 6 years and eight months old, in a year I will be 7 years and eight months)
Question 8 – full home address – 3 points
Question 15 – correct use of school paraphernalia – 1 point
Question 16 – positive answer – 1 point
Question 17 – correct answer – 3 points
Question 22 – correct, adequate answer – 2 points

Evaluation of results:

High level – 24-29 points
Average level – 20-23.5 points
Low level – from 19.5 and below

Test "Draw a person"

Ask your child to draw a person: “Take a piece of paper and draw a person. Decide who it will be: boy, girl, uncle, aunt.”

Ideally, this should be a picture of a human figure that has all the parts: ears, eyes, mouth, torso, neck, hands with fingers, legs, Bottom part the torso is separated from the upper.

The fewer details, the more primitive the drawing.

Test "Repeat"

Write the phrase in handwritten letters on an unlined piece of paper: “She was given tea.”

The instruction may be as follows: “Look carefully at how the letters are drawn here, try to write them exactly the same way.”

The highest score can be given when you see complete similarity between the letters and the sample. Of course, the letters may differ from the original, but not more than twice.

And also the child must show that he saw a capital letter that will be higher than the rest.

Circle test

Using a compass, draw a circle on a sheet of paper with a diameter of approximately 2.5 cm.

Ask your child to carefully trace the outline without lifting his hand.

If this task is completed successfully, you will see an exact reproduction of the sample.

Observe how gross mistakes were made in this work.

If you see that a lot of things are difficult for a child, and especially if he has no desire, you shouldn’t force him. In the end, he's just not ready.

Test for parents

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

Possible test results depend on the number of affirmative answers to the test questions.

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

----
Psychologists have found that a child’s mental and emotional readiness for school occurs: for a girl at 7-8 years old; for a boy aged 8-9 years. Of course, few people, given this important point, send their son to school at the age of 8-9. It is generally accepted to send a child to school at the age of 6-7 years and no later - even earlier is better, but this is a misconception, no - later is better. For this reason, boys lag significantly behind girls in learning and discipline. For this reason, it is not permissible to compare a boy’s performance with a girl’s performance. For this reason, the boy needs more attention, support and understanding from parents and teachers. Otherwise, the child will completely lose the desire to learn and learn new things.

Social readiness is more difficult for those children who did not play with their mother in the yard sandbox, gathering all the children around them into the game; did not attend kindergarten or attended it, but only the preparatory graduating group, since children learn socialization from an early age (from the moment the child took his first independent steps), a sandbox in the yard and a kindergarten with a nursery or junior group are a wonderful pre-school socialization school.

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

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

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

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

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

The questions were developed by psychologist Geraldine Cheney.

Assessing Cognition Development

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

Base Experience Assessment

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

Assessment of language development

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

Assessment of the level of emotional development

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

Assessment of communication skills

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

Assessment of physical development

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

Visual discrimination

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

Visual memory

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

Visual perception

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

Hearing Ability Level

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

Assessment of attitude towards books

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

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

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

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

Test conversation proposed by S. A. Bankov.

The child must answer the following questions:

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

Assessing answers to the school readiness test

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

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

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

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

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

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

The test consists of 4 parts:

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

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

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

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

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

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

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

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

5 points: scribbles, scribbles.

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

If your verbal intelligence score is low or below average, you should additional examination neuropsychic development of the child.

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

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

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

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

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

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

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

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

Let's draw the following pattern. Find the next point and place a pencil on it. Ready? One cell up, one cell to the right, one cell up, one cell to the right, one cell down, one cell to the right, one cell down, one cell to the right. Now continue drawing the same pattern yourself.

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

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

After 2 minutes - the next task:

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

You should get the following patterns:

Evaluation of results

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

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

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

Similar tasks are often found in children's magazines and workbooks for preschoolers. Reveals (and trains) the level of visual-schematic thinking (the ability to use diagrams, symbols), and 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 search time for all inaccuracies took 26-30 seconds.
4-7 points (average) – search time took from 31 to 40 seconds.
2-3 points (low) – search time was 41-45 seconds.
0-1 point (very low) – search time is more than 45 seconds.

6 School Readiness Test – “Find the Differences”

Reveals the level of development of observation skills.

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

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

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

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

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

Test condition- complete silence.

First say:

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

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

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

Before the fifth presentation, say:

Now I will say the words for the last time, and you try to remember more.

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

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

8 Readiness test – “What’s missing?”

This is both a test task and a simple but very useful game that develops visual memory.

Toys, various objects or pictures are used.

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

9 Test “The fourth is extra”

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

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

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

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

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

10 Test “Classification”

Study of logical thinking.

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

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

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

11 Test “Making a story from pictures”

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

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

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

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

We remind you once again that:

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

Materials from the site solnet.ee were used.

PROGRAM

DIAGNOSTICS OF A CHILD'S READINESS FOR SCHOOL

Introduction

No one doubts that studying at school is the initial stage from which a conscious entry into our difficult life begins. His self-esteem depends on how well a child will study at school, since it is at school that teachers begin to evaluate his intellectual capabilities, and depending on their assessment, parents. And his further success in life, what he can achieve in it, depends on this self-esteem.

Research by psychologists has long shown that people with a low level of intelligence cannot achieve success in life, and low income and poverty in childhood, which form the child’s corresponding self-esteem and worldview, do not allow them to achieve any noticeable success in life in the future. In other words, even a potentially smart child who grew up in poverty will most likely live in poverty all his life, and the son of a millionaire will most likely be able to “make money” no worse than his father, simply because he gets used to thinking and feeling rich man, acquires a corresponding breadth of views on how to make money. Thus, it is very important that the child feels like a successful student from the very first day, and does not “lag behind” among those lagging behind.

School is the basis of initial knowledge, which allows you to acquire the erudition so necessary for successful advancement in life and self-presentation. And it is very important that the child knows how to learn on his own, and not under the threat of parental punishment, so that learning arouses his interest, the desire to learn something himself, in other words, so that he has a desire to learn. In this case, such a child will retain a desire to acquire new knowledge throughout his life, and this in itself guarantees success, including material success. But this is possible only when the child feels that studying at school is given to him without much difficulty, and does not turn into “heavy torment.”

This is why it is so important that your child goes to school already prepared., and the school load did not turn out to be an unbearable burden for him. And in order to determine how ready a child is for school, whether his level of thinking is appropriate and whether he has knowledge that meets school requirements, it is necessary to test him. And then, having discovered where the baby has weak points and gaps, work with him in this particular direction.

Difficulties in learning can arise not only because the child does not understand a certain subject, but because of restlessness and inattention. And this is not a prank on his part, but a psychological immaturity that arises as a result of the immaturity of certain mental processes, the development of which is the main task of parents and kindergarten teachers.

What is “psychological readiness for school”?

Psychological readiness child to attend school is the most important result education and training of preschoolers in the family and kindergarten. Its content is determined by the system of requirements that the school places on the child. These requirements include the need for a responsible attitude towards school and learning, voluntary control of one’s behavior, performing mental work that ensures the conscious assimilation of knowledge, and establishing relationships with adults and peers determined by joint activities.

It must be remembered that “readiness for school” is understood not as individual knowledge and skills, but as a specific set of them, in which all the basic elements must be present, although the level of their development may be different.

What components are included in the “school readiness” set? This is, first of all, motivational readiness, volitional readiness, intellectual readiness, as well as a sufficient level of development of visual-motor coordination.

Motivational readiness- this is the presence of children's desire to learn. Most parents will almost immediately answer that their children want to go to school and, therefore, they have a motivational readiness. However, this is not quite true. First of all, the desire to GO TO SCHOOL and the desire to STUDY are significantly different from each other. A child may want to go to school because all his peers will go there, because he heard at home that getting into this gymnasium is very important and honorable, and finally, because for school he will receive a new beautiful backpack, pencil case and other gifts. In addition, everything new attracts children, and in school almost everything (the classes, the teacher, and systematic classes) is new. However, this does not mean that children have realized the importance of studying and are ready to work hard. They just realized that the status of a schoolchild is much more important and honorable than a preschooler who goes to kindergarten or stays at home with his mother. Children at the age of 6 already understand well that you can refuse to buy them a doll or a car, but you cannot help but buy a pen or notebooks, since buying, for example, Barbie is dictated only by your kind attitude towards the child, and buying a backpack or textbook is an obligation in front of him. In the same way, children see that adults can interrupt their most interesting game, but do not interfere with older brothers or sisters when they are sitting too long at home. That’s why your child strives to go to school, because he wants to be an adult, to have certain rights, for example, to a backpack or notebooks, as well as responsibilities assigned to him, for example, getting up early, preparing homework (which provide him with a new status place and privileges in the family) . He may not yet fully realize that in order to prepare a lesson, he will have to sacrifice, for example, a game or a walk, but in principle he knows and accepts the fact that homework NEEDS to be done. It is this desire to BECOME A SCHOOLBOY, to follow the rules of behavior of a schoolchild and to have his rights and responsibilities that constitute the “internal position” of a schoolchild.

Intellectual readiness. Many parents believe that this is the main component of psychological readiness for school, and its basis is teaching children the skills of writing, reading and counting. This belief is the reason why parents make mistakes when preparing their children for school, as well as the reason for their disappointment when selecting their children for school.

In fact, intellectual readiness does not imply that the child has any specific knowledge and skills (for example, reading), although, of course, the child must have certain skills. However, the main thing is that the child has a higher psychological development, which ensures the voluntary regulation of attention, memory, thinking, gives the child the opportunity to read, count, and solve problems “to himself,” that is, internally.

Willful readiness necessary for normal adaptation of children to school conditions. We are talking not so much about the children’s ability to obey, but about the ability to listen, to delve into the content of what the adult is talking about. The fact is that the student needs to be able to understand and accept the teacher’s task, subordinating his immediate desires and impulses to him. To do this, it is necessary that the child can concentrate on the instructions he receives from the adult. You can develop this skill at home by giving children different, initially simple tasks. At the same time, be sure to ask the children to repeat your words to make sure that they heard everything and understood everything correctly. In more difficult cases, you can ask the child to explain why he will do this, whether it is possible to complete the assigned task different ways. If you give several tasks in a row or if the child has difficulty completing a complex task, you can resort to a hint diagram, that is, a drawing.

Tests that determine a child's readiness for school

Test No. 1 “Determining the level of psychosocial maturity of a child”

Instructions for teachers.

The test is conducted in the form of a conversation.

Instructions for the child

Questions for conversation

1. What is your last name, first name, patronymic?

2. Give the last name, first name and patronymic of your parents.

3. Are you a boy or a girl? When you grow up, will you be an uncle or an aunt?

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

5. Do you have a brother or sister? Who's older?

6. Where do you live? Give your home address.

7. What do your parents do?

8. Is it evening or morning? (Day or morning?)

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

10. What color is this pencil, blouse, dress?

11. Why does snow fall not in summer, but in winter?

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

13. When do people ski (skate, sled) - in summer or winter?

14. Why do we need a desk and a bell at school?

15. Do you want to go to school?

16. What does the teacher do? Doctor? Salesman?

17. What do you need your nose, ears, eyes for? Show your right ear, left eyebrow.

18. What birds do you know? What about animals?

19. Who has more legs - a duck or a cow?

20. Who is bigger: a mosquito or a bird? Cat or horse?

21. Count from 7 to 10. From 8 to 3. Which is greater: 9 or 4? 2 or 7?

22. What will you do if you accidentally break someone else’s toy?

Dough Processing

1 . For correct answers to all subquestions of one item, the child receives one point.

(with the exception of control tests - see below).

3. For correct but incomplete answers to the subquestions of the item, the child receives half a point.

4. Control questions include questions: No. 4, No. 6, No. 14, No. 22. They are assessed as follows:

- No. 4 – if the child says how old he is – 1 point. If he names the years taking into account the months – 3 points.

- No. 6 – for incomplete home address – 1 point. For a complete one, with the name of the city - 2 points.

- No. 14 – for each correctly named use of school attributes – 1 point.

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

Evaluation of results

24 – 29 points – High level (level of psychosocial maturity corresponding to school requirements).

20 – 23 points – Average level – average maturity.

15 – 20 points – Low level of psychosocial maturity.

Collecting cut pictures

High difficulty option		Simplified version

Evaluation of results. High level - all the pictures are collected, medium level - the second picture is collected (simplified version), low level - the pictures are collected incorrectly.

Perception Research

What geometric shapes are these drawings made of?

To identify the level of selectivity of attention, the child can be asked to find only a circle, only a triangle.

Evaluation of results. High level - the child correctly found and named all the figures, medium level - the child made 3-4 mistakes, low level - the child made 5 or more mistakes.

Story from pictures

Place 3-4 pictures in random order in front of the child, connected by a single plot. Then invite him to put them in the right order and make up a story based on them.

Example 1.

Example 2.

Evaluation of results. High level - correct arrangement of pictures and correct description of events, medium level - the child has correctly arranged the pictures, but cannot compose a competent story, low level - a random sequence of pictures.

Understanding grammatical structure

Say the sentence: “The girl went for a walk after watching the cartoon.” Then ask the question: “What did the girl do before—walk or watch a cartoon?”

What's extra?

Show your child the card and ask the following questions:

What's missing here?

How can you name the rest of the items in one word?

	Card No. 1		Card No. 2

Testing fine motor skills

The cyclist needs to go to the house. Recreate his path. Draw a line without lifting the pencil from the paper.

Evaluation of results. High level - there are no exits from the “track”, the pencil is torn off the paper no more than three times, there are no line violations. Low level - there are three or more exits from the “track”, and there are also pronounced line irregularities (uneven, quivering line; very weak or with very strong pressure that tears the paper). In intermediate cases, the result is assessed as average.

Recommendations. To increase the level of development of small movements, drawing and sculpting are useful. We can recommend stringing beads, fastening and unfastening buttons, snaps, and hooks.

Count within 10

1. Which is greater than 7 or 4, 2 or 5.

2. Count from 2 to 8, from 9 to 4.

3. Mom baked pies. Dima took 2 pies with cabbage and the same number with meat. How many pies did Dima take?

4. There were 7 cars in the garage. 1 car left. How many cars are left?

5. The children inflated 10 balloons. 2 balloons burst. How many balls are left?

Reading check

Option 1. The child cannot read, but knows letters.

1. Show your child the letter card and ask what letter it is.

2. Place several letter cards in front of your child. Name the letter and ask to see the correct card.

3. Read the syllables.

ta, then, us, nor, re, ku, po, bu.

Option 2. The child can read.

Sparrow and swallows.

The swallow made a nest. The sparrow saw the nest and took it. The swallow called her friends for help. Together the swallows drove the sparrow out of the nest.

Who built the nest?
- What did the sparrow do?
-Who did the swallow call for help?
- What did the swallows do?

Test No. 2

Exercise 1

Target. Demonstrate the ability to convey the shape of a figure (draw an equal or similar figure, observing the proportions between the elements of the figure). In addition, the task allows you to judge the strength of the child’s hand, the ability to draw angles without rounding them, and straight line segments.

Task text."Look here ( indicate the drawing for the task). This is where you will complete the task. Inside the small frame you see a figure. Look at it. Take a pencil. Draw a similar figure in a large frame" ( the teacher circles a large frame with a pointer).

Assessment of task completion:

0 points– the general shape of the figure is not captured, but some closed line is depicted;
1 point– the proportions between the elements of the figure have been significantly changed; the general shape of the figure is poorly captured;
2 points– a similar or equal figure is depicted, the proportions are slightly changed, but not all angles are right, parallel lines are not maintained everywhere. The same point is given if the overall shape of the figure is well captured, but the proportions between the elements of the figure are significantly changed, but all angles are right and parallelism is maintained;
3 points– a similar or equal figure is depicted, the proportions between the elements of the figure are basically preserved.

If the figure is drawn with an unsteady hand, a minus sign is given in addition to the point.

Task 2

Target. Demonstrate the ability to navigate on a plane (left, right, up, down). The ability to count cells is also tested.

Task text.“You will complete the task on the checkered part of your sheet ( indicates the location for completing the task). Find a black square on a checkered field.

1. Take a red pencil, count four cells to the right from the black cell and fill in the fifth with a red pencil.

2. Take a blue pencil. From the red cell, step down two cells and fill in the third with a blue pencil.

3. Take a green pencil and a cell located to the left of the blue one, one cell from it, and fill it in with a green pencil.

4. Take a yellow pencil. Count five cells up from the green cell and color the sixth with a yellow pencil.”

Assessment of task completion:

0 points– the student did not start completing the task; several cells are painted over, but their location does not correspond to the instructions;
1 point– only one item of the task was completed correctly, errors were made in the direction, recalculation of cells, and the beginning of the countdown;
2 points– 2–3 points of the task were completed correctly;
3 points– all points of the task were completed correctly.

If the cells are poorly colored, a minus sign is added to the score.

Task 3

Target. Reveal the ability to select and perform the operation of addition and subtraction, correctly understand the text of the problem and move from a given number to the corresponding finite set of objects (circles, squares).

Task text.“Here you will perform the third task ( indicates the location for task 3). Listen to the task.

1. There are 3 girls and 2 boys on duty in the class (group) today. How many children are in class today? Draw as many circles as there are children in class today. ( The task text can be repeated.)

2. There were 6 people traveling in the car. The two got out of the car. Draw as many squares as there are people left in the car. ( The task text can be repeated)».

Assessment of task completion:

0 points– there is an attempt to solve one problem, but the number of circles or squares is incorrect;
1 point– only one task was completed correctly, there were no attempts to complete the second task;
2 points– one task is completed correctly, there is an attempt to solve the second task, but the number of circles or squares is incorrect;
3 points– both tasks were completed correctly.

Task 4

Target. Demonstrate the ability to compare sets by the number of elements (regardless of counting skills).

Task text.“Find a drawing on your sheets of paper that shows circles and triangles ( indicate the drawing for task 4). What are more: circles or triangles? If there are more circles, then draw another circle nearby. If there are more triangles, then draw another triangle.”

Assessment of task completion:

0 points– the comparison is made incorrectly (one triangle is drawn);
3 points– the comparison is made correctly (one circle is drawn).

Task 5

Target. Reveal the ability to classify, find the signs by which the classification is made.

Task text."Look at these two pictures ( the drawings for task 5 are indicated). In one of these drawings you need to draw a squirrel. Think about what kind of picture you would draw her in. Draw a line with a pencil from the squirrel to this drawing.”

Assessment of task completion:

0 points– the task was not accepted, the line was not drawn;
1 point– the line is drawn incorrectly;
3 points– the line is drawn correctly.

Task 6

Target. Check the state of phonemic hearing and phonemic perception in the process of selecting pictures with a given sound in their names.

Task text.“Look at these pictures. You see, there are small circles under them. You need to name each picture yourself and, if the name of the picture has the sound [s], cross out the circle under it. The first picture shows the sun. In a word Sun there is a sound [s], which means you need to cross out the circle. Now start completing the task yourself.”

Completion Rating:

0 points– lack of differentiation of sounds [s] – [z], [s] – [ts], [s] – [sh] or complete refusal to accept the task;
1 point– presence of errors (no differentiation of sounds [s] – [z]);
2 points– the sound is selected only from the position of the beginning of the word, there is no erroneous selection of other sounds;
3 points

Task 7

Target. To identify the degree of mastery of sound analysis at the level of determining the number of sounds in a word.

Task text.“You see a house with three windows and next to it there are pictures. Each window is a sound in a word. Quietly name all the pictures and think about which word has three sounds. Connect this picture with an arrow to the house.”

Completion Rating:

0 points– complete lack of correspondence between the number of sounds in a word and the number of “windows”;
2 points– presence of errors in one sound (the word is marked wolf);
3 points– correct completion of the task.

Test material - knowledge of information about yourself, your family.

State your last name, first name, patronymic.

Give the last name, first name and patronymic of your father and mother.

What does your mom (dad) do?

Where do you live, what is your home address?

SURVEY FORM.

Last name First name	intelligence	Ready for school

Determination of the type of orientation in relation to school and learning (the level of formation of the child’s internal position as a student) Adapted standard conversation by T.A. Nezhnova Interpretation of the content of answers and evaluation criteria. A – orientation to the content of educational activities ( 2 points);
B – orientation towards the external attributes of school life ( 1 point);
B – orientation towards extracurricular activities ( 0 points).

Questions		Points
1. Do you want to go to school?	A - I really want to
	B – so-so, I don’t know
	B – I don’t want to
2. Why do you want to go to school?
	B – I like the new uniform, books, pens, pencils, briefcase, etc.
	B – I’m tired of kindergarten, they don’t sleep at school, it’s fun there, all the children go to school, mom said, etc.
3. Are you preparing for school? How do you prepare (how are you being prepared) for school?	A – I study in a training group, learn letters with my mother, solve problems, etc.
	B – they bought me a uniform, school supplies, etc.
	IN ( mentions activities not related to school)
4. If you didn’t have to go to school and kindergarten, what would you do at home, how would you spend your day?	A – would write letters, read, etc.
	B – would draw, sculpt, design, etc.
	B – would play, walk, help around the house, look after animals

Result

7–8 points– the student’s internal position is sufficiently formed;
4–6 points– the initial stage of formation of the student’s internal position;
0–3 points– the student’s internal position has not been formed.
It is necessary to discuss the results of the conversation with parents and give recommendations.