Determining a child's readiness for school
I. Methodology of A.R. Luria on determining the state of short-term memory
Prepare 10 monosyllabic words that are not directly related to each other. For example: needle, forest, water, cup, table, mushroom, shelf, knife, bun, floor, bottle.
Instructions. “I will read the words to you, and then you will repeat everything that you remember. Listen to me carefully. Start repeating as soon as I finish reading. Ready? Reading.”
Then clearly say 10 words in a row, after which you offer to repeat them in any order.
Perform this procedure 5 times, each time placing crosses under the named words, recording the results in the protocol.
Find out on which repetition the child produces the most words, and then evaluate the following characteristics of the child:
A) if reproduction first begins to increase and then decreases, then this indicates exhaustion of attention, forgetfulness;
B) the zigzag shape of the curve indicates absent-mindedness, instability of attention;
B) a “curve” in the form of a plateau is observed with emotional lethargy and lack of interest.
II. Jacobson's method for determining memory capacity
The child must repeat the numbers you named in the same order.
Instructions. “I’ll tell you the numbers, try to remember them, and then tell me them.”
The second column is control. If the child made a mistake when reproducing a certain line, the task for this
row is repeated from another column.
When playing:
III. Methodology for determining concentration and distribution of attention
Prepare a sheet of paper 10x10 squares. Place 16-17 different shapes in random order in the cells: circle, semicircle, square, rectangle, asterisk, flag, etc.
When determining the concentration of attention, the child should put a cross on the figure you specified. And when determining the switchability of attention, put a cross on one figure and a zero on the other.
Instructions. "Drawn here various figures. Now you will put a cross in the asterisks, but you will not put anything in the rest.”
When determining the switchability of attention, the instructions include the task of placing a cross in the figure you have chosen, and a zero in the other. Don't put anything in the rest.
The correctness and completeness of the task is taken into account. Evaluated on a 10-point system, deducting 0.5 points for each error. Pay attention to how quickly and confidently the child completes the task.
IV. A technique that reveals the level of development of the systematization operation
Draw a square on the entire sheet of paper. Divide each side into 6 parts. Connect the markings to make 36 cells.
Make 6 circles of different sizes: from the largest that fits in the cage to the smallest. Place these 6 gradually decreasing circles in 6 cells of the bottom row from left to right. Do the same with the remaining 5 rows of cells, placing hexagons in them first (in descending order of size), and then pentagons, rectangles (or squares), trapezoids and triangles.
The result is a table with geometric shapes arranged according to a certain system (in descending order: in the leftmost column are the largest dimensions of the shapes, and in the right column are the smallest).
Now remove the figures from the middle of the table (16 figures), leave them only in the outer rows and columns.
Instructions. "Look carefully at the table. It is divided into cells. In some of them there are figures of different shapes and sizes. All the figures are located in in a certain order: each figure has its own place, its own cell.
Now look at the middle of the table. There are a lot of empty cells here. You have 5 figures below the table. (Out of the 16 removed, leave 5). They have their places in the table. Look and tell me in which cell this figure should stand? Put it down. What cell should this figure be in? "
The assessment is based on 10 points. Each mistake reduces the score by 2 points.
V. Methodology for determining the ability to generalize, abstract and classify
Prepare 5 cards each depicting furniture, transport, flowers, animals, people, vegetables.
Instructions. “Look, there are a lot of cards here. You need to look at them carefully and put them into groups so that each group can be called in one word.” If the child does not understand the instructions, then repeat again, accompanying the demonstration.
Score: 10 points for completing the task without prior screening; 8 points for completing the task after the show. For each unassembled group, the score is reduced by 2 points.
VI. Methodology for determining the thinking abilities of 6-year-old children
Prepare 10 sets (5 drawings each):
1) 4 drawings of animals; one drawing of a bird;
2) 4 furniture drawings; one drawing of household appliances;
3) 4 game drawings, one work drawing;
4) 4 drawings ground transport, one drawing of air transport;
5) 4 drawings of vegetables, one drawing with the image of any fruit;
6) 4 clothing designs, one shoe design;
7) 4 drawings of birds, one drawing of an insect;
8) 4 drawings of educational supplies, one drawing of a children's toy;
9) 4 drawings depicting food products; one drawing depicting something inedible;
10) 4 drawings depicting different trees, one drawing depicting a flower.
Instructions. “There are 5 drawings shown here. Look carefully at each of them and find the one that shouldn’t be there, that doesn’t fit with the others.”
The child should work at a pace that is comfortable for him. When he completes the first task, give him the second and subsequent ones.
If the child does not understand how to complete the task, repeat the instructions again and show how to do it.
Out of 10 points, for each uncompleted task the score is reduced by 1 point.
VII. Methodology for identifying the level of development of figurative ideas
The child is given 3 cut pictures one by one. Instructions are given for each cut picture. The collection time of each picture is controlled.
A) Boy. In front of the child lies a drawing of a boy cut into 5 parts.
Instructions. "If you put these parts together correctly, you get beautiful drawing boy. Do it as quickly as possible."
B) Teddy bear.
In front of the child are parts of a drawing of a bear cub, cut into pieces.
Instructions. "This is a drawing of a teddy bear cut into pieces. Put it together as quickly as possible."
B) Kettle. In front of the child are 5 parts of a teapot drawing. Instructions. “Fold the picture as quickly as possible” (The name of the object is not given).
The arithmetic mean is calculated from the three estimates obtained.
VIII. Color name as shown
Prepare 10 cards different color: red, orange , yellow, green , blue, blue , purple, white, black, brown.
When showing the card to the child, ask: “What color is the card?”
For 10 correctly named cards - 10 points. For each mistake, deduct 1 point.
IX. Study of the quality of sound pronunciation
Invite your child to name what is shown in the pictures or repeat after you words that contain sounds related to groups:
A) whistling: [s] - hard and soft, [h] - hard and soft
Airplane - beads - spike Hare - goat - cart
Sieve - geese - elk Winter - newspaper - knight
B) hissing: [zh], [sh], [sch], [h], [ts]
Heron - egg - knife Cup - butterfly - key
Beetle - skis - knife Brush - lizard - knife
Cone - cat - mouse
C) palatal: [k], [g], [x], [th]
Mole - wardrobe - castle Halva - ear - moss
Goose - corner - friend Yod - bunny - May
D) Sonorous: [p] - hard and soft, [l] - hard and soft
Cancer - bucket - ax Shovel - squirrel - chair
River - mushroom - lantern Lake - deer - salt
When selecting other words, it is important that the sound occurs at the beginning, middle and end of the word.
Score 10 points - for clear pronunciation of all words. Failure to pronounce one sound reduces the score by 1 point.
X. Methodology for determining the level of will mobilization (according to Sh.N. Chkhartashvili)
The child is offered an album of 12 sheets, in which there are 10 tasks. On the left side (when turning each position) there are 2 circles with a diameter of 3 cm at the top and bottom, on the right - color pictures (landscapes, animals, birds, cars, etc.).
Instructions. “Here is an album, there are pictures and circles in it. You need to look carefully at each circle in turn, first at the top one. And so on every page. You can’t look at the pictures.” ( The last word intonation is emphasized.)
Completing all 10 tasks without being distracted by pictures is worth 10 points. Each failed task reduces the grade by 1 point.
XI. A technique that determines the level of development of fine motor skills of the hands, analytical and synthetic functions of the brain (studied through graphic dictation and the Kern-Jerasek method)
Sample graphic dictation
The child is given a piece of squared paper and a pencil. They show and explain how to draw lines.
Instructions. "Now we will draw different patterns. First I will show you how to draw, and then I will dictate to you, and you listen carefully and draw. Let's try."
For example: one cell to the right, 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.
“You see how the drawing turned out? Do you understand? Now complete the task under my dictation, starting from this point.” (A period is placed at the beginning of the line.)
First graphic image
Instructions. “Now listen carefully to me and draw only what I will dictate:
One cell up, one cell to the right, one cell down, one cell to the right, one cell up. One cell to the right, one cell down, one cell to the right, one cell up, one cell to the right, one cell down."
Score: for the entire task - 10 points. For each mistake, 1 point is deducted.
Second graphic dictation
Instructions. "Now draw another picture. Listen to me carefully:
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, 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, one cell down, one cell to the right."
Score: for all tasks - 10 points. For each mistake, 1 point is deducted.
Third graphic dictation
Instructions. "Now let's draw another pattern. Listen to me carefully:
One cell to the right, three cells up, one cell to the right, two cells down, one cell to the right, two cells up, one cell to the right, three cells down, one cell to the right, two cells up, one cell to the right, two cells down, one cell to the right, three cells up, one cell to the right."
Score: for the entire task - 10 points. For each mistake, 0.5 points are deducted.
XII. Methodology for studying and assessing motor perseveration (i.e. patterned repetition of movement)
Instructions. "Look carefully at this pattern and try to draw the same one. Here (indicate where)."
The child must continue the pattern shown on the form. 10 forms are offered in turn.
For each correctly completed task - 1 point. Maximum - 10.
XIII. Kern-Jerasek technique
All three tasks of the method are aimed at determining the development of fine motor skills of the hand, coordination of movements and vision. All this is necessary for a child to learn to write at school. In addition, using this test in general outline You can determine the child’s intellectual development, the ability to imitate a model and the ability to concentrate and concentrate.
The technique consists of three tasks:
1. Sketching written letters.
2. Drawing a group of points.
3. Drawing a male figure.
The child is given a sheet of unlined paper. The pencil is placed so that it is equally comfortable for the child to take it with both the right and left hand.
A. Copying the phrase “She was given tea”
A child who does not yet know how to write is asked to copy the phrase “She has been given tea,” written in written(!) letters. If your child already knows how to write, then you should invite him to copy a sample of foreign words.
Instructions. “Look, there’s something written here. You don’t know how to write yet, so try to draw it. Take a good look at how it’s written, and at the top of the sheet (show where) write the same.”
10 points - the copied phrase can be read. Letters are no more than 2 times larger than the sample. The letters form three words. The line is deviated from a straight line by no more than 30°.
7-6 points - the letters are divided into at least two groups. You can read at least 4 letters.
5-4 points - at least 2 letters are similar to the samples. The whole group looks like a letter.
3-2 points - doodles.
B. Drawing a group of points
The child is given a form with a picture of a group of dots. The distance between the points vertically and horizontally is 1 cm, the diameter of the points is 2 mm.
Instructions. “The dots are drawn here. Try to draw the same ones here yourself” (show where).
10-9 points - exact reproduction of the sample. Dots are drawn, not circles. Any minor deviations of one or more points from a row or column are allowed. There can be any reduction in the figure, but an increase is possible no more than twice.
8-7 points - the number and location of points corresponds to the given pattern. Deviation of no more than three points from a given position can be ignored. It is acceptable to depict circles instead of dots.
6-5 points - the drawing as a whole corresponds to the sample, no more than twice its size in length and width. The number of points does not necessarily correspond to the sample (however, there should not be more than 20 and less than 7). Deviation from the specified position is not taken into account.
4-3 points - the outline of the drawing does not correspond to the sample, although it consists of individual dots. The dimensions of the sample and the number of points are not taken into account at all.
1-2 points - doodles.
B. Drawing of a man
Instructions: “Here (indicate where) draw some man (uncle).” No explanations or instructions are given. It is also prohibited to explain, help, or make comments about errors. Any child’s question must be answered: “Draw as best you can.” You are allowed to cheer up the child. To the question: “Is it possible to draw an aunt?” - it is necessary to explain that you need to draw your uncle. If the child begins to draw a female figure, you can allow him to finish drawing it, and then ask him to draw a man next to him.
When assessing a person’s drawing, the following is taken into account:
Presence of main parts: head, eyes, mouth, nose, arms, legs;
- presence of minor details: fingers, neck, hair, shoes;
- a way of depicting arms and legs: with one or two lines, so that the shape of the limbs is visible.
10-9 points - there is a head, torso, limbs, neck. The head is no larger than the body. On the head there is hair (hat), ears, on the face there are eyes, nose, mouth. Hands with five fingers. There is a sign men's clothing. The drawing is made in a continuous line (“synthetic”, when the arms and legs seem to “flow” from the body.
8-7 points - compared to those described above, the neck, hair, one finger of the hand may be missing, but no part of the face should be missing. The drawing was not made in a “synthetic way”. The head and torso are drawn separately. Arms and legs are “stuck” to them.
6-5 points - there is a head, torso, limbs. Arms and legs should be drawn with two lines. There is no neck, hair, clothes, fingers, or feet.
4-3 points - a primitive drawing of a head with limbs, depicted on one line. According to the principle “stick, stick, cucumber - here comes the little man.”
1-2 points - lack of a clear image of the torso, limbs, head and legs. Scribble.
XIV. Methodology for determining the level of development of the communication sphere
The level of development of a child’s sociability is determined by kindergarten teacher during general children's games. How more active child in communication with peers, the higher the level of development of the communication system.
10 points - overactive, i.e. constantly disturbs peers, involving them in games and communication.
9 points - very active: engages and actively participates in games and communication.
8 points - active: makes contact, participates in games, sometimes involves peers in games and communication.
7 points - more active than passive: participates in games and communication, but does not force others to do so.
6 points - it’s difficult to determine whether he’s active or passive: if he’s called to play, he’ll go, if he’s not called, he won’t go, he doesn’t show any activity, but he doesn’t refuse to participate either.
5 points - more passive than active: sometimes refuses to communicate, but participates in games and communication.
4 points - passive: only sometimes participates in games when he is persistently invited.
3 points - very passive: does not participate in games, only observes.
2 points - withdrawn, does not react to the games of peers.
XV. Methodology for determining the state of long-term memory
Ask your child to name previously memorized words after an hour. Instructions. "Remember the words I read to you."
Score 10 points - if the child reproduced all those words. Each unreproduced word reduces the score by 1 point.
Evaluation of results
The coefficient of psychological readiness (PRC) of a child for school is determined by the ratio of the sum of grades to the number of methods. At the same time, the CPG evaluates unsatisfactory readiness up to 3 points, weak readiness up to 5 points, average readiness up to 7 points, good readiness up to 9 points, and very good readiness up to 10 points.
The article was prepared according to the methodological development of A.I. Fukina and T.B. Kurbatskaya
Course work
Diagnosis of children's psychological readiness for school
Krasnukhina M.
Introduction
Concept of readiness for schooling
Experimental work on diagnosing and correcting the psychological readiness of preschool children to study at school
1 Diagnostics psychological development preschoolers, their readiness for school
2 Formative experiment
Conclusion
Introduction
The most important stage of psychological development during preschool age is the child’s psychological readiness for schooling. By psychological readiness for schooling we understand the necessary and sufficient level of psychological development of a child for better mastery of the school curriculum under certain learning conditions.
A child’s psychological readiness for school is one of the most important results of psychological development during preschool childhood.
According to L.S. Vygotsky, N.N. Zavedenka, G.A. Uruntaeva, D.B. Elkonin and others in the structure of psychological readiness it is customary to distinguish the following components:
Personal readiness, which includes the formation in a child of readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. Personal readiness includes determining the level of development of the motivational sphere.
The child's intellectual readiness for school. This component of readiness presupposes that the child has an outlook and the development of cognitive processes.
Social and psychological readiness for schooling. This component includes the formation of moral and communication skills.
Emotional-volitional readiness is considered formed if the child sets a goal, makes decisions, outlines a plan of action and makes an effort to implement it.
Today, children get to school, as a rule, bypassing everything possible options preparation. Then the main burden of preparing the preschooler for the learning process falls on teachers primary classes and school psychologists.
The methods used to diagnose psychological readiness show the child’s development in all areas. Test results help me to notice violations in the psychological development of a preschooler in a timely manner and correctly formulate correctional program.
The goal is to identify and study the features of diagnosis and correction of a child’s psychological readiness for school.
Research objectives:
Theoretically explore the problems of psychological readiness of preschoolers to study at school.
Select the methods necessary for diagnosing and correcting the psychological readiness of preschoolers for school.
Conduct experimental work to study the psychological readiness of preschool children for learning.
The subject of the study is diagnostics of children's psychological readiness for school.
The object of the study is preschoolers.
Research hypothesis: if timely diagnosis and correction of a child’s psychological readiness to study at school is used, this will contribute to the development of psychological skills and abilities necessary for learning at school, and in the future will significantly increase the likelihood of the child’s high academic performance.
The work used methods of analysis of theoretical, methodological, practical literature on this problem, the method of statistical data in assessing the results of experiments.
Research base: preparatory group of the preschool educational institution “Kolosok” p. Black Sloboda.
Research hypothesis: if you promptly diagnose and develop the psychological readiness of preschoolers for school, this will significantly increase their level of adaptation to school and their ability to learn.
schoolboy psychological diagnostics
1. The concept of readiness for schooling
1 Brief summary preschool development child. Key aspects of school maturity
Preschool period immediately precedes the next one, very important stage in a child's life - entering school. Therefore, an essential place in working with children of the sixth and seventh year of life is occupied by preparation for school. Two points can be highlighted here: the ongoing targeted development the child’s personality and cognitive mental processes that underlie his successful assimilation in the future of curriculum; teaching primary school skills (elements of writing, reading, counting).
By the end of preschool age, the child already represents in a certain sense personality. He is well aware of his gender and finds a place for himself in space and time. He already knows his way around family relationships and knows how to build relationships with adults and peers: he has the skills of self-control, knows how to subordinate himself to circumstances, and be adamant in his desires. Such a child has already developed reflection. The most important achievement in the development of a child’s personality is the predominance of the feeling “I must” over the motive “I want.” By the end of preschool age, motivational readiness for learning at school acquires special importance.
A child’s readiness for schooling is considered today, first of all, as a psychological problem: priority is given to the level of the motivational-need sphere, the arbitrariness of mental processes, operational skills, and the development of fine motor skills of the hand. Readiness for school in modern conditions is considered as readiness for schooling or educational activities. This approach is justified by looking at the problem from the perspective of the periodization of the child’s mental development and the change of leading types of activity.
Thus, the problem of psychological readiness for schooling receives its specification as a problem of changing the leading types of activity, i.e. This is a transition from role-playing games of educational activities. This approach is relevant and significant, but readiness for educational activities does not fully cover the phenomenon of readiness for school.
Back in the 60s, psychologists pointed out that readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, readiness for voluntary regulation, their cognitive activity to the social position of the student.
The path of knowledge that a child goes through from 3 to 7 years old is enormous. During this time, he learns a lot about the world around him. His consciousness is not just filled with individual images and ideas, but is characterized by some holistic perception and understanding of the reality around him.
Psychological research indicates that during preschool childhood, a child already develops self-esteem. In preschoolers, their developing self-esteem is based on their taking into account the success of their actions, the assessments of others, and the approval of their parents. By the end of preschool age, the child already becomes able to recognize himself and the position that he currently occupies in life.
Consciousness of one’s social “I” and the emergence on this basis of internal positions, i.e., a holistic attitude towards the environment and oneself, gives rise to corresponding needs and aspirations, on which their new needs arise, but they already know what they want and why strive. As a result, by the end of this period the game ceases to satisfy him. He has a need to go beyond his childhood lifestyle, take a new place accessible to him and carry out real, serious, socially significant activities. The inability to realize this need gives rise to a crisis of 7 years. A change in self-awareness leads to a reassessment of values. The main thing becomes everything that is related to educational activities (primarily grades).
IN crisis period changes occur in terms of experiences. Conscious experiences form stable affective complexes. Subsequently, these affective formations change as other experiences accumulate. Experiences acquire new meaning For the child, connections are established between them, and a struggle of experiences becomes possible.
In psychological and pedagogical literature, along with the term “readiness for schooling,” the term “school maturity” is used. Traditionally, there are three aspects of school maturity: intellectual, emotional and social. Intellectual maturity refers to differentiated perception (perceptive maturity), including the identification of a figure from the background; concentration; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. We can say that intellectual maturity understood in this way largely reflects the functional maturation of brain structures. Emotional maturity is generally understood as a reduction in impulsive reactions and the ability to long time perform a not very attractive task.
Social maturity includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school learning situation.
If foreign research school maturity are mainly aimed at creating tests and are much less focused on the theory of the issue, then the works of domestic psychologists contain a deep theoretical study of the problem of psychological readiness for school, rooted in the works of L.S. Vygotsky.
It should be remembered that when studying children in transition period from a preschooler to primary school age, the diagnostic scheme should include the diagnosis of both neoplasms of preschool age and initial forms activities of the next period. Readiness, which is measured by testing, essentially comes down to mastering the knowledge, skills, abilities and motivation necessary to optimally master the school curriculum.
“Readiness to learn” is a complex indicator; each test gives an idea only of a certain aspect of a child’s readiness for school. Any testing technique gives a subjective assessment. The performance of each task depends largely on the state of the child at the moment, on the correctness of the instructions, and on the conditions of the test. The psychologist has to take all this into account when conducting the examination.
Thus, the result of a child’s development in preschool age is the emergence of fundamental psychological formations: internal plan of action, arbitrariness, imagination, generalized non-situational attitude towards oneself. The child develops a desire to perform socially significant, socially valued activities. The child is burdened by his position as a preschooler.
2 Psychological readiness for school and its types. Student's internal position
To date, psychologists have identified several parameters of a child’s mental development that most significantly influence the success of schooling: a certain level motivational development of the child, including cognitive and social motives for learning, sufficient development arbitrary behavior and intellectual sphere. The most important was the motivational plan.
A child who is ready for school wants to learn both because he already has a need to take a certain position in human society, namely a position that opens access to the world of adulthood (the social motive of learning), and because he has a cognitive need that he cannot satisfy at home.
The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, called the internal position of the student.
It should be noted that school is the link between childhood and adulthood. When children reach school age, they understand that school gives them access to adult life. This is where the desire to learn comes from.
The “internal position of the schoolchild,” which arises at the turn of preschool and primary school age, allows the child to become involved in educational process as a subject of activity, which is expressed in the conscious formation and execution of intentions and goals, or, in other words, the voluntary behavior of the student.
D.B. Elkonin believed that voluntary behavior is born in collective role-playing play, which allows the child to rise to a higher level of development than playing alone.
The team corrects violations in imitation of the expected model, while it is still very difficult for a child to independently exercise such control.
“The control function is still very weak, and often still requires support from the situation, from the participants in the game. This is the weakness of this nascent function, but the purpose of the game is that this function is born here. That is why the game can be considered a school of voluntary behavior.”
By the end of preschool age, those psychological new formations that ensure the transition to a new high-quality form of life activity are intensively built up.
The leading activity of preschool age is role-playing play, within which cognitive and emotional decentration occurs - one of the mechanisms for the development of a person’s cognitive processes, the formation of his moral maturity and the improvement of communication skills, functioning on the basis of the ability to perceive the point of view of another person.
As a result, the child’s position in relation to the world around him changes and coordination of his point of view is formed, which opens the way for the transition to new level thinking.
2. Experimental work on diagnosing and correcting the psychological readiness of preschoolers to study at school
1 Diagnosis of the psychological development of preschool children, their readiness for school
Diagnostics of the formation of the prerequisites for educational activities is aimed at determining the student’s readiness for a new activity for him - educational. Unlike games, educational activities have a number of specific features. It assumes a focus on results, arbitrariness and commitment.
Most of educational assignments that a first-grader faces is aimed at fulfilling a number of conditions, certain requirements, and focusing on rules and patterns. It is these skills that relate to the so-called prerequisites of educational activity, that is, those that are not yet fully educational activities, but are necessary to begin to master it.
To diagnose the prerequisites for educational activities, you can use a set of techniques, consisting of diagnosing the ability to focus on a system of requirements - the “Beads” technique, the ability to focus on a sample – the “House” technique, the ability to act according to a rule – the “Pattern” technique.
“Beads” technique
Goal: to identify the number of conditions that a child can maintain during the activity when perceiving a task by ear.
Equipment: at least six markers or pencils of different colors, a sheet with a drawing of a curve representing a thread.
The work consists of two parts: the (main) part - completing the task (drawing beads), the part - checking the work and, if necessary, redrawing the beads.
Instructions for Part I: on the thread shown, draw five round beads so that the thread passes through the middle of the beads. All beads should be different colors, the middle bead should be blue.
Instructions for Part II of the assignment. Repeat the task for children to independently check their drawings. If there is an error, a drawing is created nearby.
Assessment of task completion:
excellent level- the task was completed correctly, all five conditions were taken into account: the position of the beads on the thread, the shape of the beads, their number, the use of five different colors, the fixed color of the middle bead.
good level - 3-4 conditions are taken into account when completing the task.
average level- when completing the task, 2 conditions are taken into account.
low level - no more than one condition was taken into account when completing the task.
“House” technique
Goal: to identify the ability to focus on a sample, to copy it accurately; degree of development voluntary attention, formation of spatial perception.
Accurate reproduction is scored 0 points, 1 point is awarded for each mistake made.
The errors are:
a) an incorrectly depicted element; the right and left parts of the fence are assessed separately;
b) replacement of one element with another or absence of an element;
c) gaps between lines in places where they should be connected;
d) severe distortion of the pattern.
Evaluation of the methodology:
excellent level - 0 errors;
good level - 1 error;
average level - 2-3 errors;
low level - 4-5 errors.
Table 1 - Results of the “Beads” technique
LevelsNumber of children%High314Good 1258Average 314Low 314
Completing a technique that involves identifying the number of conditions that a child can maintain during an activity when perceiving a task by ear, showed that more than half of the group copes with this task at a good level, and about a third has difficulty completing it.
Table 2 - Results of the “House” technique
LevelsNumber of children%High210Good 943Average 523.5Low 523.5
The ability to focus on a model, copy it accurately, the degree of development of voluntary attention, and the formation of spatial perception are sufficiently developed in 53 percent of children. 47 percent of preschoolers require correction and development of these skills.
2.2 Formative experiment
Diagnostics of the formation of prerequisites for educational activities junior schoolchildren identified the need for correction and development.
For correctional and developmental classes, we set the following tasks:
) develop the ability of self-control in learning activities;
) develop Creative skills and imagination, form ideas about the world around us, creating interest in cognitive activity;
) develop intellectual abilities.
Development of self-control
Self-control is an integral part of any type of human activity and is aimed at preventing possible or detecting mistakes that have already been made. In other words, with the help of self-control, a person always realizes the correctness of his actions, including in play, study and work.
One of the significant differences in the cognitive activity of “successful” and “unsuccessful” students is the difference in the ability to exercise self-control and self-regulation of their actions. “Unsuccessful” schoolchildren, even if they know and understand the rules by which they need to act, find it difficult to independently complete a task where they need to perform a number of mental operations in a certain sequence, and they need constant help from an adult. The development of the ability to self-control and self-regulation begins already in preschool age and occurs most naturally and most effectively in the process of various “games with rules.”
Also, the ability to compare your work with a sample and draw conclusions, detect an error or make sure that a task is completed correctly - important element self-control that needs to be taught.
To develop self-control skills in children, we used the following exercises.
The student is given a card with colored rings drawn and taking into account their sizes:
The child must put on the rings in accordance with the pattern, and then write on a card what the ring of each color was, counting from the top or bottom.
This task becomes more difficult. Each student is given a card with unfilled circles drawn.
Students should paint them, focusing on the example:
Red
Brown
After completing the work, students check it independently using the sample.
Game "Keep the word a secret."
Now we will play this game. I will call you different words, and you will repeat them clearly after me. But remember one condition: the names of the colors are our secret, they cannot be repeated. Instead, when you see the name of a flower, you should silently clap your hands once.
An approximate list of words: window, chair, chamomile, toffee, millet, shoulder, wardrobe, cornflower, book, etc.
The main task of exercises for the development of voluntariness and self-regulation is to teach the child to be guided by a given rule during work for a long time, to “hold” it. In this case, it does not matter which rule is chosen - any one will do.
Options:
You cannot repeat words starting with the sound [r];
You cannot repeat words starting with a vowel sound;
you cannot repeat the names of animals;
You can’t repeat girls’ names;
You cannot repeat words consisting of 2 syllables, etc.
When the child becomes good and constantly holds the rule, you can move on to a game with the simultaneous use of two rules.
For example:
You cannot repeat the names of birds, you must mark them with one clap;
You cannot repeat the names of items that have round shape(or green), you need to mark them with two claps.
You can introduce an element of competition and award one penalty point for each mistake. Record the result of the game and compare each subsequent one with the previous one. The child must make sure that the more he plays, taking into account the rules, the better he gets.
How to turn "o" into "i".
The good fairy’s student said: “I’m not a wizard, I’m just learning.” These words also apply to us: we do not yet know how to make serious transformations, but we can turn one letter into another. Shall we try? The syllables are printed below. Don’t just read them, but in all cases where the sound [o] occurs, change it to [i].
Columns with syllables:
Change the sound [p] in syllables to the sound [s];
Help the bee harvest the harvest.
A real bee is a very hard-working insect. She works all day long, collecting nectar, moving from one flower to another.
Our bee is also hardworking, but she flies not across a field of flowers, but across a field of letters. Instead of nectar, she collects letters. If the bee collects the letters correctly, she will get a whole word.
If you carefully follow my commands and write down the letters on which the bee stops, then at the end of the bee’s journey you will be able to read the resulting word. Remember: for each command, the bee flies only to the next cell; it cannot fly far.
This game can be used many times. Try to have the child follow the bee’s migrations only with his eyes, without moving his finger across the field.
Assignment: A bee sat on the letter W. Write down this letter. Then the bee flew off. Keep track of the flight direction and stops.
Up, up, up, stop. Down, stop. Right, up, stop. Left, left, down, stop. What word did you get?
Development intellectual abilities.
"Similarities and Differences"
Invite your child to indicate the similarities and differences between the following pairs of words:
Horse - cow Tree - bush
Telephone - radio Tomato - cucumber
Airplane - rocket Table - chair
"Search for the opposite object"
When naming an object (for example, sugar), you need to name as many others as possible that are opposite to the given one. It is necessary to find opposite objects according to the function “edible - inedible”, “useful - harmful”, etc., by attribute (size, shape, condition), etc.
“Make a three-word sentence.”
Take three words: monkey, airplane, chair. It is required to compose as much as possible more offers, which would include these three words (you can change cases and use analogues of words).
Name, in one word, a group of objects. Many specific items we call it in one word. For example, we call birch, pine, oak, etc. trees.
Invite your child to name, in one word:
a table, a chair, a closet - it's...
dog, cat, cow - it's...
cup, saucer, plate - this is...
cornflower, chamomile, tulip - this is...
The inability to generalize is the weak link of intelligence. Usually the child looks for commonality between objects according to external sign- color, shape.
The spoon and the ball are similar: they are both made of plasticine.
At school they use generalizations essential feature. The ability to reason and think is built on the basis of such generalizations.
"Finding Possible Causes"
Formulate a situation: “The boy fell and broke his knee.” The child must name as many guesses as possible possible reason falls: tripped over a stone, stared at passers-by, played excitedly with the kids, hurried to see his mother, etc.
"Socialization of speech"
Speaking so that others understand is one of the most important school requirements.
By the age of 7, children speak a lot, but their speech is situational. They do not bother themselves with a complete description, but make do with fragments, supplementing with elements of action everything that is missing in the story. “This one will give it to him. And he ran... Bang - fuck! Legs from the pit. And the eyes!”
If you don’t see for yourself what’s happening, you won’t understand anything.
"Broken phone"
The game helps the child overcome speech imperfections. Two children sit at a table facing each other, with an opaque screen between them. In the hands of one is a figurine (picture). His task is to describe to his friend how to make this sample. Without naming what is in front of him, he lists the sequence of actions, color, size, shape. Another must reproduce a copy from any construction material.
With the complete illusion of understanding, what needs to be produced does not always work out. After some time, the children themselves come to that social form speech that is understandable to others.
3 Control experiment
After correction and development, we carried out diagnostics again, using the same tasks and variant material for them, and obtained the following results.
Table 3 - Results of the “Beads” technique
experiment levels Constitutive Formative Quantity% Quantity%High 314419Good 12581362Average 314314Low 31415
Figure 1 - Results of the “Beads” technique
In the formative experiment, the indicators of high and good levels, and accordingly, decreased low, average remained unchanged. Overall, there was a 9 percent increase in quality.
Table 4 - Results of the “House” technique
experiment levels Constitutive Formative Quantity% Quantity%High 210523.5 Good 9431048 Average 523.5419 Low 523.529.5
Figure 2 - Results of the “House” technique
The indicator of the ability to focus on a model, copy it accurately, the degree of development of voluntary attention, and the development of spatial perception to a sufficient extent increased from 53% of children to 71.5%. The increase in quality was 18.5%.
Conclusion
Psychological readiness for schooling is a multi-complex phenomenon; when children enter school, insufficient development of any one component of psychological readiness is often revealed. This leads to difficulty or disruption of the child’s adaptation to school. Conventionally, psychological readiness can be divided into educational readiness and socio-psychological readiness.
Psychological readiness for schooling is understood as the necessary and sufficient level of psychological development of a child to master the school curriculum under certain learning conditions. A child’s psychological readiness for school is one of the most important results of psychological development during preschool childhood.
We live in the 21st century, and now the very high demands of life on the organization of education and training force us to look for new, more effective psychological and pedagogical approaches aimed at bringing teaching methods into line with the requirements of life. In this sense, the problem of preschoolers’ readiness to study at school takes on special significance.
The solution to this problem is related to the determination of the goals and principles of organizing training and education in preschool institutions. At the same time, the success of children’s subsequent education at school depends on its solution. The main goal of determining psychological readiness for schooling is prevention school maladjustment. To successfully implement this goal, various classes have recently been created, the task of which is to implement an individual approach to education in relation to children, both ready and not ready for school, in order to avoid school maladjustment.
IN different time psychologists have dealt with the problem of readiness for school; many diagnostic methods and programs have been developed (Gudkina N.N., Ovcharova R.V., Bezrukikh M.I., etc.) school readiness children and psychological assistance in the formation of components of school maturity.
But in practice, it is difficult for a psychologist to choose from this set the one that will (fully) help to comprehensively determine the child’s readiness for learning and help prepare the child for school.
Recently, much attention has been paid in the literature to the issue of identifying children who are not ready for schooling and who have difficulties school adaptation in 1st grade. And this problem is still relevant. A child entering school must be mature physiologically and socially, the success of a child’s education at school also depends on his psychological maturity.
Psychological readiness for learning is a multidimensional concept. It does not provide for individual knowledge and skills, but a specific set in which all the basic elements must be present. What components lead to this set of “school readiness”? The main components of school maturity are: intellectual, personal, volitional, moral readiness.
All of the listed components of school readiness are important in the development of a child. If there is insufficient development of any one component, there is a need for psychological help for the child. The problem of children's readiness to study at school is not only a scientific one, but first of all a real-practical, very vital and urgent task that has not yet received its final solution.
The ascertaining stage of the experiment made it possible to identify gaps in the child’s psychological readiness for school. During the formative stage, it became possible to develop the missing or underdeveloped skills of preschoolers, which are necessary for him in school education. Based on the results of the control stage, we can conclude that a lot depends on solving the problem of children’s readiness to study at school; ultimately, the fate of children, their present and future.
List of sources used
1. Avramenko, N.K. Preparing a child for school. M.: Pedagogy, 2006.
Current problems in the education and training of preschool children: Sat. scientific Proceedings/Editorial Board: N.N. Pedyakov et al. - M.: Knowledge, 2006.
Bozhovich, L.I. "Personality and its formation in childhood" M.: Knowledge, 2008.
Vygotsky L.S. Selected psychological studies. M., 1956
Gutkina, N.I. "Psychological readiness for school." M.: Education, 2008.
Zaporozhets, A.V. Preparing children for school. Fundamentals of preschool pedagogy, edited by A.V. Zaporozhets, G.A. Markova. M.: Education, 2005.
Kravtsova, E.E. Psychological problems children's readiness for school. M.: Pedagogy, 2007.
Mukhina V.S. Child psychology. - M., 1985
Peculiarities of mental development of children 6-7 years of age, ed. D.B. Elkonina, A.L. Wenger. M.: "Pedagogy", 2008.
Uruntaeva G.A. Diagnosis of psychological characteristics of preschool children. - M., 1995.
Elkonin D.B. Child psychology. - M., 1960.
Elkonin D.B. Psychological development in childhood. M.: Voronezh, 2001
Elkonin L.B. Selected pedagogical works. M.: International. ped. Academy, 1995
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Introduction…………………………………………………………………………………...2
Chapter 1. Psychological diagnostics…………………………………4
1.1. Concept psychological diagnostics……………………….....4
1.2. Basic methods of psychological diagnostics……………….7
Chapter 2. The problem of children’s readiness for school………………………….11
2.1. The concept of readiness for school education……………………...11
2.2. Forms of school readiness……………………………………………………13
2.3. Methods for diagnosing children’s readiness for school……………….….16
Chapter 3. Experimental part.
3.1. Experimental application of methods of psychological diagnostics of children’s readiness for school using the example of children from the preparatory group of a preschool educational institution…………………………………………21
Conclusion…………………………………………………………….25
Glossary…………………………………………………………………………………27
Bibliography………………………………………………………...29
Appendix A. Scheme “Classification of psychodiagnostic methods”………………………………………………………………..….30
Appendix B. Methodology “Drawing a male figure from an idea”………………………………………………………………………………….31
Appendix B. Methodology “Imitation of written letters”……….32
Appendix D. Methodology “Drawing a group of points”………….…33
Appendix E. Questionnaire orientation test school maturity of Jaroslav Jirasik………………………………………………………….…..34
Appendix E. Methodology “Graphic dictation”………………………36
AppendixG. “The child’s attitude towards learning at school”……….….38
Appendix H. Table “Results of psychological diagnostics of children for school”………………………………………………………..…………39
Introduction
This course work is devoted to the study of psychological diagnostics of children’s readiness for schooling.
The problem of preschoolers’ readiness for upcoming schooling has always been the focus of attention of educators and psychologists since the advent of public educational establishments. Entering school marks the beginning of a new period in a child’s life - the beginning of primary school age, the leading activity of which is educational activity. Scientists, teachers and parents make every effort to make their child’s schooling not only effective, but also useful, enjoyable and desirable for children. Particular attention is paid to the mental health of students and the harmonious development of their personality. These trends are clearly visible in the formation of new directions psychological science: practical child psychology, school psychology, preventive direction of child medical psychology.
Adequate and timely determination of the level of psychological readiness for school will make it possible to take appropriate steps to successful adaptation child in a new environment and prevent the occurrence of school failure. Therefore, the study of this problem is relevant.
The concept of “psychological readiness of a child for schooling” was first proposed by A.N. Leontiev in 1948. Among the components of intellectual, personal readiness he identified such an essential component of this readiness as the development in children of the ability to control their behavior. L.I. Bozhovich expanded the concept of personal readiness, which is expressed in the child’s attitude towards schooling, the teacher, and learning as an activity.
The degree of readiness of the child for learning depends on his further development and success in mastering the school curriculum. According to I.Yu. Kulagina “a child’s psychological readiness for schooling is one of the most important results of psychological development during preschool childhood.”
The problem of a child’s readiness to study at school is quite acute for teachers, psychologists, doctors and parents.
Purpose of the study: to consider the use of methods of psychological diagnostics of children’s readiness for school, to analyze the results obtained.
An object course work: psychological diagnostics of children’s readiness for school.
Subject of the course work: methods of psychological diagnostics of children’s readiness for school.
Coursework objectives:
1. Study the basic methods of psychological diagnostics.
2. Reveal the main forms of psychological readiness for school.
3. Study methods of psychological diagnostics of children for school.
4. Demonstrate using the example of children from the preparatory group of kindergarten experimental application methods of psychological diagnostics of children's readiness for school.
The practical significance of the course work lies in the possibility of using of this material a practical psychologist in a preschool educational institution in diagnosing readiness for schooling, as well as in preparing children for school.
Chapter 1. Psychological diagnostics
1.1 . The concept of psychological diagnostics
Psychodiagnostics is a field of psychological science and the most important
form psychological practice, which is associated with the development and use various methods recognition of individual characteristics of a person (group of people)
Psychodiagnostics in a practical sense can be defined as the establishment of a psychological diagnosis - a description of the state of objects, which can be an individual, group or organization. Psychological diagnostics is carried out on the basis of special methods; it can be an integral part of an experiment or act independently as a research method, or as a field of activity of a practical psychologist.
In practice, psychodiagnostics is used in the most different areas activities of a psychologist: and when he acts as an author or participant in applied psychological and pedagogical experiments. And then, when he is busy with psychological counseling or psychological correction. But most often, at least in the work of a practical psychologist, psychodiagnostics acts as a separate, completely independent field of activity. Its goal is to make a psychological diagnosis, i.e., to assess the current psychological state of a person.
Psychological diagnostics is understood in two ways:
1. In a broad sense - it is close to the psychodiagnostic dimension in general and can refer to any object that is amenable to psychodiagnostic analysis, acting as the identification and measurement of its properties.
2. B in the narrow sense, more common - measurement of individual psychodiagnostic properties of a person.
There are 3 main stages in a psychodiagnostic examination:
1. Data collection.
2. Processing and interpretation of data.
3. Making a decision – psychodiagnostic diagnosis and prognosis.
Psychodiagnostics as a science is defined as a field of psychology that develops methods for identifying and measuring individual psychological characteristics of a person.
As a theoretical discipline, psychodiagnostics deals with variable and constant quantities that characterize inner world person. Psychological diagnostics, on the one hand, is a way of testing theoretical constructs, and on the other, a specific embodiment of theoretical constructs - a way of moving from abstract theory, from generalization to specific fact.
Psychological diagnostics solves the following problems:
1. Establishing whether a person has one or another psychological property or behavioral characteristic.
2. Determination of the degree of development of this property, its expression in certain quantitative and qualitative indicators.
3.Description of diagnosed psychological and behavioral characteristics person in cases where it is necessary.
4. Comparison of the degree of development of the studied properties in different people.
All four listed tasks in practical psychodiagnostics are solved either individually or comprehensively, depending on the goals of the examination. Moreover, in almost all cases, with the exception of a qualitative description of the results, knowledge of quantitative analysis methods is required.
Theoretical psychodiagnostics is based on the basic principles of psychology:
1. The principle of reflection - an adequate reflection of the surrounding world provides a person with effective regulation of his activities.
2. The principle of development - guides the study of the conditions for the emergence of mental phenomena, trends in their changes, qualitative and quantitative characteristics of these changes.
3. The principle of the dialectical connection between essence and phenomenon - allows us to see the mutual conditioning of these philosophical categories on the material of mental reality, subject to their non-identity.
4. The principle of the unity of consciousness and activity - consciousness and psyche are formed in human activity, activity is simultaneously regulated by consciousness and psyche.
5. Personal principle - requires the psychologist to analyze the individual characteristics of a person, take into account his specific life situation, his ontogenesis.
These principles form the basis for the development of psychodiagnostic methods - methods for obtaining reliable data on the content of variables of mental reality.
Thus, psychodiagnostics is a field of psychological culture and the most important form of psychological practice, the purpose of which is to make a psychological diagnosis, that is, to assess a person’s psychological state.
1.2. Basic methods of psychological diagnostics
The classification of psychodiagnostic methods is intended to make it easier for the practical worker (psychologist) to choose a technique that best suits his task. Therefore, the classification should reflect the connection of methods, on the one hand, with the diagnosed mental properties and, on the other hand, with practical tasks, for the sake of which these methods are developed.
Methods of practical psychodiagnostics can be divided into separate groups according to the following criteria:
1. According to the type used in the technique test problems:
1) questionnaires – a set of psychodiagnostic techniques using questions addressed to the subjects;
2) approvers – a set of psychodiagnostic techniques that use certain judgments with which the subject must express his agreement or disagreement;
3) productive – a set of psychodiagnostic techniques that use one or another type of the subject’s own creative activity: verbal, figurative, material;
4) effective – a set of psychodiagnostic techniques in which the subject is given the task to perform a certain set of practical actions, the nature of which is used to judge his psychology;
5) physiological – a set of techniques that allow one to evaluate and analyze involuntary physical or physiological reactions of the human body.
2. To the recipient of the test material:
1) conscious (appeal to the consciousness of the subject);
2) unconscious (aimed at unconscious human reactions).
3. According to the form of presentation of the test material:
1) blank – methods that present test material in written form or in the form of drawings, diagrams, etc.;
2) technical – methods that represent material in audio, video or film form, as well as through other technical devices;
3) sensory – methods that present material in the form of physical stimuli directly addressed to the senses.
4. Based on the nature of the data used for psychodiagnostic conclusions, a distinction is made between objective methods - methods that use indicators that do not depend on the consciousness and desire of the experimenter or subject - and subjective – methods in which the data obtained depend on the characteristics of the experimenter or subject.
5. Based on the internal structure, a distinction is made between monomeric methods (a single quality or property is diagnosed and assessed) and multidimensional methods (intended to identify and evaluate several psychological qualities at once).
The same technique can be simultaneously considered and qualified according to different criteria, and therefore can be assigned to several classification groups at once. The most commonly used approach is in which all psychodiagnostic techniques are divided into standardized (formalized) and expert (low-formalized, clinical).
Standardized (formalized) methods include tests, questionnaires, questionnaires and psychophysiological examination procedures. Standardization of methods means that they must always and everywhere be applied in the same way, starting from the situation and instructions received by the subject, and ending with the methods of calculating and interpreting the obtained indicators.
Validity – one of the main psychometric properties of the technique, indicating its validity and indicating the degree of correspondence of the information received to the person being diagnosed mental property. In a broad sense, validity includes information about behavior and mental phenomena that are causally dependent on the property being diagnosed. There are constructive, internal, external, and empirical validity.
The reliability of a psychodiagnostic technique is the quality of the technique associated with the ability to obtain fairly stable results with its help, which have little dependence on a random combination of circumstances. Closely related to these indicators is such a characteristic of methods as accuracy. The accuracy of the technique reflects its ability to subtly respond to the slightest changes in the assessed property that occur during a psychodiagnostic experiment.
Less formalized methods include such techniques as observations, surveys, and analysis of activity products. These methods provide very valuable information about the subject, especially when the subject of study is such mental phenomena that are difficult to objectify (for example, subjective experiences, personal meanings) or are extremely changeable (the dynamics of goals, states, moods, etc.). At the same time, it should be borne in mind that poorly formalized methods are very labor-intensive (for example, observations of the subject are sometimes carried out over several months) and are largely based on professional experience, the psychological intuition of the psychodiagnostician himself. Only the presence of a high level of culture psychological observations, conversations help to avoid the influence of random and collateral factors on the examination results.
Slightly formalized diagnostic tools should not be opposed to strictly formalized methods. As a rule, they complement each other. A full-fledged diagnostic examination requires a harmonious combination of formalized techniques with less formalized ones. Thus, the collection of data using tests should be preceded by a period of familiarization with the subjects according to some objective and subjective indicators (for example, with the biographical data of the subjects, their inclinations, motivation for activity, etc.). For this purpose, interviews, surveys, and observations can be used.
The general classification of psychodiagnostic methods can be presented in the form of a diagram (Appendix A).
Chapter 2. The problem of children's readiness for school
2.1. Concept of school readiness
Psychological readiness for school is a necessary and sufficient level of mental development of a child to master the school curriculum in a peer group environment.
Psychological readiness for systematic learning at school is the result of the child’s entire previous development in preschool childhood. It is formed gradually and depends on the conditions in which the organism develops. Readiness for schooling presupposes a certain level of mental development, as well as the formation of the necessary personality qualities.
Readiness for school in modern conditions is considered, first of all, as readiness for schooling or educational activities. This approach is justified by looking at the problem from the perspective of the periodization of the child’s mental development and the change of leading types of activity. According to E.E. Kravtsova, the problem of psychological readiness for school learning is specified as a problem of changing the leading types of activity, that is, it is a transition from role-playing games to educational activities. This approach is relevant and significant, but readiness for educational activities does not fully cover the phenomenon of readiness for school.
L.I. Bozhovich pointed out back in the 60s that readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, readiness for voluntary regulation, and one’s cognitive activity in the position of a schoolchild. Similar views were developed by A.V. Zaporozhets, noting that readiness for school is a holistic system of interconnected qualities of a child’s personality, including the characteristics of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of volitional regulation mechanisms.
Today, it is almost universally accepted that readiness for schooling is a multicomponent education that requires complex psychological research.
Traditionally, there are three aspects of school maturity: intellectual, emotional and social. Intellectual maturity is understood as differentiated perception (perceptual maturity), including the identification of a figure from the background, concentration of attention, analytical thinking, expressed in the ability to comprehend the basic connections between phenomena, the ability to remember logically, the ability to reproduce a pattern, as well as the development of subtle hand movements and sensorimotor coordination. We can say that intellectual maturity understood in this way largely reflects the functional maturation of brain structures.
Emotional maturity is generally understood as a reduction in impulsive reactions and the ability to perform a not very attractive task for a long time.
Social maturity includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school learning situation.
Thus, psychological readiness for schooling is understood as the necessary and sufficient level of mental development of a child to master the school curriculum in a learning environment with peers.
2.2. Forms of children's readiness for school
Today, it is almost universally accepted that readiness for schooling is a multi-complex education that requires comprehensive psychological research. It is customary to highlight following forms psychological readiness for school (according to L.A. Venger, A.L. Venger, V.V. Kholmovskaya, Y.Ya. Kolominsky, E.A. Pashko and others): personal, intellectual, socio-psychological, physical , speech and emotional-volitional readiness.
Personal readiness includes the formation in a child of readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. This personal readiness is expressed in the child’s attitude towards school, educational activities, teachers, and himself. Personal readiness also includes a certain level of development of the motivational sphere. A child who is not attracted to school is ready for school. outside(attributes school life- briefcase, textbooks, notebooks), but the opportunity to gain new knowledge, which involves the development of cognitive interests. The future student needs to voluntarily control his behavior, cognitive activity, which becomes possible when formed hierarchical system motives. Thus, the child must have developed educational motivation. Personal readiness also presupposes a certain level of development emotional sphere child. By the beginning of school, the child should have achieved relatively good emotional stability, against the background of which the development and course of educational activities is possible.
The child's intellectual readiness for school. This component of readiness presupposes that the child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. However, basically, the child’s thinking remains figurative, based on real actions with objects and their substitutes. Intellectual readiness also presupposes the formation in a child initial skills in the field of educational activities, in particular, the ability to highlight learning task and turn it into an independent goal of activity. To summarize, we can say that the development of intellectual readiness for learning at school involves:
Differentiated perception;
Analytical thinking;
Rational approach to reality (weakening the role of fantasy);
Logical memorization;
Interest in knowledge and the process of obtaining it through additional efforts;
Mastery of spoken language by ear and the ability to understand and use symbols;
Development of fine hand movements and hand-eye coordination.
Social and psychological readiness for schooling. This component of readiness includes the formation in children of qualities through which they could communicate with other children and teachers. A child comes to school, a class where children are engaged in a common task, and he needs to have fairly flexible ways of establishing relationships with other people, the ability to enter the children's society, act together with others, the ability to give in and defend himself. Thus, this component presupposes the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, and the developing ability to cope with the role of a student in a school learning situation.
In addition to the above-mentioned components of psychological readiness for school, we will also highlight physical, speech and emotional-volitional readiness.
Physical readiness means general physical development: normal height, weight, chest volume, muscle tone, body proportions, skin and indicators corresponding to the norms of physical development of boys and girls of 6-7 years of age. Condition of vision, hearing, motor skills (especially small movements of the hands and fingers). The state of the child’s nervous system: the degree of its excitability and balance, strength and mobility. General health.
Speech readiness means the formation of the sound side of speech, vocabulary, monologue speech and grammatical correctness.
Emotional-volitional readiness is considered formed if
the child knows how to set a goal, make a decision, outline a plan of action, make efforts to implement it, overcome obstacles, he develops arbitrariness of psychological processes.
Summarizing the above, we can say that the psychophysiological readiness of a child for school is understood as his maturity in physiological and social terms; he must achieve a certain level of mental and emotional-volitional development. The child must master mental operations - be able to generalize and differentiate objects and phenomena of the surrounding world, be able to plan his activities and exercise self-control. Development is important school motivation, the ability to self-regulate behavior and demonstrate volitional efforts to complete assigned tasks. Thus, “a child’s readiness for school” is a complex and multifaceted concept.
2.3. Methods for diagnosing children's readiness for school
The procedure for determining the psychological readiness of children for school may vary depending on the conditions in which the psychologist works. Most favorable conditions- This is an examination of children in kindergarten in April-May. A piece of paper is posted in advance on the notice board in kindergarten with information about what types of tasks will be presented to the child during an interview with a psychologist.
A child’s readiness for school is determined by a systematic examination of the state of the intellectual, speech, emotional-volitional and motivational spheres. Each of these areas is studied by a number of adequate methods aimed at identifying the level of mental development, the presence of the necessary skills and abilities, and the state of the motivational attitude towards schooling.
To compose general idea about the level of development of a child’s readiness for schooling, you can use the Kern-Jirasik orientation test of school maturity. This test has a number of significant advantages:
Firstly, this test requires a short time to use;
Secondly, it can be used for both individual and group surveys;
Thirdly, the test has standards developed on a large sample;
Fourthly, it does not require special means and conditions for its implementation;
Fifthly, it allows the research psychologist to obtain information about the child.
The school maturity orientation test by J. Jirasik is a modification of the test by A. Kern. It consists of three tasks (subtests):
1. Drawing a male figure from an idea. This task makes it possible to identify the relationship between selective activity and the development of the second signaling system, abstract thinking, an approximate assessment of general mental development.
2. Imitation of written letters.
3. Drawing a group of points.
The second and third tasks are related to the level of development of the child’s ability for certain behavior (he must show volitional effort, follow instructions in unattractive work within the required time), which is an important prerequisite for successful learning at school.
The drawing of the man must be done according to the presentation. When copying written words, it must be ensured same conditions as when drawing a group of points combined into a geometric figure. To do this, each child is given sheets of paper with examples of completing the second and third tasks. All three tasks place demands on fine motor skills. The procedure for performing and evaluating tests is presented in appendices B, C, G.
After the subtests are completed, psychologists collect the forms and conduct a primary grouping of them based on test results, selecting children with very weak, weak, medium and strong levels of readiness for school.
Children who receive three to six points in the first three subtests are considered ready for school. The group of children who received seven to nine points represents the average level of readiness for school. Children who received 9-11 points require additional examination to obtain more objective data. Particular attention should be paid to the group of children who scored 12-15 points, which indicates development below normal. Such children need a thorough individual examination of intelligence, development of personal and motivational qualities.
The results obtained characterize the child in terms of general mental development: the development of motor skills, the ability to perform given patterns, i.e. characterize the arbitrariness of mental activity. As for the development of social qualities associated with general awareness and the development of mental operations, these properties are quite clearly diagnosed in J. Jirasik’s questionnaire.
J. Jirasik introduced an additional fourth task into this methodology, which consists of answering questions (each child is asked to answer 20 questions). Using this questionnaire, the development of social qualities associated with general awareness and the development of mental operations is diagnosed. After the survey is completed, the results are calculated based on the number of points scored on individual questions. Quantitative results This task is divided into five groups:
Group 1 – plus 24 or more;
Group 2 – plus 14 to 23;
Group 3 - from 0 to 13;
Group 4 – from minus 1 to minus 10;
Group 5 – less than minus 11.
According to the classification, the first three groups are considered positive. Children who score from plus 24 to plus 13 are considered ready for school.
Thus, we can say that the Kern-Jirasik methodology provides preliminary guidance on the level of development of readiness for schooling.
In connection with the identification of various types of relationships in the psychological readiness of children that influence the development of educational activities, it makes sense to diagnose children entering school through indicators of mental development that are most important for the success of schooling.
The “Graphic Dictation” technique was developed by D.B. Elkonin and is aimed at identifying the ability to listen carefully and accurately follow the instructions of an adult, capabilities in the field of perceptual and motor organization of space, the ability to correctly reproduce the given direction of lines on a sheet of paper, and independently act according to the instructions of an adult. Instructions for conducting the test and evaluation of the results are indicated in Appendix E.
To determine psychological readiness for schooling, it is also necessary to determine the initial motivation for learning in children entering school and find out whether they have an interest in learning. The child’s attitude towards learning, along with other psychological signs of readiness for learning, forms the basis for the conclusion about whether the child is ready or not ready to study at school. Even if everything is in order with his cognitive processes, it cannot be said about the child that he is completely ready for school. The lack of desire to learn with two signs of psychological readiness - cognitive and communicative - allows a child to be admitted to school, provided that during the first few months of his stay at school, an interest in learning appears. This refers to the desire to acquire new knowledge, useful skills and abilities related to mastering the school curriculum. In this technique, the child is asked to answer questions. When evaluating answers, you should not limit yourself only to ratings of 0 points and 1 point, since, firstly, there are complex questions here, one of which the child can answer correctly, and the other incorrectly; secondly, the answers to the proposed questions may be partly correct and partly incorrect. For complex issues, to which the child did not answer completely, and questions that allow a partially correct answer, it is recommended to apply a score of 0.5 points. Taking into account the introduced intermediate score of 0.5 points, it should be considered that a child who, as a result of answering all questions, scored at least 8 points, is fully ready to study at school (based on the results of a survey using this method). A child who scores from 5 to 8 points will be considered not quite ready for learning. Finally, a child whose total score is less than 5 is considered not ready for learning. Maximum amount The points that a child can receive using this method is 10. It is believed that he is practically psychologically ready to go to school if the correct answers are received to at least half of all questions asked.
Thus, the most common and effective methods diagnostics of children's readiness for schooling are as follows:
1. “Kern-Jirasik School Orientation Test”, which includes:
Drawing a group of points;
Questionnaire by J. Jirasik.
Chapter 3. Experimental part.
3.1. Psychological diagnostics of children's readiness for schooling.
We carried out diagnostics of readiness for school on the basis of children of the preparatory group of kindergarten No. 98 in the city of Cherepovets in October 2009.
We examined 20 children of the preparatory group using a system of methods to conduct a survey of a child’s readiness for school:
1. Kern-Jirasik school maturity orientation test, including:
Drawing a male figure from an idea;
Imitation of written letters;
Drawing a group of points;
Questionnaire for the orientation test of school maturity by Jaroslav Jirasik.
2. Methodology “Graphic dictation” (D.B. Elkonin).
3. Questionnaire “Child’s attitude towards learning at school.”
These methods allowed us to determine, respectively:
The relationship between selective activity and the development of the second signaling system, abstract thinking, an indicative assessment of general mental development;
The child’s ability to demonstrate volitional effort, the ability to follow instructions in unattractive work within the required time;
Arbitrariness of mental activity;
Development of social qualities associated with general awareness, development of mental operations, verbal and logical thinking;
The ability to listen carefully and accurately follow the instructions of an adult, capabilities in the field of perceptual and motor organization of space, the ability to correctly reproduce the given direction of lines on a sheet of paper, and act independently according to the instructions of an adult;
The initial motivation for learning in children entering school is the presence of interest in learning.
Purpose of the study: to determine the level of readiness of children to study at school using all methods in order to identify children who are not ready (or not fully ready) to study at school and further correctional work with them.
For all methods (except for surveys), work was carried out in small groups of 5 people. Surveys were conducted with each child individually.
Before the start of psychological diagnostics, we carefully familiarized ourselves with the characteristics of each child and the products of the children’s activities.
The research results are presented in the table.
In general, we obtained the following results:
1) Three subtests (drawing a male figure from an idea, imitation of written letters, drawing a group of dots): 55% of subjects – high level readiness for school, 35% - average, 5% - low, 5% - very low.
2) Questionnaire by J. Jirasik: 35% of children – high, 55% – average, 10% – low level of readiness for school.
3) “Graphic dictation” (D.B. Elkonin): 30% of children have a high level of school readiness, 45% have an average level, 25% have a low level.
4) Questionnaire “Child’s attitude towards learning at school”: 85% - high, 15% - low level of readiness for school.
But children with a low level of readiness for school have also been identified.
Subject No. 5 scored 4 points using the “Drawing a Man” method
according to presentation." This may indicate communication problems, withdrawal, autism, or a low level of intellectual development. It is recommended to conduct a detailed diagnosis of the child’s intellectual abilities.
Subject No. 8 scored 4 points in the “Imitation of written letters” method, 5 points in the “Drawing a group of dots” method, -10 points in the “J. Jirasik Questionnaire” and 5 points in the “Graphic Dictation”.
This indicates an inability or unwillingness to follow an adult’s instructions, to listen carefully, and a low development of voluntary mental activity. Social qualities associated with general awareness, the development of mental operations, and verbal and logical thinking are poorly developed.
Subject No. 9 showed bad results. This indicates a possible low level of intellectual development of the child, isolation, inability to act independently as directed by an adult, poor development of mental operations, verbal-logical thinking and poor general awareness.
Subject No. 3 scored 3 points using the “Graphic Dictation” method, which indicates a low level of development of the child’s voluntary sphere, as well as a weak development of his capabilities in the field of perceptual and motor organization of space.
Based on the results of diagnosing readiness for school learning, the following can be recommended:
a) enroll the child in first grade;
b) delay the start of training by one year;
c) transfer the child to a special kindergarten group or school leveling class;
d) send to the methodological and pedagogical commission;
d) carry out individual approach to the child, taking into account certain identified features of his preparation, to carry out psychocorrectional work with him.
Conclusion
Thus, while writing my course work, I was able to:
To study the accumulated theoretical material on the problem of psychological diagnostics of children’s readiness for school;
Expand the concept of “psychological diagnostics” and its main methods;
Reveal the forms of children's readiness for school;
Study the basic methods of psychological diagnostics of children’s readiness for school;
Conduct an experimental study of the use of methods of psychological diagnostics of children's readiness for school, identify children with a low level of readiness and make recommendations for increasing their level of readiness for school.
The first chapter of the course work is devoted to the disclosure of the concept of “psychological diagnostics” and the study of its main methods. Psychodiagnostics is a field of psychological culture and the most important form of psychological practice, the purpose of which is to make a psychological diagnosis, that is, to assess a person’s psychological state.
There are many classifications of psychodiagnostic methods (by the type of test tasks used in the methodology, by the recipient of the test material, by the form of presentation of the test material, by the nature of the data used for psychodiagnostic conclusions, by the internal structure). But the most often used approach is in which all psychodiagnostic techniques are divided into standardized (formalized) and expert (low-formalized, clinical).
The second chapter of the course work is devoted to children's readiness for school. The first part of the second chapter examines the forms of children’s readiness for school: personal, intellectual, socio-psychological, emotional-volitional, physical and speech readiness. Thus, a child’s readiness for school is a complex and multifaceted concept.
The second part of the second chapter discusses methods of psychological diagnostics of children for school: the Kern-Jirasik orientation test of school maturity (drawing a male figure from an idea, imitation of written letters, drawing a group of dots, J. Jirasik’s questionnaire), the “Graphic Dictation” technique (D.B. Elkonin), questionnaire “Child’s attitude towards learning at school”.
The third chapter of the course work is devoted to conducting an experimental study “Psychological diagnostics of children’s readiness for school” using the example of children from the preparatory group of preschool educational institution No. 98 in the city of Cherepovets, identifying children with a low level of readiness for school and developing appropriate psychocorrectional measures for them to increase their level of readiness for school . Using a system of selected methods, we conducted a psychological diagnosis of the level of readiness of children for school among 20 people. The test results were as follows: 16 people (80%) have a high and average level of readiness for school, 4 people (20%) have a low level of readiness for school. The second part of the third chapter examines in detail psychocorrectional measures aimed at developing memory, thinking, speech, voluntary sphere and attention, that is, increasing the level of psychological readiness for school in children with a low level of readiness.
In my opinion, a more in-depth study of this problem is necessary to understand the psychological development of preschool children, optimization educational process, finding and eliminating the causes of difficulties that arise in a certain part of children when mastering the school curriculum, also to avoid school maladjustment and prevent school failure.
Glossary
Psychodiagnostics is a field of psychological science and the most important form of psychological practice, which is associated with the development and use of various methods for recognizing the individual characteristics of a person (group of people).
Methods of psychological diagnostics are techniques for assessing individual psychological differences and determining from the point of view of the norm in specific life situations activity and communication of the state of psychological variables characterizing a specific individual or team.
Standardized (formalized) methods are psychodiagnostic methods that are distinguished by the regulation of the examination procedure (uniformity of instructions and methods of their presentation, forms, objects or equipment used during the examination, test conditions), methods of processing and interpretation of results, standardization (the presence of strictly defined evaluation criteria : norms, standards), as well as the reliability and validity of methods.
Validity – one of the main psychometric properties of the technique, indicating its validity and indicating the degree of correspondence of the information received to the diagnosed mental property.
Psychological readiness for school is a necessary and sufficient level of mental development of a child to master the school curriculum in a peer group environment.
Analytical thinking is the ability to comprehend the main features and connections between phenomena, the ability to reproduce a pattern.
Standardized (formalized) methods are methods that must be applied in the same way always and everywhere, starting from the situation and instructions received by the subject, and ending with methods for calculating and interpreting the obtained indicators (tests, questionnaires, questionnaires and psychophysiological examination procedures).
The emotional maturity of the child is a decrease in impulsive reactions and the ability to perform a not very attractive task for a long time.
The social maturity of a child is the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school learning situation.
A child’s intellectual readiness for school is the child’s horizons and stock of specific knowledge.
The child’s personal readiness for school is expressed in the child’s attitude towards school, educational activities, teachers, himself, a certain level of development of the motivational sphere.
Socio-psychological readiness - the formation in children of qualities thanks to which they could communicate with other children and teachers (the need to communicate with others, the ability to obey the interests and customs of a children's group, the ability to cope with the role of a student in a school situation).
Bibliography
1. I.Yu.Kulagina. Age-related psychology(Child development from birth to 17 years). – M., 1996
2. General psychodiagnostics / Ed. A.A. Bondaleva, V.V. Stolin. - M., 1987
3. Gutkina N.I. Psychological readiness for school. - M., 2003
4. Kravtsova E.E. Psychological problems of children's readiness to study at school. – M., 1991
5. Rogov N.I. Desk book practical psychologist. - M., 1999
6. Zaporozhets A.V. Preparing children for school. Fundamentals of preschool pedagogy. – M., 1989
7. Wenger L. How does a preschooler become a schoolchild? // Preschool education, - 1995
8. Brief psychological dictionary / Under general ed.. A.V. Petrovsky and M.G. Yaroshevsky. – Rostov-on-Don “Phoenix”, 1997
9. Kravtsov G.G., Kravtsova E.E. Six year old child. Psychological readiness for school. - M, Knowledge, 1987
10. Testing children / comp. T.G. Makeeva. – 2nd ed. – Rostov n/a: Phoenix, 2007
11. Khudik V.A. Psychological diagnostics child development: research methods - K., Osvita, 1992
12. Elkonin D.B. Child psychology (Child development from birth to 7 years) - M: Uchpedgiz, 1960
13. Rybina E. Is the child ready for school? //Preschool education. 1995
14. Readiness of children for school. Diagnosis of mental development and correction of its unfavorable variants: Methodological developments For school psychologist. / Ed. V.V. Slobodchikova, issue 2, Tomsk, 1992
Appendix A
Classification of psychodiagnostic methods
| METHODS |
Appendix B
Methodology “Drawing a male figure from an idea”
Test performance assessment:
1 point exhibited in the following cases: the drawn figure must have a head, torso, limbs; the head and body are connected through the neck, the head does not exceed the body; there is hair on the head (or it is covered by a hat), there are ears, on the face there are eyes, a nose and a mouth; the hands are finished with a hand with five fingers; the legs are curved at the bottom; men's clothing used; the figure is drawn using the so-called synthetic method, that is, the figure is drawn immediately as a single whole (you can outline it without lifting the pencil from the paper); legs and arms seem to “grow” from the body.
2 points the child receives if all the requirements as in paragraph 1 are met, except for the synthetic image method; three missing parts (neck, hair, one finger, but not part of the face) may be excluded from the requirements if this is balanced by a synthetic image method.
3 points placed when the drawing shows the head, torso, limbs, and the arms or legs are drawn with a double line; absence of neck, ears, hair, clothing, fingers, feet is allowed.
4 points. Primitive drawing with a torso; limbs are expressed only by simple lines (one pair of limbs is enough).
5 points. There is a lack of clear image of the torso (head and legs) or both pairs of limbs.
If children over five years of age miss some parts of the face (eyes, mouth) in the drawing, this may indicate serious impairments in communication, isolation, or autism.
Independent diagnostic value this test does not have, that is, it is unacceptable to limit yourself to examining a child with this technique: it can only form part of the examination.
Appendix B
Methodology “Imitation of written letters”
Each child is given sheets of paper with examples of completing a task (written word), which the child must copy or draw.
Assessment of task completion:
1 point the child receives in the following case: a completely satisfactory imitation of the written model; letters do not reach double the size of the sample; the initial letter has a clearly visible capital letter height; the rewritten word does not deviate from the horizontal line by more than 30 degrees.
2 points put if the sample is copied legibly, the size of the letters and compliance with the horizontal line are not taken into account.
3 points. The inscription is clearly divided into three parts; at least four letters can be understood.
4 points. In this case, at least two letters match the pattern; the copy still creates the inscription line.
5 points. Scribble.
Appendix D
Methodology “Drawing a group of points”
Each child is given sheets with samples of completing the task, which he must copy and blank sheets paper. Instructions for the task: “Look, there are dots drawn here. Try to draw the same ones here next to each other.”
Assessment of task completion:
1 point. Almost perfect imitation of the model, only a very slight deviation of one point from a row or column is allowed; Reducing the picture is acceptable, but should not be enlarged.
2 points. The number and location of points must correspond to the sample; even three points can be allowed to deviate by half the width of the gap between the rows and columns.
3 points. The whole is similar in outline to the sample. It does not exceed the sample by more than 2 times in height and width. There should be no more than 20 points and no less than 7. Any rotation is allowed, even 180 degrees.
4 points. The outline of the drawing no longer resembles the sample, but it still consists of dots. The size of the picture and the number of dots do not matter; other shapes are not allowed.
5 points. Sketching.
Appendix D
Questionnaire for the orientation test of school maturity
Jaroslava Jirasik
1. Which animal is bigger - a horse or a dog?
Horse = 0 points; wrong answer = -5 points.
2. In the morning you have breakfast, and in the afternoon...
Let's have lunch. We eat soup, meat = 0 points;
We have dinner, sleep and other erroneous answers = -3 points.
3. It’s light during the day, but at night...
Dark = 0 points, wrong answer = - 4 points.
4. The sky is blue and the grass...
Green = 0 points, incorrect answer = -4 points.
5. Cherries, pears, plums, apples... what are they?
Fruit = 1 point, wrong answer = -1 point.
6. Why does the barrier go down before the train passes?
So that the train does not collide with the car, so that no one gets hit
under the train = 0 points, wrong answer = -1 point.
7. What are Moscow, Rostov, Kyiv?
Cities = 1 point, stations = 0 points, wrong answer = -1 point.
8. What time does the clock show (show on the clock)?
Well shown = 4 points; only a quarter is shown a whole hour, quarter and hour, correct = 3 points; doesn't know the clock = 0 points.
9. A small cow is a calf, a small dog is..., a small sheep is...?
Puppy, lamb = 4 points, only one answer out of two = 0 points, incorrect answer = -1 point.
10. Is a dog more like a chicken or a cat? How is it similar? what do they have in common?
Like a cat, because it also has four legs, fur, tail, claws (one similarity is enough) = 0 points; for a cat (without giving similarities) = -1 point; for chicken = -3 points.
11. Why do all cars have brakes?
Two reasons (braking down a mountain, braking at a turn, stopping in case of danger of a collision, stopping altogether after finishing driving) = 1 point; 1 reason = 0 points; wrong answer = -1 point.
12. How are a hammer and an ax similar to each other?
Two common characteristics = 3 points; 1 similarity = 2 points; wrong answer = 0 points.
13. How are squirrels and cats similar to each other?
Determining that these are animals, or citing two common characteristics (they have 4 legs, tails, fur) = 3 points; one similarity = 2 points; wrong answer = 0 points.
14. What is the difference between a nail and a screw? How would you recognize them if they were lying here in front of you?
They have different characteristics: for a screw – threading (thread) = 3 points; the screw is screwed in and the nail is driven in = 2 points; wrong answer = 0 points.
15. Football, high jump, tennis, swimming... is this?
Sports, physical education = 3 points; games, exercises, gymnastics,
competitions = 2 points; wrong answer = 0 points.
16. What vehicles do you know?
Three land vehicles, aircraft or ship = 4 points; only
three land vehicles or a complete list, with an airplane or a ship, but only after explaining that vehicles are something that can be used to move somewhere = 2 points; wrong answer = 0 points.
17. How is it different? an old man from a young man? What's the difference between them?
Three signs (gray hair, lack of hair, wrinkles, can no longer work like that, is sick more often, sees poorly, hears poorly) = 4 points; one or two differences = 2 points; incorrect answer (he has a stick, he smokes) = 0 points.
18. Why do people play sports?
For two reasons (to be healthy, hardened, strong, mobile, not to be fat, they want to achieve a record) = 4 points; one reason = 2 points; wrong answer = 0 points.
19. Why is it bad when someone avoids work?
The rest must work for him (or an expression that someone else suffers as a result of this), he is lazy, earns little = 2 points; wrong answer = 0 points.
20. Why do you need to put a stamp on the envelope?
So they pay for sending, transporting a letter = 5 points; the other one would have to pay a fine = 2 points; wrong answer = 0 points.
Appendix E
Methodology "Graphic dictation"
Instructions for carrying out:
To conduct the study, each child is given a notebook sheet in a cage with four dots marked on it. Before the study, psychologists explain to children:
“Now you and I will draw different patterns. We must try to make them beautiful and neat. To do this you need to listen to me carefully. I will tell you how many cells and in which direction you need to draw the line. The next line must begin where the previous one ended, without lifting the pencil from the paper.”
After this, the psychologist proceeds to drawing a training pattern, dictation 1:
“We begin to draw the first pattern. Place a pencil on the topmost square. Draw a line 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, one cell to the right. Then continue to draw the same pattern yourself.” Also conduct the following dictations:
Dictation 2:
Dictation 3:
Dictation 4:
On self-execution Each pattern is given one and a half to two minutes. The total time of the technique is about 15 minutes. Training dictation not assessed (first), each of the subsequent dictations is assessed on the following scale:
Error-free reproduction of the pattern – 4 points;
For 1-2 mistakes they give 3 points;
Behind larger number errors – 2 points;
If there are more errors than correctly reproduced sections, then 1 point is given;
If there are no correctly reproduced sections, then 0 points are given.
Based on the data obtained, the following execution levels are possible:
10-12 points – high;
6-9 points – average;
3-5 points – low;
0-2 points – very low.
Appendix G
Questionnaire “Child’s attitude towards learning at school”
1. Do you want to go to school?
2. Why do you need to go to school?
3. What will you do at school? (Option: what do they usually do at school?)
4. What do you need to have in order to be ready to go to school?
5. What are lessons? What do they do on them?
6. How should you behave in class at school?
7. What are homework assignments?
8. What will you do at home when you come home from school?
9. What new things will appear in your life when you start school?
A correct answer is considered to be one that sufficiently fully and accurately corresponds to the meaning of the question. In order to be ready for school, a child must give correct answers to the vast majority of questions asked of him. If the answer received is not complete enough, then the questioner should ask the child additional leading questions.
Appendix 3
Table “Results of psychological diagnostics of children for school”
| Number of points (level of readiness for school) | |||||||||
| Drawing a male figure | Imitation of written letters | Drawing a group of points | Questionnaire by J. Jirasik | Graphic dictation | Questionnaire “Attitude towards school” | ||||
| 1 | 1 | 2 | 2 | ||||||
| High | |||||||||
| 2 | 1 | 3 | 2 | ||||||
| High | |||||||||
| 3 | 2 | 3 | 2 | ||||||
| Average | |||||||||
| 4 | 1 | 2 | 1 | ||||||
| High | |||||||||
| 5 | 4 | 1 | 2 | ||||||
| Average | |||||||||
| 6 | 2 | 2 | 2 | ||||||
| High | |||||||||
| 7 | 1 | 2 | 1 | ||||||
| High | |||||||||
| 8 | 2 | 4 | 5 | ||||||
| Short | |||||||||
| 9 | 4 | 5 | 4 | ||||||
| Very low | |||||||||
| 10 | 1 | 2 | 1 | ||||||
| High | |||||||||
| 11 | 3 | 1 | 2 | ||||||
| High | |||||||||
| 12 | 2 | 1 | 2 | ||||||
| High | |||||||||
| 13 | 2 | 2 | 3 | ||||||
| Average | |||||||||
| 14 | 1 | 3 | 3 | ||||||
| Average | |||||||||
| 15 | 1 | 3 | 3 | ||||||
| Average | |||||||||
| 16 | 2 | 2 | 2 | ||||||
| High | |||||||||
| 17 | 1 | 2 | 3 | ||||||
| High | |||||||||
| 18 | 3 | 3 | 2 | ||||||
| Average | |||||||||
|
Zaporozhets A.V. Preparing children for school. Fundamentals of preschool pedagogy. – M., 1989, P 250 Wenger L. How does a preschooler become a schoolchild? // Preschool education, - 1995, - No. 8, pp. 66-74. See Appendix D See Appendix G See Appendix 3 | |||||||||
The procedure for determining the psychological readiness of children for school may vary depending on the conditions in which the psychologist works. The most favorable conditions are examination of children in kindergarten in April-May. A piece of paper is posted in advance on the notice board in kindergarten with information about what types of tasks will be presented to the child during an interview with a psychologist.
A child’s readiness for school is determined by a systematic examination of the state of the intellectual, speech, emotional-volitional and motivational spheres. Each of these areas is studied by a number of adequate methods aimed at identifying the level of mental development, the presence of the necessary skills and abilities, and the state of the motivational attitude towards schooling.
To get a general idea of the level of development of a child’s readiness for schooling, you can use the Kern-Jirasik School Maturity Orientation Test. This test has a number of significant advantages:
- - firstly, this test requires a short time to use;
- - secondly, it can be used for both individual and group examinations;
- - thirdly, the test has standards developed on a large sample;
- - fourthly, it does not require special means and conditions for its implementation;
- - fifthly, it allows the research psychologist to obtain information about the child.
The school maturity orientation test by J. Jirasik is a modification of the test by A. Kern. It consists of three tasks (subtests):
- 1. Drawing a male figure from an idea. This task makes it possible to identify the relationship between selective activity and the development of the second signaling system, abstract thinking, and an approximate assessment of general mental development.
- 2. Imitation of written letters.
- 3. Drawing a group of points.
The second and third tasks are related to the level of development of the child’s ability for certain behavior (he must show volitional effort, follow instructions in unattractive work within the required time), which is an important prerequisite for successful learning at school.
The drawing of the man must be done according to the presentation. When copying written words, the same conditions must be provided as when copying a group of points combined into a geometric figure. To do this, each child is given sheets of paper with examples of completing the second and third tasks. All three tasks place demands on fine motor skills.
After the subtests are completed, psychologists collect the forms and conduct a primary grouping of them based on test results, selecting children with very weak, weak, medium and strong levels of readiness for school.
Children who receive three to six points in the first three subtests are considered ready for school. The group of children who received seven to nine points represents the average level of readiness for school. Children who received 9-11 points require additional examination to obtain more objective data. Particular attention should be paid to the group of children who scored 12-15 points, which indicates development below normal. Such children need a thorough individual examination of intelligence, development of personal and motivational qualities.
The results obtained characterize the child in terms of general mental development: the development of motor skills, the ability to perform given patterns, i.e. characterize the arbitrariness of mental activity. As for the development of social qualities associated with general awareness and the development of mental operations, these properties are quite clearly diagnosed in J. Jirasik’s questionnaire.
J. Jirasik introduced an additional fourth task into this methodology, which consists of answering questions (each child is asked to answer 20 questions)1. Using this questionnaire, the development of social qualities associated with general awareness and the development of mental operations is diagnosed. After the survey is completed, the results are calculated based on the number of points scored on individual questions. The quantitative results of this task are divided into five groups:
- 1 group - plus 24 or more;
- Group 2 - plus 14 to 23;
- Group 3 - from 0 to 13;
- Group 4 - from minus 1 to minus 10;
- Group 5 - less than minus 11.
According to the classification, the first three groups are considered positive. Children who score from plus 24 to plus 13 are considered ready for school.
Thus, we can say that the Kern-Jirasik methodology provides preliminary guidance on the level of development of readiness for schooling.
In connection with the identification of various types of relationships in the psychological readiness of children that influence the development of educational activities, it makes sense to diagnose children entering school through indicators of mental development that are most important for the success of schooling.
The “Graphic Dictation” technique was developed by D.B. Elkonin and is aimed at identifying the ability to listen carefully and accurately follow the instructions of an adult, capabilities in the field of perceptual and motor organization of space, the ability to correctly reproduce the given direction of lines on a sheet of paper, and independently act according to the instructions of an adult. Instructions for conducting the test and evaluation of the results are indicated in Appendix E.
To determine psychological readiness for schooling, it is also necessary to determine the initial motivation for learning in children entering school and find out whether they have an interest in learning. The child’s attitude towards learning, along with other psychological signs of readiness for learning, forms the basis for the conclusion about whether the child is ready or not ready to study at school. Even if everything is in order with his cognitive processes, it cannot be said about the child that he is completely ready for school. The lack of desire to learn with two signs of psychological readiness - cognitive and communicative - allows a child to be admitted to school, provided that during the first few months of his stay at school, an interest in learning appears. This refers to the desire to acquire new knowledge, useful skills and abilities related to mastering the school curriculum. In this technique, the child is asked to answer questions 1. When evaluating answers, you should not limit yourself only to ratings of 0 points and 1 point, since, firstly, there are complex questions here, one of which the child can answer correctly, and the other incorrectly; secondly, the answers to the proposed questions may be partly correct and partly incorrect. For complex questions that the child did not answer completely, and questions that allow a partially correct answer, it is recommended to use a score of 0.5 points. Taking into account the introduced intermediate score of 0.5 points, it should be considered that a child who, as a result of answering all questions, scored at least 8 points, is fully ready to study at school (based on the results of a survey using this method). A child who scores from 5 to 8 points will be considered not quite ready for learning. Finally, a child whose total score is less than 5 is considered not ready for learning. The maximum number of points that a child can receive using this method is 10. It is considered that he is practically psychologically ready to go to school if the correct answers are received at least half of all questions asked.
Thus, the most common and effective methods for diagnosing children’s readiness for school are the following:
- 1. “Kern-Jirasik School Orientation Test”, which includes:
- - drawing a male figure from an idea;
- - imitation of written letters;
- - drawing a group of points;
- - questionnaire by J. Jirasik.
- 2. Methodology “Graphic dictation” (D.B. Elkonin).
- 3. Questionnaire “Child’s attitude towards learning at school.”
The problem of a child's readiness for school is of great importance. IN modern world Education plays a huge role in rapidly developing technologies, and school education will be the base (foundation) for all subsequent “enrichment of knowledge.”
Western trends force us to reconsider the education system, and many children are sent to school from the age of 6. However, a child, even if he is ahead of his peers in his physical development, it will be very difficult to study if psychological readiness for learning at school is not formed.
By sending an “unprepared” child to school, you can encounter a lot of problems: the child will not keep up, will not understand, this will result in an unwillingness to study and go to school, which ultimately can even ruin a person’s life. But these problems can be avoided if, having decided to send a six-year-old child to school, conduct an examination with him and determine his level of readiness.
In my work, I presented several methods that will help determine whether a child is ready or not for school:
1) The degree of psychosocial maturity (outlook) - a test conversation proposed by S. A. Bankov.
2) Kern–Jirasik School Orientation Test
The test consists of 4 parts:
· drawing points;
· questionnaire.
3) Graphic dictation developed by D. B. Elkonin.
4) Methodology for identifying the level of development of figurative ideas
5) Test “What’s missing?”, developed by R. S. Nemov.
6) Labyrinth
7) Test "Ten words".
8) Test “The fourth is extra.”
1) Degree of psychosocial maturity (outlook) - test conversation proposed by S. A. Bankov .
The child must answer the following questions:
1. State your last name, first name, patronymic.
2. Give the last name, first name and patronymic of your father and mother.
3. Are you a girl or a boy? Who will you be when you grow up - an aunt or an uncle?
4. Do you have a brother, sister? Who's older?
5. How old are you? How much will it be in a year? In two years?
6. Is it morning or evening (afternoon or morning)?
7. When do you have breakfast - in the evening or in the morning? When do you have lunch - in the morning or in the afternoon?
8. What comes first - lunch or dinner?
9. Where do you live? Give your home address.
10. What does your dad and your mom do?
11. Do you like to draw? What color is this ribbon (dress, pencil)
12. What time of year is it now - winter, spring, summer or autumn? Why do you think so?
13. When can you go sledding - in winter or summer?
14. Why does it snow in winter and not in summer?
15. What does a postman, a doctor, a teacher do?
16. Why do you need a desk and a bell at school?
17. Do you want to go to school?
18. Show your right eye, left ear. What are eyes and ears for?
19. What animals do you know?
20. What birds do you know?
21. Who is bigger - a cow or a goat? Bird or bee? Who has more paws: a rooster or a dog?
22. Which is greater: 8 or 5; 7 or 3? Count from three to six, from nine to two.
23. What should you do if you accidentally break someone else’s thing?
Evaluation of answers
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.
Evaluation of results: the child received 24-29 points, he is considered school-mature,
20-24 – medium-mature, 15-20 – low level of psychosocial maturity.
2) Kern–Jirasik School Orientation Test
· test “Drawing of a person” (male figure);
· copying phrases 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 of 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 a sheet of paper, write the phrase in capital letters, the first letter being capitalized: 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 points
Exercise
“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 picture, 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, horizons, and development of social qualities.
It is conducted in the form of a question-answer conversation. Exercise may 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.
- Which animal is bigger - a horse or a dog?
(horse = 0 points;
wrong answer = -5 points) - In the morning we have breakfast, and in the afternoon...
(we have lunch, eat soup, meat = 0;
we have dinner, sleep and other incorrect answers = -3 points) - It's light during the day, but at night...
(dark = 0;
wrong answer = -4) - The sky is blue and the grass...
(green = 0;
wrong answer = -4) - Cherries, pears, plums, apples - what are they?
(fruit = 1;
wrong answer = -1) - Why does the barrier go down before the train passes?
(so that the train does not collide with the car; so that no one gets hurt, etc. = 0;
wrong answer = -1) - What are Moscow, Odessa, St. Petersburg? (name any cities)
(cities = 1; stations = 0;
wrong answer = -1) - What time is it now? (show on a watch, real or toy)
(correctly shown = 4;
only the whole hour or quarter of an hour is shown = 3;
doesn't know the clock = 0) - A small cow is a calf, a small dog is..., a small sheep is...?
(puppy, lamb = 4;
only one correct answer = 0;
wrong answer = -1) - Is a dog more like a chicken or a cat? How? What do they have in common?
(per cat, because they have 4 legs, fur, tail, claws (one similarity is enough) = 0;
per cat without explanation = -1
per chicken = -3) - Why do all cars have brakes?
(two reasons are indicated: to slow down from the mountain, stop, avoid a collision, and so on = 1;
one reason = 0;
wrong answer = -1) - How are a hammer and an ax similar to each other?
(two common features: they are made of wood and iron, they are tools, they can be used to hammer nails, they have handles, etc. = 3;
one similarity = 2;
wrong answer = 0) - How are cats and squirrels similar to each other?
(determining that these are animals or giving two general characteristics: they have 4 legs, tails, fur, they can climb trees, etc. = 3;
one similarity = 2;
wrong answer = 0) - What is the difference between a nail and a screw? How would you recognize them if they were lying on the table in front of you?
(the screw has a thread (thread, such a twisted line around) = 3;
the screw is screwed in and the nail is driven in or the screw has a nut = 2;
wrong answer = 0) - Football, high jump, tennis, swimming - it's...
(sport (physical education) = 3;
games (exercises, gymnastics, competitions) = 2;
wrong answer = 0) - What vehicles do you know?
(three land vehicles + plane or ship = 4;
only three ground vehicles or a complete list with an airplane, ship, but only after an explanation that vehicles are what you can move on = 2;
wrong answer = 0) - What is the difference between an old person and a young person? What's the difference between them?
(three signs (gray hair, lack of hair, wrinkles, poor vision, often getting sick, etc.) = 4;
one or two differences = 2;
wrong answer (he has a stick, he smokes...) = 0 - Why do people play sports?
(for two reasons (to be healthy, hardened, not fat, etc.) = 4;
one reason = 2;
incorrect answer (to be able to do something, to earn money, etc.) = 0) - Why is it bad when someone deviates from work?
(others must work for him (or another expression that someone suffers damage as a result) = 4;
he is lazy, earns little, cannot buy anything = 2;
wrong answer = 0) - Why do you need to put a stamp on a letter?
(so they pay for sending this letter = 5;
the other, the one who receives, would have to pay a fine = 2;
wrong answer = 0)
3) Graphic dictation , developed by D. B. Elkonin .