Ekaterina Morozova

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The child’s level of readiness for school consists of several equally important components: physical, social, and psychological readiness. The latter, in turn, is divided into several more components (personal, intellectual and volitional). They will be discussed as the most important ones.

What is a child’s psychological readiness for school – a portrait of an ideal student

Such a component as psychological readiness for school is a very multifaceted factor, implying the presence in the child of readiness to acquire new knowledge, as well as behavioral, everyday and other skills. Let's figure it out...

Intellectual readiness. It consists of the following components:

• Curiosity.
• Already existing stock of skills/knowledge.
• Good memory.
• Great horizons.
• Developed imagination.
• Logical and imaginative thinking.
• Understanding key patterns.
• Sensory development and fine motor skills.
• Speech skills sufficient for learning.

A little preschooler should...

• Know where he lives (address), full names of parents and information about their work.
• Be able to talk about the composition of his family, its lifestyle, etc.
• Be able to reason and draw conclusions.
• Have information about the seasons (months, hours, weeks, their sequence), about the surrounding world (flora and fauna in the region where the baby lives, the most common species).
• Orientate yourself in time/space.
• Be able to systematize and summarize information (for example, apples, pears and oranges are fruits, and socks, T-shirts and fur coats are clothes).

Emotional readiness.

This development criterion presupposes loyalty to learning and the understanding that you will have to complete those tasks that you are not passionate about. That is…

• Compliance with the regime (daily, school, nutrition).
• The ability to adequately perceive criticism, draw conclusions based on learning results (not always positive) and look for opportunities to correct mistakes.
• The ability to set a goal and achieve it, despite obstacles.

Personal readiness.

One of the biggest difficulties for a child at school is social adaptation. That is, readiness to meet new guys and teachers, to overcome difficulties in relationships, etc. Your child should be able...

• Work in a team.
• Communicate with children and adults of different personalities.
• Submit to elders “by rank” (teachers, educators).
• Defend your opinion (when communicating with peers).
• Seek compromise in controversial situations.

What should parents be wary of?

The child’s level of development presupposes that the child’s “zone of proximal development” corresponds to the educational program (the child’s cooperation with adults should produce certain results). If the level of this “zone” is low relative to what is needed to master the school curriculum, the child is considered psychologically unprepared for learning (he simply will not be able to master the material). The percentage of children who are not ready to learn today is very high - more than 30% of seven-year-old children have undeveloped at least one component of psychological readiness. How can you tell if your child is not ready for school?

• By the manifestations of his childish spontaneity.
• If he doesn't know how to listen, he interrupts.
• Answers without raising his hand, at the same time as other children.
• Violates general discipline.
• I am not able to sit in one place for 45 minutes listening to an adult.
• Has inflated self-esteem and is unable to adequately perceive comments/criticism.
• Is not interested in what is happening in the classroom and is unable to hear the teacher until he speaks directly to the child.

It is worth noting that motivational immaturity (lack of desire to learn) causes significant gaps in knowledge with all the ensuing consequences.

Signs of intellectual unpreparedness for learning:

• Verbalism: a very high level of speech development, good memory, large vocabulary (“prodigies”), but inability to cooperate with children and adults, insufficient inclusion in general practical activities. Result: inability to work according to a template/sample, inability to correlate tasks and one’s actions, one-sided development of thinking.
• Fear, anxiety. Or the fear of making a mistake, committing a bad act, which will again lead to irritation of adults. Progressive anxiety leads to the consolidation of a failure complex and a decrease in self-esteem. In this case, everything depends on the parents and the adequacy of their requirements for the child, as well as on the teachers.
• Demonstrativeness. This feature implies the baby’s high needs for universal attention and success. The key problem is the lack of praise. Such children need to look for opportunities for their self-realization (without edification).
• Escaping reality. This option is observed with a combination of anxiety and demonstrativeness. That is, a high need for universal attention with the inability to express it and realize it due to fear.

How to test a child’s psychological readiness for school – the best methods and tests

You can determine whether your child is ready for school using certain methods (fortunately, there is no shortage of them), both independently at home and at an appointment with a specialist. Of course, school readiness is not only the ability to combine, subtract, write and read. All components of readiness to adapt to new conditions are important.

So, the most popular methods and tests are used to determine the level of development of the baby.

Kern-Jirasek test.

• We check: the baby’s visual perception, his level of motor development, sensorimotor coordination.
• Task No. 1. Drawing a figure from memory (men).
• Task No. 2. Drawing written letters.
• Task No. 3. Drawing a group of points.
• Result assessment (5-point scale): high development - 3-6 points, 7-11 points - average, 12-15 points - below normal value.

Method Pattern L.I. Tsekhanskaya.

• We check: the formation of the ability to consciously subordinate one’s actions to requirements, the ability to listen to an adult.
• The essence of the method. The figures are arranged in 3 rows: triangles at the top, squares at the bottom, circles in the middle. The task is to draw a pattern, carefully connecting squares with triangles through circles in the order (according to instructions) determined by the teacher.
• Grade. Correct - when the connections correspond to the teacher’s dictation. For broken lines, omissions, and unnecessary connections, points are deducted.

Graphic dictation by D.B. Elkonina.

• We check: the formation of the ability to consciously subordinate one’s actions to requirements, the ability to listen to the teacher, the ability to focus on a model.
• The essence of the method: 3 dots are placed in a square on a sheet of paper, from which they begin to reproduce the pattern according to the teacher’s instructions. The line cannot be interrupted. The child draws another pattern independently.
• Result. Dictation drawing accuracy is the ability to listen without being distracted by stimuli. The accuracy of independent drawing is the degree of independence of the baby.

Drawing by points A.L. Wenger.

• We check: the level of orientation to a certain system of requirements, the implementation of a task with simultaneous orientation to a model and listening comprehension.
• The essence of the method: reproduction of sample figures by connecting points with lines according to a given rule.
• The task: accurate reproduction of the sample without violating the rules.
• Evaluation of the result. The test is assessed using the total score for 6 tasks, which decreases according to the quality of the task.

Methodology N.I. Gutkina.

• We check: the child’s psychological readiness and its main components.
• The essence of the method: 4 parts of the program for assessing several areas of the baby’s development - voluntary, speech, intellectual development, as well as motivational and need.
• The sphere is motivational and need-based. Here, a method is used to determine the dominant motives and a conversation to identify the internal position of the future student. In the first case, the child is invited to a room with toys, where the teacher invites him to listen to an interesting fairy tale (new). At the most interesting moment, the fairy tale is interrupted and the child is offered a choice - listen to the rest of the fairy tale or play. Accordingly, a child with a cognitive interest will choose a fairy tale, and a child with a playful interest will choose toys/games.
• Intellectual sphere. It is tested using the “Boots” (in pictures, to determine logical thinking) and “Sequence of Events” techniques. The second method also uses pictures, from which you can reconstruct the sequence of actions and compose a short story.
• Sound hide and seek. An adult and a child determine the sound they will look for (s, sh, a, o). Next, the teacher names the words, and the child answers whether the desired sound is present in the word.
• House. The child must draw a house, some of the details of which consist of parts of capital letters. The result will depend on the baby’s ability to copy a sample, on attentiveness, and fine motor skills.
• Yes and no. Based on the well-known game. The child is asked questions that provoke him to answer “yes” or “no,” which are prohibited from being uttered.

Dembo-Rubinstein technique.

• We check: the baby’s self-esteem.
• The essence of the method. On the drawn ladder the child draws his friends. At the top are the best and most positive guys, at the bottom are those who do not have the best qualities. After which the baby needs to find a place for himself on this ladder.

Also, mom and dad should answer these questions (about social adaptation):

• Is the baby able to go to a public toilet independently?
• Can he independently handle the laces/zippers, all the buttons, put on his shoes and get dressed?
• Do you feel confident outside the home?
• Do you have enough perseverance? That is, how long he can stand sitting in one place.

Where to go if you have problems with your child’s psychological readiness for school?

You should pay attention to the child’s level of readiness for school not in August, before the start of classes, but much earlier, in order to have time to correct shortcomings and prepare the child as much as possible for a new life and new loads. If parents have discovered problems regarding their child’s psychological unpreparedness for school, they should contact a child psychologist for individual consultations. The specialist will confirm/refute parental concerns, suggest what to do next, and, perhaps, advise postponing school for a year. Remember, development must be harmonious! If they categorically tell you that your child is not ready for school, it makes sense to listen.

Topic: Analysis of methods for preparing children for school

Plan

Introduction

1. Kern–Jirasek School Orientation Test

2. Program by H. Breuer and M. Woiffen

3. Methods “Pattern” L.I. Tsehanskaya, “Graphic dictation” by D.B. Elkonina, “Drawing by points” by A.L. Wenger

4. Methodology for determining readiness for schooling M.N. Kostikova

5. Methodology for diagnosing psychological readiness for school education N.I. Gutkina

Literature

Introduction

Schooling is one of the most serious stages in a child’s life. Therefore, the concern that both adults and children show as they approach school is understandable. Some parents, educators, and even the children themselves perceive this moment as a kind of examination of the child for the entire preschool period of life. Such an assessment of the event is, perhaps, not without meaning, because in order to study at school, a child will need everything that he acquired during the period of preschool childhood. For many first-graders, it is not at all easy to fulfill school requirements; to do this, they need significant stress. Therefore, it is important to find out in advance, even before the start of school, how well the child’s mental abilities correspond to the requirements of the school. If there is such a correspondence, then the child is ready for schooling, i.e. he is ready to overcome the difficulties that arise in his studies. The different demands placed on the child’s psyche by training determine the structure of psychological readiness; Its main components are mental and personal readiness. Mental readiness presupposes sufficient maturity of cognitive processes (perception, memory, thinking, imagination, speech), possession of knowledge, skills and abilities according to the training and education program in kindergarten, and the formation of general intellectual skills. Personal readiness presupposes the maturity of the motives of educational activity, a developed cognitive attitude to the outside world, a certain level of self-awareness, communicative maturity as the formation of means, skills and desire to communicate, a sufficient level of emotional and volitional development of the child’s psyche. Currently, there are a large number of diagnostic programs that can, with a certain degree of convention, be divided into three groups: 1) programs that diagnose the levels of development of individual mental functions used in educational activities; 2) programs that diagnose the maturity of the prerequisites for mastering educational activities; 3) mixed programs that diagnose individual mental functions, and prerequisites for educational activities.

In my test, I want to analyze the methods of preparing children for school.

1. Program by H. Breuer and M. Woiffen

The first group includes, first of all, the Kern-Jirasek School Maturity Orientation Test. It is aimed at diagnosing visual perception, sensorimotor coordination, and the level of development of fine motor skills of the hand. Its classic version consists of three tasks. The first is drawing a male figure from memory; the second is copying written letters; the third is drawing a group of points. The technique is standardized; the result of each task is assessed on a 5-point system (1 is the highest score, 5 is the lowest score). The final grade is obtained by adding the grades of all three tasks. The development of children who ultimately received from 3 to 6 points is considered high, above average; from 7 to 11 as normal, average; from 12 to 15 below normal. J. Jirasek studied the connection between success in this test and school performance. It turned out that children who do well on the test tend to do well in school. But a poor test result does not mean that a child cannot study well. Therefore, I. Jirasek offers his own test to identify school maturity, but its indicators cannot be used as the basis for concluding about school immaturity (unpreparedness for school). This is partly due to the lack of information about the child's mental development that this test provides. Thus, it does not evaluate such important aspects of mental development as intellectual and speech development. For this reason, Jirasek later introduced a verbal part into the test, which allows assessing awareness, understanding, reasoning ability, and knowledge of certain social norms.

2. Methods “Pattern” L.I. Tsehanskaya, “Graphic dictation” by D.B. Elkonina, “Drawing by points” by A.L. Wenger

Another example of a functional approach to diagnosing school maturity is program H. Breuer them. Woiffen(1986). It is entirely focused on assessing the speech development of children. This program consists of two methods: ‘Testing the ability to differentiate and “Brief method for testing the level of development of oral speech.” The first of these techniques diagnoses the development of different types of differentiation (visual, phonemic, speech motor, melodic and rhythmic), which are prerequisites for the development of oral and written speech. The second technique allows you to assess articulation, vocabulary, speech memory and speech understanding. The diagnostic program for speech development by H. Breuer and M. Woiffen is aimed at identifying those children who need correction of speech development. Therefore, it is carried out twice: the first time about a year before the child enters school, the second time shortly before admission. After the first diagnosis, children who need targeted developmental work are identified. The second diagnosis is intended to determine how successful the use of correctional and developmental programs was. The disadvantage of this program, like the Kern-Jirasek program, is its one-sided nature. Although speech function is extremely important for successful schooling, its diagnosis is still insufficient to predict the educational activity of a student. Diagnostic methods that determine the formation of psychological prerequisites for learning are based on the provisions formulated by D. B. Elkonin that in the transitional age (from preschool to primary school) one should evaluate the formation of new formations of the previous age stage (the development of play activity, visual-figurative thinking ), as well as the appearance of symptoms characterizing the onset of a new transitional period of educational motivation, development of self-control, etc. The subject of diagnosis is no longer individual mental functions (perception, motor skills, speech), but individual elements of educational activity.

Among the methods that diagnose the formation of the prerequisites for mastering educational activities, it should be noted “Pattern” by L.I. Tsekhanskaya (1988), “Graphic dictation” by D.B. Elkonina (1988), “Drawing by points” by A.L. Wenger (1981). All these methods are aimed at studying the child’s ability to consciously subordinate his actions to the rules that determine the method of action. This ability is the most important among educational skills and abilities. “Pattern” and “Graphic Dictation” also assess the ability to listen carefully to an adult’s instructions, and “Drawing by Dots” and “Graphic Dictation” evaluate the ability to focus on a visually perceived pattern. Material techniques "Pattern" serve as geometric figures arranged in three rows. The top row consists of triangles, the bottom row consists of squares, and the middle row consists of circles. The squares are located exactly under the triangles, the circles are in the space between them. The child is given the task of drawing a pattern, following the rule: connecting triangles and squares through circles. At the same time, he must listen to the experimenter’s verbal instructions, which determine which figures should be connected and in what order. Norms for the methodology are not specified.

Methodology "Graphic dictation" is carried out like this: the child is given a notebook sheet in a square, on which three dots are placed on the left side, one below the other (the vertical distance between them is seven cells). From these points, the drawing of a pattern begins under the dictation of the experimenter, who tells how many cells and in what direction the line should be drawn. For this methodology, indicators of high, medium, and low levels of implementation are defined. In the “Drawing by Points” technique it is required to reproduce sample figures by connecting the “dots” marked on the sheet with lines, following a given rule (do not draw a line between two identical “dots”). The “dots” are crosses, circles and triangles, and the sample figures are an irregular triangle, a rhombus, an irregular trapezoid, a square and a four-pointed star. Norms for the method are not given. The three methods described above are very popular among psychologists, but they evaluate only one aspect of activity - its voluntariness. Therefore, the information obtained using these techniques must be supplemented by information obtained by other techniques. A group of psychologists led by A.L. Wenger prepared a diagnostic program, which, along with the methods “Graphic dictation” and “Sample and rule (drawing dots)” included methods diagnosing verbal and visual-figurative thinking, speech development, attitude towards school, awareness, development of movements (Children’s readiness for school: diagnosis of mental development and correction of its unfavorable variants. M., 1989). In our opinion, the diagnostic program of A.L. Venger, E.A. Bugrimenko and others began to be distinguished by redundancy of information, oversaturation with various techniques, united by the idea of ​​“learning a little about everything.” It seems that the principle of reasonable sufficiency, evaluation of the most important moments of mental development that determine future educational activity, has been violated.

3. Methodology for determining readiness for schooling M.N. Kostikova

The basis methods for determining readiness for schooling M.N. Kostikova The idea is that the most prognostic examination of a child will be one that will provide information about the process of solving diagnostic tasks and about the types of assistance that are necessary for their successful implementation. Particular attention is paid to the analysis of the difficulties experienced by children (stopping in completing tasks, incorrect decisions, exceeding the average time indicator). If a child encounters difficulties, he is provided with individual assistance to the extent necessary for him to overcome the difficulties. M.N. Kostikova identifies five types of assistance: stimulating, emotional-regulating, guiding, organizing and teaching. Stimulating assistance consists of the influence of a psychologist aimed at activating the child’s own capabilities to overcome difficulties. Emotional-regulatory assistance is a psychologist’s evaluative judgments expressing approval or censure of the child’s actions. Guiding assistance consists of organizing the child’s mental activity in such a way that the experimenter directs his orientation in the task, but does not interfere with the decision process itself. With organizing help, the performing part of mental activity is carried out by the child, and planning and control is carried out by the psychologist. Educational assistance is provided in cases where all other types of assistance are ineffective and the child needs to be taught a new type of activity. The main disadvantage of the developed by M.N. The Kostik method is characterized by its labor-intensiveness, cumbersomeness, and lack of standardization, which complicates the experimental procedure and requires high professionalism and special training from the psychologist.

Today, before a child enters first grade, a diagnosis of his school readiness is often carried out. The main objectives of this method are to determine favorable conditions for a child’s education, choose an educational program and resolve a number of other issues. We will talk in detail about how and why diagnostics are carried out in our article.

Diagnosis of a child’s readiness for school: testing methods

Diagnosing a child’s readiness for school allows us to determine a number of different factors. Among them:

1. the child’s physical readiness for school, that is, the extent to which he meets the standards of a certain age category. The preschooler’s health group is also determined, on which the child’s ability to learn and work in the future directly depends;
2. the psychological level of the child’s readiness for school, in particular the development of the emotional background, intellectual level, psychological functions, perseverance and other parameters;
3. social readiness, that is, the child’s communication skills, his existing relationships with parents and other children, rules of behavior and social skills;
4. the child’s pedagogical readiness for school, which includes the ability to write, read or count. In addition, the prerequisites for such skills are identified, for example, speech skills, the level of development of fine motor skills, etc.

The level of readiness for school is determined after a comprehensive diagnosis for preschoolers. After receiving the analysis results, the child is offered several educational programs. What to choose is up to the parents to decide.

Psychological readiness for school

Diagnosis of psychological readiness for schooling is carried out, as mentioned above, in order to determine the level of psychological and emotional development of the child, his intelligence. Methods for diagnosing a child’s psychological readiness for school make it possible to determine how ready children are to accept a new social status in society. With the help of this type of diagnosis, it is revealed how the child relates to the new circle of responsibilities, how ready he is to accept his work results, a new teacher, and educational activities.
During psychological diagnostics of children's readiness for school, the child's intellectual abilities are also determined. That is, how developed his cognitive activity and thinking are. Can he generalize what he heard, compare something, establish cause-and-effect relationships, and draw certain conclusions based on the data received.
An important component of psychological diagnostics is identifying the level of emotional-volitional readiness. This concept includes the presence of certain skills in a child that allow him to manage his emotions and behavior, perseverance and the ability to focus on something. The concept of volitional readiness includes the ability to set a goal for oneself and achieve it, the ability to make decisions, overcome various obstacles and evaluate the fruits of one’s labors.

Tests to check school readiness

Tests for preschoolers to check readiness for school are carried out in order to determine the child’s general erudition, his mathematical knowledge, grammatical skills, and logical thinking skills.
When testing a preschool child for his level of readiness for school, he is asked:

• about the seasons and what signs they are characterized by;
• about what it is to be human;
• about the rules of behavior at the table, in society, etc.;
• about plants and animals.

When checking mathematical preparation, it is determined whether the child knows numbers up to 20, whether he can count in correct and reverse order, whether he knows what the signs “+” and “-” mean, what simple geometric figures look like and what they are called.

Also, during testing, the child’s level of oral literacy is revealed. Preschoolers should know the alphabet, be able to recite short poems or counting rhymes, distinguish between consonants and vowels, retell what they read, and copy printed words.
In addition to the above, the diagnosis also determines a whole range of the baby’s skills. The verdict is made based on the data received. After this, parents should think about where to send their child for education and what educational program to choose for him.

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

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

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

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

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

The intellectual aspect of school maturity

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

The emotional aspect of school maturity

It implies the child’s ability to perform not very exciting tasks for a long time, restrain his emotions and control his will. At an early age, as is known, excitation processes prevail over inhibition processes. But by the school years, the psyche of a little person changes, and the arbitrariness of his behavior develops. The child already knows how to recognize emotions based on various signs (intonation, gestures, facial expressions) and regulate them. To determine readiness for schooling, this aspect is especially important, since at school the child will have to face various life situations that are not always pleasant for him (relationships with classmates, teachers, failures, grades, etc.) If the child is unable to control his emotions and manage them, then he will not be able to correct his own behavior and establish social connections. It is necessary to teach a child to respond adequately to the emotions of other people from preschool age.

Social aspect of school maturity

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

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

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

Specifics of educational activities

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

It is highly desirable that by the time the child starts school, the following five motives have been formed.

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

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

Determination of psychological readiness for schooling

This procedure varies depending on the conditions in which the psychologist works. The most favorable time for diagnosis is April and May.. In advance, a sheet is placed on the notice board in the kindergarten, where parents can see information about the types of tasks offered to the child during an interview with a psychologist. In general, these tasks usually look like this. A preschooler should be able to:

1. Work according to the rule
2. Play samples
3. Recognize individual sounds in words
4. Lay out plot illustrations sequentially and compose a story based on them

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

Friendly contact should be established with the preschooler during the interview, and the interview itself should be perceived as a game, which will allow the child to relax and reduce stress. An anxious child requires special emotional support. The psychologist can even hug the baby, pat him on the head, and gently convince him that he will definitely cope with all the games. In the process of completing tasks, you need to constantly remind the child that everything is fine and he is doing everything correctly.

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

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

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

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

Assessing a child’s attitude towards learning at school

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

Ask your child the following questions:

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

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

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

federal state budgetary educational institution of higher professional education

"Omsk State Pedagogical University"

Faculty of NDiSO

A package of diagnostic techniques to determine a child’s readiness for school

Omsk 2013.

I. Diagnosis of a child’s intellectual readiness for school

1. Test for studying voluntary attention “Yes and no” N.I. Gutkina

The technique is intended to study voluntary attention and memory in determining children's readiness for school.

Progress of the task.

The teacher addresses the children with the words: “Now we are going to play a game in which you cannot say the words “yes” and “no.” Please repeat which words cannot be said.” (The child repeats them.) “Now be careful, I will ask you questions, answering which you cannot say the words “yes” and “no”. Is that clear?” (The subject confirms that everything is clear to him.)

1. Do you want to go to school?

2. Do you like it when people read fairy tales to you?

3. Do you like watching cartoons?

4. Do you want to stay another year in kindergarten?

5. Do you like to walk?

6. Do you want to study?

7. Do you like to get sick?

8. Do you like to play?

9. Are you sleeping now?

10. Does the sun shine at night?

11. Do you like going to the doctor?

13. Can cows fly?

14. Your name is... (wrong name)?

15. Is it hot in winter?

16. Do you go to work?

17. Are sweets bitter?

18. Is the grass white?

19. Does the hairdresser treat children?

20. Does your dad play with dolls?

Processing the results.

Processing of experimental material is carried out by counting points awarded for errors, which are understood only as the words “yes” and “no”. For each error, 1 point is awarded. If the child answered all the questions correctly, then his score is 0. The worse the task is completed, the higher the total score. Children’s use of colloquial vocabulary (words “aha”, “nah”, etc.) is not considered an error.

2. Diagnostics of an arbitrary sphere. Methodology "politeness" N.I. Gutkina

The technique is intended for diagnosing the level of an arbitrary sphere and can be used to determine the readiness of children for school and is a well-known game in which the leader’s commands are carried out only if he says the word “please”. The content of the commands is related to physical exercises: 1) “hands forward”; 2) “hands on your belt, please”; 3) “sit down”; 4) “arms to the sides”; 5) “hands to shoulders, please”; b) "jump"; 7) “jump, please”; 8) “stop jumping, please.”

The success of completing a task depends on voluntary attention, memory, and the implementation of a formed intention, i.e. everything that defines the concept of “obedience to the rule”

The results are processed by counting points awarded for errors, which means executing a command without the word “please”. Each error is worth one point. The worse the child did at the game, the higher his total score.

3. Phonemic hearing test. "Find the Sound" N.I. Gutkina

The technique is used to study the development of the speech sphere (testing phonemic hearing). The experimenter tells the child that all words are made up of sounds that we pronounce, and that is why people can hear and pronounce words. As an example, several vowel and consonant sounds are pronounced. Then he is asked to play “hide and seek” with sounds. The conditions of the game are as follows: each time they agree on what sound to look for, after which the experimenter calls various words to the subject, and he must say whether the sound he is looking for is in the word or not (see table).

Table 1

Words are pronounced very clearly, vowel sounds are stretched out. The vowel sound you are looking for must be stressed. The subject is asked to repeat the word and listen to it. The protocol records erroneous and correct answers. For each error, 1 point is awarded. The lower the total score, the better developed phonemic awareness.

4. Diagnostics of the level of development of an arbitrary sphere. "House" N.I. Gutkina

The technique serves to diagnose the level of development of a voluntary sphere and can be used to determine the readiness of children for school education. Designed for children 5-10 years old.

The technique is a task of drawing a picture depicting a house, the individual details of which are made up of elements of capital letters.

The task allows you to identify: the child’s ability to focus his work on a model; the ability to copy it. These skills require a certain level of development of voluntary attention; spatial perception; sensory-motor coordination and fine motor skills of the hand.

A sheet with a “house” is placed in front of the child. The teacher turns to the child: “Take your time, be careful, try to make the drawing exactly the same as this sample. If you draw something wrong, you can’t erase it with an eraser. You need to draw correctly on top of the wrong drawing or next to it. You understand.” task? Then get to work."

Work progress:

Before completing the task, the teacher addresses the children with the words: “In front of you lies a piece of paper and a pencil.” On this sheet they are asked to draw exactly the same picture as they see in the drawing.

Processing the results:

Processing of experimental material is carried out by counting points awarded for errors. The following are considered errors:

a) absence of any detail of the picture (fence, smoke, chimney, roof, window, base of the house) - 4 points;

b) increasing the individual details of the picture by more than two times while maintaining the relatively correct size of the entire picture (points are awarded for each detail) - 3 points;

c) incorrectly depicted element (smoke rings, fence - right and left sides, shading on the roof, window, pipe) - 2 points. The element is evaluated as a whole. If part of it is copied correctly, then 1 point is awarded. The number of elements in a drawing detail is not taken into account;

d) incorrect location of parts in space (fence not on a common line with the base of the house, displacement of pipes, windows, etc.) - 1 point;

e) deviation of straight lines by more than 30° from the given direction (skew of vertical and horizontal lines, collapsing of the fence) -1 point;

f) gaps between lines in those places where they should be connected (for each gap) - 1 point. In the event that the hatch lines on the roof do not reach its line, 1 point is given for the entire hatch as a whole;

g) if one line goes beyond another (for each climb), then give 1 point. The roof shading is assessed as a whole;

h) error-free copying of a drawing - 0 points. A “0” is given for good execution of the drawing. Thus, the worse the task was completed, the higher the total score received by the subject. So, O points - voluntary attention is well developed; 1-2 points - average development of voluntary attention; more than 4 points - poor development of voluntary attention. It is necessary to take into account the age of the subject. Five-year-old children almost never receive an “O” grade, but if a 10-year-old test taker receives more than 1 point, this indicates poor development.

Some notes on the implementation of the technique.

If the child has not drawn some elements, then he is asked to reproduce them according to the model in the form of independent figures in order to test his ability to draw these elements. Their absence may be due not to the development of voluntary attention, but to the child’s inability to draw them - tr., circle, square, triangle, etc.). As the child’s work progresses, the psychologist [records:

Which hand does he draw with?

How does he work with the sample: does he often look at it, draw air lines over the sample drawing, compare what he has done with the sample or fiddle with it from memory;

Draws lines quickly (or slowly);

Are you distracted while working?

Speaks out or asks questions while drawing.

5. Methodology “Graphic dictation” D.B. Elkonina

Designed to study orientation in space. It also helps determine the ability to listen carefully and accurately follow an adult’s instructions, correctly reproduce the given direction of a line, and independently act as directed by an adult. To carry out the technique, the child is given a notebook sheet in a box with four dots marked on it one below the other. First, the child is given a preliminary explanation: “Now you and I will draw different patterns. We must try to make them beautiful and neat. To do this, you need to listen carefully to me, I will tell you how many cells and in which direction you should draw the line. Only the line that I say is drawn. The next line must begin where the previous one ends, without lifting the pencil from the paper.” After this, the researcher and the child find out where his right hand is and where his left hand is, and show on a sample how to draw lines to the right and left. Then the drawing of the training pattern begins.

“We begin to draw the first pattern. Place the pencil at the highest point. Attention! Draw a line: one cell down. Do not lift the pencil from the paper. Now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell up. One cell to the right. One cell down. Then continue drawing the pattern yourself.”

When dictating, there are quite long pauses. The child is given 1-1.5 minutes to independently continue the pattern. While performing the training pattern, the researcher helps the child correct mistakes. In the future, such control is removed.

“Now put your pencil on the next point. Attention! One cell up. One cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell down. One cell to the right. Now continue to draw this pattern yourself.”

“Put your pencil on the next point. Attention! Three squares up. Two cells to the right. One cell down. One cell to the left (the word “left is highlighted in voice”). Two cells down. Two cells to the right. Three squares up. Two cells to the right. One cell down. One cell to the left. Two cells down. Two cells to the right. Three squares up. Now continue on your own."

“Now place the pencil at the lowest point. Attention! Three cells to the right. One cell up. One cell to the left. Two squares up. Three cells to the right. Two cells down. One cell to the left. One cell down. Three cells to the right. One cell up. One cell to the left. Two squares up. Now continue drawing the pattern yourself.”

Evaluation of results. The results of the training pattern are not evaluated. In the main patterns, dictation and independent drawing are assessed separately:

4 points - exact reproduction of the pattern (line unevenness, “dirt” are not taken into account);

3 points - reproduction containing an error in one line;

2 points - reproduction containing several errors;

1 point - reproduction in which there is only a similarity of individual elements with the pattern;

0 points - no similarity.

For independent completion of the task, the assessment is based on each scale. Thus, the child receives 2 marks for each pattern, ranging from 0 to 4 points. The final score for completing the dictation is derived from the summation of the minimum and maximum scores for completing 3 patterns (the average is not taken into account). The average score for independent work is calculated in the same way. The sum of these scores gives a final score, which can range from 0 to 16 points. In further analysis, only the final indicator is used, which is interpreted as follows:

0-3 points - low;

3-6 points - below average;

7-10 points - average;

11-13 points - above average;

14-16 points - high.

6. Progressive Raven matrices

A battery of tests for visual reasoning by analogy, developed by the English psychologist J. Raven. Each task consists of two parts: the main picture (some geometric pattern) with a space in the lower right corner and a set of 6 or 8 fragments located under the main picture. From these fragments you need to choose one that, if placed in place of the gap, would exactly fit the picture as a whole. P.m.R. are divided into 5 series, 12 matrices each.

P.m. P is widely used in many countries as a non-verbal test of mental aptitude. According to supporters of the concept of independence of thinking from speech, P.M.R (like other non-verbal tests) make it possible to study intelligence in its “pure form”, excluding the influence of language and knowledge. However, such a conclusion is not confirmed by modern psychological and electrophysical studies, which indicate the participation of inner speech in solving complex matrix problems.

This technique is intended for assessing visual-figurative thinking in primary school students. Here, visual-figurative thinking is understood as one that is associated with operating with various images and visual representations when solving problems.

The specific tasks used to test the level of development of visual-figurative thinking in this technique are taken from the well-known Raven test. They represent a specially selected selection of 10 gradually more complex Raven matrices

The child is offered a series of ten gradually more complex tasks of the same type: searching for patterns in the arrangement of parts on a matrix (represented in the upper part of the indicated drawings in the form of a large quadrangle) and selecting one of the eight data below the drawings as the missing insert to this matrix corresponding to its drawing (this part of the matrix is ​​presented below in the form of flags with different pictures on them). Having studied the structure of a large matrix, the child must indicate the part (one of the eight flags below) that best fits this matrix, i.e. corresponds to its design or the logic of the arrangement of its parts vertically and horizontally.

The child is given 10 minutes to complete all ten tasks. After this time, the experiment stops and the number of correctly solved matrices is determined, as well as the total amount of points scored by the child for their solutions. Each correctly solved matrix is ​​worth 1 point.

The correct solutions to all ten matrices are as follows (the first of the pairs of numbers given below indicates the matrix number, and the second indicates the correct answer: 1--7.2--6.3--6.4--1.5-- 2.6--5.7--6, 8-1.9-3.10-5.

Conclusions about the level of development:

10 points - very high

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

7. “Sequential pictures” technique (offered from 5 years old)

Equipment: Drawing of four consecutive images. (Below are two versions of the pictures.) Pictures are cut along the lines. It should be noted that this episode, with an obvious plot, is light. More complex options are pictures with a hidden plot, with unfinished action.

Objectives of the study: Study of logical thinking, the ability to establish cause-and-effect relationships in a visual situation, make generalizations, compose a story based on a series of sequential pictures.

Procedure: Four pictures are placed on the table in random order in front of the child and asked to look at them for 20-30 seconds. Instructions: “All these pictures are about one boy. Put them in order, what happened first, what happened next.” If the child does not start working, they clarify: “What did the boy do first? Put this picture here first”; "And then what?" After the child arranges the pictures, they are asked to make up a story based on them.

Analysis of results.

Children with normal mental development look at the pictures with interest, understand the instructions and complete the task. They independently establish the sequence of events, arrange pictures in the right order, and accompany their actions with speech. The quality of the story varies: from a sparse description to a detailed story. Some children bring elements of their own experiences or observations into the story.

Mentally retarded children cope with this task much later (by 7-8 years). At 5-6 years old, they are limited to naming individual pictures (“Boy”, “Still a boy”, “Eating”) with the help of leading questions. They do not establish the sequence of actions depicted in the pictures. Help is not used.

Children with mental retardation show interest in the task. By the age of 6, they can understand the sequence of events depicted. However, when unfolding, they often need leading questions. They find it difficult to compose a detailed story.

Appendix to the methodology

8. Methodology "Elimination of inappropriate pictures"

Option 1.

Source: Zabramnaya S.D. "From diagnosis to development." - /Materials for the psychological and pedagogical study of children in preschool institutions M.: New School, 1998 - 144 p.

Research objectives: Analytical-synthetic activity in visually perceived objects (first and second options) and on the basis of mental representation (third option) is studied. Ability to make generalizations. Logical validity and purposefulness. Clarity of presentation. Using help.

Equipment: Three drawings of varying complexity. In the figure (Appendix 1) there are three squares, each with four figures, one of which does not fit according to one characteristic (size, color, shape). Offered to children from 5 years old. In the figure (Appendix 2) there are three squares, each with four objects: three from one generic group, and the fourth from another generic group. Offered to children from 6 years old. In the figure (Appendix 3) there are three squares, each with four word-concepts, one of which is not suitable. Offered to children from 7 years old. Procedure: Appendices 1, 2, 3 are offered one by one. When working with Appendix 1, the instructions are: “Tell me what is not suitable here?” When working with Appendix 2, they first ask you to name what is drawn, and then ask: “What doesn’t fit here?” Help: “There are three objects (pictures) that are somewhat the same, but one doesn’t fit. Which one?” When working with Appendix 3, the researcher reads the words himself and then asks the child to name the word that does not fit the others. If the answer is correct, they are asked to explain the choice.

Analysis of results:

Children with normal mental development understand the purpose of the task and independently identify the feature that distinguishes the figure from the rest. Give a verbal justification for the principle of identifying a figure. When working with pictures, they are also able to make independent generalizations and justify the selection of an inappropriate picture. When highlighting concept words, re-reading is sometimes required. Leading questions are sufficient for correct execution. It must be borne in mind that the level of development of generalization at this age varies among children. Some immediately identify essential signs, others pay attention to secondary signs. This indicates insufficient formation of the higher levels of generalization. However, in children with normal mental development there are no cases of inadequate performance of this task.

Mentally retarded children do not understand instructions and do not complete tasks independently. By the age of 6-7 years, they visually distinguish size and color, but find it difficult to give verbal generalizations even with leading questions. The task (Appendix 3) is not available to them at this age.

Children with mental retardation understand instructions and complete tasks (Appendix 1). The task (Appendix 2) to establish clan groups and justify them causes difficulties. Organizational assistance is effective. Work with the selection of words and concepts (Appendix 3) is carried out with leading questions, repeated readings, and explanations. Children have difficulty explaining the principle of selection. They have the greatest difficulties with verbal justification.

Annex 1

Appendix 2

Appendix 3

Option 2

Source: Nemov R.S. "Psychology in 3 volumes." - M.: VLADOS, 1995. - Volume 3, page 148.

This technique is intended for children from 4 to 5 years old and duplicates the previous one for children of this age. It is designed to explore the processes of figurative and logical thinking, mental operations of analysis and generalization in a child. In the method, children are presented with a series of pictures (APPENDIX 4), which present different objects, accompanied by the following instructions: “In each of these pictures, one of the four objects depicted on it is redundant. Look carefully at the pictures and determine which item is superfluous and why.” 3 minutes are allotted to solve the problem.

Evaluation of results:

10 points - the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are extra. 8--9 points - the child correctly solved the problem in a time from 1 minute to 1.5 minutes. 6--7 points - the child completed the task in 1.5 to 2.0 minutes. 4--5 points - the child solved the problem in a time from 2.0 to 2.5 minutes. 2--3 points - the child solved the problem in a time from 2.5 minutes to 3 minutes. 0--1 point - the child did not complete the task in 3 minutes.

Conclusions about the level of development:

10 points - very high 8--9 points - high 4--7 points - average 2--3 points - low 0 - 1 point - very low

Appendix 4 A.

Appendix 4 B. Additional materials for the “What’s extra?” method

9. Methodology "General orientation of children in the world around them and the stock of everyday knowledge"

This version of the technique is intended for children entering school. To assess their general orientation in the world around them and to determine the stock of their everyday knowledge, other lists of questions are used, which follow. The procedures for processing responses to them, calculating scores and assessing the child’s level of psychological development on this basis are identical.

The general orientation of children just entering school in the world around them and the assessment of the stock of everyday knowledge they have is made based on answers to the following questions:

1. What is your name?

(Using your last name instead of your first name is not a mistake.)

2. How old are you?

3. What are your parents' names?

(Using diminutive names is not considered an error.)

4. What is the name of the city where you live?

5. What is the name of the street where you live?

6. What is your house and apartment number?

7. What animals do you know? Which ones are wild and which ones are domesticated?

(The correct answer is one that names at least two wild and at least two domestic animals.)

8. At what time of year do leaves appear and at what time of year do leaves fall from trees?

9. What is the name of that time of day when you wake up, have lunch and get ready for bed?

10. Name the items of clothing and cutlery that you use.

(The correct answer is one that lists at least three items of clothing and at least three different cutlery items.)

For the correct answer to each of the proposed questions, the child receives 1 point. The maximum number of points that one child can receive using this method for correct answers to all questions is 10.

The child is given 30 seconds to answer each question. Failure to respond within this time is classified as an error and is scored 0 points.

The child who answered all the questions correctly, i.e., ultimately received 10 points, is considered to be completely psychologically ready for school (according to this method). During the time allotted for answering, the child can be asked additional questions that make it easier, but do not suggest the correct answer.

11. “Nonsense” technique

Using this technique, the child’s elementary figurative ideas about the world around him and about the logical connections and relationships that exist between some objects of this world: animals, their way of life, nature are assessed. Using the same technique, the child’s ability to reason logically and express his thoughts grammatically correctly is determined. The procedure for carrying out the technique is as follows. First, the child is shown a picture. It contains some rather ridiculous situations with animals.

While looking at the picture, the child receives instructions approximately as follows:

“Look carefully at this picture and tell me if everything is in its place and drawn correctly. If something seems wrong to you, out of place or drawn incorrectly, then point it out and explain why it is wrong. Next you will have to say how it really should be.”

Note. Both parts of the instruction are executed sequentially. First, the child simply names all the absurdities and points them out in the picture, and then explains how it really should be. The time for exposing the picture and completing the task is limited to three minutes. During this time, the child should notice as many absurd situations as possible and explain what is wrong, why it is not so and how it really should be.

Evaluation of results:

10 points - this rating is given to the child if, within the allotted time (3 minutes), he noticed all 7 absurdities in the picture, managed to satisfactorily explain what was wrong, and, in addition, say how it really should be.

8-9 points - the child noticed and noted all the existing absurdities, but from one to three of them was not able to fully explain or say how it really should be.

6-7 points - the child noticed and noted all the existing absurdities, but three or four of them did not have time to fully explain and say how it really should be.

4-5 points - the child noticed all the existing absurdities, but did not have time to fully explain 5-7 of them in the allotted time and say how it really should be.

2-3 points - in the allotted time, the child did not have time to notice 1-4 of the 7 absurdities in the picture, and it did not come to an explanation.

0-1 point - in the allotted time the child managed to discover less than four of the seven available absurdities.

Comment. A child can receive a score of 4 or higher in this task only if, within the allotted time, he has completely completed the first part of the task, as defined by the instructions, i.e., he has discovered all 7 absurdities in the picture, but did not have time to either name them, or explain how it really should be.

Conclusions about the level of development:

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

12. “Remember and dot the dots”

Using this technique, the child’s attention span is assessed. For this purpose, the stimulus material shown below is used. The sheet with dots is first cut into 8 small squares, which are then folded into a stack so that at the top there is a square with two dots, and at the bottom - a square with nine dots (all the rest go from top to bottom in order with a successively increasing number of dots on them) .

Instructions. “Now we’ll play a game of attention with you. I will show you cards one by one with dots on them, and then you yourself will draw these dots in the empty cells in the places where you saw these dots on the cards.”

Next, the child is shown sequentially, for 1-2 seconds, each of eight cards with dots from top to bottom in a stack in turn, and after each next card he is asked to reproduce the dots seen in an empty card in 15 seconds. This time is given to the child so that he can remember where the dots he saw were located and mark them on a blank card.

Evaluation of results.

The child’s attention span is considered to be the maximum number of dots that the child was able to correctly reproduce on any of the cards (the one from the cards on which the largest number of dots was accurately reproduced is selected). The results of the experiment are scored as follows:

10 points - the child correctly reproduced 6 or more dots on the card within the allotted time.

8-9 points - the child accurately reproduced 4 to 5 dots on the card.

6-7 points - the child correctly recalled from memory 3 to 4 points.

4-5 points - the child correctly reproduced 2 to 3 points.

0-3 points - the child was able to correctly reproduce no more than one point on one card.

Conclusions about the level of development.

10 points - very high. 8-9 points - high. 6-7 points - average. 4-5 points - low. 0-3 points - very low.

13. “Learning 10 words” by A.R. Luria

The technique of learning ten words allows you to study memory processes: memorization, storage and reproduction. The technique can be used to assess the state of memory, voluntary attention, exhaustion of patients with neuropsychiatric diseases, as well as to study the dynamics of the course of the disease and take into account the effectiveness of drug therapy. The technique can be used for both children (from five years old) and adults.

Instructions for children. “Now we will test your memory. I’ll tell you the words, you’ll listen to them, and then repeat them as much as you can, in any order.”

The words are read to the subject clearly, slowly.

“Now I will say the same words again, you will listen to them and repeat them - both those that you have already named and those that you will remember now. You can name the words in any order."

Instructions for adults. “Now I will read a few words. Listen carefully. When I finish reading, immediately repeat as many words as you remember. You can repeat the words in any order."

“Now I will read you the same words again, and you must repeat them again - both those that you have already named and those that you missed the first time. The order of the words is not important."

The experiment is then repeated without instructions. Before the next 3-5 readings, the experimenter simply says: “One more time.” After repeating the words 5-6 times, the experimenter tells the subject: “In an hour, you will tell me these same words again.” At each stage of the study, a protocol is filled out. Under each reproduced word in the line that corresponds to the attempt number, a cross is placed. If the subject names an “extra” word, it is recorded in the corresponding column. An hour later, the subject, at the request of the researcher, reproduces the remembered words without prior reading, which are recorded in the protocol in circles.

Test material.

Examples of a set of words: Table, water, cat, forest, bread, brother, mushroom, window, honey, house. Smoke, sleep, ball, fluff, ringing, bush, hour, ice, night, stump. Number, choir, stone, mushroom, cinema, umbrella, sea, bumblebee, lamp, lynx.

Interpretation of results.

Based on counting the total number of words reproduced after each presentation, a graph can be constructed: the number of repetitions is plotted horizontally, and the number of correctly reproduced words is plotted vertically. Based on the shape of the curve, one can draw conclusions regarding the characteristics of memorization. Thus, in healthy children, with each reproduction the number of correctly named words increases, weakened children reproduce a smaller number and may demonstrate getting stuck on extra words. A large number of “extra” words indicates disinhibition or disorders of consciousness. When examining adults, by the third repetition, a subject with normal memory usually reproduces up to 9 or 10 words correctly.

The memory curve may indicate weakening of attention and severe fatigue. Increased fatigue is recorded if the subject (adult or child) immediately reproduced 8-9 words, and then, each time, less and less (the curve on the graph does not increase, but decreases). In addition, if the subject reproduces fewer and fewer words, this may indicate forgetfulness and absent-mindedness. The zigzag nature of the curve indicates instability of attention. A plateau-shaped curve indicates the child’s emotional lethargy and lack of interest. The number of words retained and recalled an hour later indicates long-term memory.

Patients of different nosological groups show specificity in performing this task:

With traumatic brain injury or neuroinfection, patients reproduce and remember the first and last words; at the same time, the volume of memorized material does not increase from repetition to repetition;

With neuroses, memorization is slow, patients require a greater number of repetitions (compared to healthy ones) to remember the full volume of material; The memorization graph has a zigzag nature and the volume of memorized material from repetition to repetition shows a tendency towards exhaustion, which indicates instability and fluctuations in attention.

14. Inferences

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

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

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

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

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

Evaluation of results.

1 point - completing the task from the first presentation;

0.5 points - the task was completed on the second attempt, after assistance was provided by the psychologist.

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

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

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

15. Momentary perception of quantity

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

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

Final level:

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

Medium - if the child simultaneously perceives 3 matches

Low - 1-2 matches

16. Method “Riding on paths”

Material: 2 drawing options, pencil

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

Final level:

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

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

Medium - all other options.

17. Test “What’s missing?”, developed by R.S. Nemov.

Assignment: The child is offered 7 drawings, each of which is missing some important detail, or something is drawn incorrectly. The diagnostician records the time spent completing the entire task using a stopwatch.

Evaluation of results:

10 points (very high level) - the child named all 7 inaccuracies in less than 25 seconds.

8-9 points (high) - the search time for all inaccuracies took 26-30 seconds.

4-7 points (average) - search time took from 31 to 40 seconds. 2-3 points (low) - search time was 41-45 seconds. 0-1 point (very low) - search time is more than 45 seconds.

18. Test "Find the differences".

Reveals the level of development of observation skills.

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

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

19. Methodology 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 arranged in a certain order: each figure has its own place, its own cell. Now look at the middle of the table. There are many empty cells here. You have at the bottom there are 5 figures under the table. (From the removed 16, leave 5). They have their own places in the table. Look and tell me in which cell this figure should be? Put it. And what cell should this figure be in? "The score is based on 10 points. Each mistake reduces the score by 2 points.

20. Methodology for determining the ability to generalize, abstract and classify

Prepare 5 cards each depicting furniture, vehicles, flowers, animals, people or 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. 21. 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 drawings of games, one drawing of work; 4) 4 drawings of 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.

school intellectual motivational emotional

II. Diagnosis of a child’s motivational readiness for school

1. “Seven-flowered flower”

The technique is intended for preschoolers and primary schoolchildren. The technique is aimed at identifying the content and breadth of the scope of the child’s basic needs and desires.

To carry out the technique, you will need a sheet of paper with a “Magic Flower” drawn on it with seven multi-colored petals. The size of the petals should be such that the child can write down his wish in it.

With preschoolers and first-graders who have not developed free writing skills, the technique is carried out individually. She is with older students. can be carried out both individually and frontally. For younger children, as well as for children with mental retardation and educational neglect, the number of petals can be reduced to three. At the same time, it should be borne in mind that the number of desires expressed by the child can itself be a valuable diagnostic indicator.

“Flowers” ​​can be prepared in advance, but if time and conditions allow, it is better to invite the children to make them themselves, since this will involve them more fully in the situation and the validity of the technique will increase.

Instructions. “Imagine that each of you, like the girl Zhenya from V. Kataev’s fairy tale “The Flower of Seven Flowers,” received a magical flower with seven magical petals. Each petal will fulfill one wish. This flower is drawn on a leaf. Write one wish on each petal. In total, each of you will be able to write seven of your most cherished desires. Does everyone understand what needs to be done?”

After communicating the instructions, the psychologist answers the children’s questions.

"So, let's begin..."

Processing of results and interpretation.

The direction of responses to the fulfillment of one’s own desires, oriented towards the benefit of other people (peers, teachers, parents, brothers, sisters, etc.), related to school, and broad “universal human” ones (“I want people to never get sick”, “ So that no one kills other people”, “Found all the minerals”, etc.).

Since the very structure of the methodology orients children primarily to actualize their own desires, highlighting desires “for others” indicates the breadth of motivation, going beyond personal experience, the presence of broad meaning-forming motives and/or the formation of a need for good for other people. At the same time, unfavorable options are when desires “for oneself” are completely absent.

Qualitative categories characterizing the prevailing sphere of preferences are determined.

The most common answers here are about the desire to possess certain material goods, have some new qualities, abilities, make friends, improve academic performance, fulfill the requirements of teachers, etc.

Unfavorable options are to record all answers in the area of ​​fulfilling the demands of adults, as well as very specific (“small”) material goods (for example, candy, chewing gum and ice cream).

Particular attention should be paid to answers related to physical aggression: both to open aggressive tendencies (“I would like to beat everyone, destroy everyone,” “To take revenge on everyone,” “To beat up all those who offend me”), and victims of aggression: “So that they don’t beat me”, “So that someone will protect me when they start beating me again”).

The answer “I don’t know” is an unfavorable indicator, which may indicate both the weakness of desires and needs, the underdevelopment of their reflection, the fact that the child is not used to giving himself an account of his desires, and a kind of “refusal” of desires, their repression , as well as about a certain closeness towards adults, sometimes having the character of a negative protest. Which option takes place in a particular case should be clarified during an additional conversation.

The degree of “extension” of desires in time is determined.

Modality of statement (“I want”, “I would like”).

The use of the subjunctive mood, indicating the child’s lack of confidence in his “right to desire,” is an unfavorable symptom.

2. “The child’s attitude towards learning at school”

The purpose of this technique is to determine the initial motivation for learning in children entering school, i.e. find out if 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, and he knows how to interact with other children and adults in joint activities, it cannot be said about the child that he is completely ready for school. Lack of desire to learn in the presence of 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, interest in learning will certainly appear. This refers to the desire to acquire new knowledge, useful skills and abilities related to mastering the school curriculum.

Practice has shown that in this methodology, concerning children of primary school age, one should not limit oneself only to assessments of 0 points and 1 point, since, firstly, there are also complex questions here, one of which the child can answer correctly, and on the other - wrong; 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.

Only a sufficiently detailed, sufficiently convincing answer that does not raise doubts in terms of correctness is considered correct and complete, deserving a score of 1 point. If the answer is one-sided and incomplete, then it is scored 0.5 points. For example, the full answer to question 2 (“Why do you need to go to school?”) should sound something like this: “To acquire useful knowledge, skills and abilities.” The following answer can be rated as incomplete: “Study.” An answer is considered incorrect if there is no hint of acquiring useful knowledge, skills or abilities, for example: “To make it fun.” If, after an additional, leading question, the child fully answers the question posed, then he receives 1 point. If the child has already partially answered this question and after the additional question could not add anything to it, then he receives 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 the examination using this technique).

And finally, a child whose total score is less than 5 is considered not ready for learning.

To answer this method, the child is asked the following series of questions:

Do you want to go to school?

Why do you need to go to school?

What will you do at school? (Option: what do they usually do at school?)

What do you need to have in order to be ready to go to school?

What are lessons? What do they do on them?

How should you behave in class at school?

What is homework?

Why do you need to do homework?

What will you do at home when you get home from school?

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 considered 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 or not entirely accurate, then the questioner should ask the child additional, leading questions and only if the child answers them, make a final conclusion about the level of readiness for learning. Before asking this or that question, it is imperative to make sure that the child correctly understood the question posed to him.

The maximum number of 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.

3. Questionnaire of school motivation by Luskanova N.G.

Questionnaire for determining school motivation of primary school students. Developed by Luskanova N.G. Allows you to assign the student to the following groups based on results.

I. High school motivation, educational activity - 25-30 points.

II. Normal school motivation is 20-24 points.

III. Positive attitude towards the school, but the school attracts extracurricular aspects - 15-19 points.

IV. Low school motivation - 10-14 points.

V. Negative attitude towards school, school maladjustment - below 10 points.

1.Do you like school?

Not good

Like

I do not like

2. When you wake up in the morning, do you always happily think about going to school or do you often want to stay at home?

More often than not I want to stay at home

It's not always the same

I'm going with joy

3. If the teacher said that tomorrow it is not necessary for all students to come to school, those who wish can stay at home, would you go to school or would you stay at home?

I would have stayed at home

I would go to school

4. Do you like it when some of your classes are cancelled?

I do not like

It's not always the same

Like

5. Do you want to not be given homework?

6. Do you want there to be only breaks at school?

7. Do you often tell your parents about school?

I'm not telling

...

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