Entering school is an extremely important moment both for the child himself and for his parents. Practical experience of psychological examination of children shows that not all children are fully prepared for painless and successful entry into educational activities at school.
Understanding the importance of preparing children for school, even a few months before the start of the school year, you can organize targeted developmental activities with children that will help them in this new stage of life.
Parents can do a lot for a child in this regard.- his first and most important educators.
Psychological readiness for schooling involves the following components:
First of all, the child must have a desire to go to school, that is, in the language of psychology - motivation to learn;
Must be formed social position schoolchild: he must be able to interact with peers, fulfill the teacher’s requirements, and control his behavior;
It is important that the child was healthy and resilient, otherwise it will be difficult for him to withstand the load during the lesson and the entire school day;
He must have good mental development, which is the basis for the successful acquisition of school knowledge, skills and abilities, as well as for maintaining the optimal pace of intellectual activity so that the child has time to work together with the class.
Sometimes parents think that if a child knows how to read, write and count before school, then he is guaranteed success. However, pedagogical practice shows that often such children, having easily started studying, suddenly, completely unexpectedly for their parents, begin to reduce their success.
Why? It is very important that by the time a child enters school, cognitive processes such as attention, memory, thinking, imagination, and motor skills have been developed.
Here you will find material that will give you an idea of what amount of knowledge, skills and abilities a child of 6-7 years old should have by the time he enters school, will help you determine which abilities of your child are best developed, which are at a sufficient level, and what else needs to be worked on.
A preschool child has truly enormous developmental opportunities and cognitive abilities. Help your child develop and realize their potential. Don't waste your time. It will pay for itself many times over. Your child will cross the threshold of school with confidence, learning will not be a burden for him, but a joy, and you will have no reason to be upset about his progress.
To make your efforts effective, use the following tips:
1. Don’t let your child get bored during classes. If a child has fun learning, he learns better. Interest is the best of motivations; it makes children creative individuals and gives them the opportunity to experience satisfaction from intellectual activities.
2.Repeat the exercises. The development of a child's mental abilities is determined by time and practice. If an exercise doesn’t work out, take a break, return to it later, or offer your child an easier option.
3. Don't be overly concerned about not making enough progress or making enough progress.
4. Be patient, do not rush, do not give your child tasks that exceed his intellectual capabilities.
5. When working with a child, moderation is needed. Do not force your child to do exercises if he is fidgety, tired, or upset; do something else. Try to determine the limits of your child’s endurance and increase the duration of classes by a very short time each time. Give your child the opportunity to do what he likes.
6. Preschool children do not perceive strictly regulated, repetitive, monotonous activities well. Therefore, when conducting classes, it is better to choose a game form.
7. Develop your child’s communication skills and spirit of cooperation.
8. Avoid disapproving assessments, find words of support, praise your child more often for his patience, perseverance, etc. Never emphasize his weaknesses in comparison with other children. Build his confidence in his abilities.
And most importantly, try not to perceive activities with your child as hard work, rejoice and enjoy the communication process, and never lose your sense of humor. Remember that you have a great opportunity to make friends with your child.
Tests and exercises for the future first-grader
Every child should know the answers to these questions
1. State your full name and surname.
2. How old are you?
3. State your date of birth.
4. State your mother’s name and patronymic.
5. Where and who does she work for?
6. State your dad’s name and patronymic.
7. Where and who does he work for?
8. Do you have a brother or sister? How old are they? Are they older or younger than you?
9. Give your home address.
10. What city do you live in?
11. What is the name of the country in which you live?
12. Do you want to go to school? Why? Do you like working out?
The ability to act according to the rules.
“Yes” and “no” technique
You and I will play a game in which you cannot say the words “yes” and “no.” Repeat, what words should not be spoken? ("Yes and no"). Now be careful, I will ask questions, and you will answer them, but without the words “yes” and “no.”
Trial questions (not scored):
Do you like ice cream? (I like ice cream)
Does the hare run slowly? (The hare runs fast)
Test
1.Is the ball made of rubber?
2.Can you eat fly agaric?
3.Is the snow white?
4. Is the fox red?
5. Is a crow smaller than a sparrow?
Is the frog crowing?
Can pigeons swim?
Does the clock have one hand?
Are bears white?
Does a cow have two legs?
Evaluation of the results obtained:
High level - not a single mistake was made
Average level - one, two errors
Low level - more than two errors
Check how well your child's attention is developed.
Exercise 1: I will say the words, if you hear the name of the flower, clap your hands.
Carrot, poppy, tit, airplane, chamomile, pencil, notebook, comb, aster, grass, rose, birch, bush, leaf, branch, gladiolus, ant, peony, spy, pirate, tree, forget-me-not, cup, pencil case, cornflower.
Result:
Average level - 1-2 errors
Low level - more than 2 errors
Task 2: Clap your hands when you hear a sound in the words I say A.
Watermelon, bus, pineapple, iron, hat, bow, fox, wolf, bear.
Result:
High level - no errors
Average level - 1 error
Low level -2 or more errors
Task 3: I'll name four words, and you name two of them that sound similar.
Onion, bear, grass, bug.
Donkey, sled, watering can, banks.
bear, shirt, cone, birch
A child's success at school largely depends on his memory. Using the tasks below (it is better to do no more than one task per day), you can evaluate your child’s memory. Don't be discouraged if the results aren't great. Memory can be developed!
Exercise 1: Listen carefully to 10 words and try to remember them.
Ball, cat, forest, window, mushroom, clock, wind, table, glasses, book.
Ask your child to repeat the words he remembers in any order.
Result:
At least 6 words - high level
4-5 words - intermediate level
Less than 4 words - low level
Task 2: Read the phrases to your child one at a time and ask them to repeat each one.
1. Mushrooms grow in the forest.
2. It was raining heavily in the morning.
3.Mom reads an interesting book to the children.
4.Vova and Sasha carried red and blue balloons.
Result: It’s good if the child repeated the phrase word for word the first time and did not change the words.
High level - repeated all 4 phrases accurately
Average level - only 1 phrase wrong
Low level - made a mistake in 2 phrases or more
Task 3: Listen and memorize the poem.
Read this poem to your child and ask him to repeat it. If the child repeated it with errors, read it again and ask him to repeat it again. The poem can be read no more than 4 times.
The snowball is fluttering, spinning,
It's white outside.
And puddles turned
In cold glass.
Result:
High level - repeated the poem verbatim after 1-2 readings
Intermediate level - repeated the poem verbatim after 3-4 readings
Low level - made mistakes after 4 readings
Task 4:Listen carefully to the pairs of words and try to remember them.
Read all 10 pairs of words to your child. Then tell the child only the first word of the pair, and let him remember the second word.
Autumn - rain
Vase - flowers
Doll - dress
Cup - saucer
Book - page
Water - fish
Car - wheel
House - window
Kennel - dog
Clock - hands
Result:
High level - 8-10 pairs of words
Intermediate level - 5-7 pairs of words
Low level - less than 5 word pairs
Task 5: An exercise to develop the volume of short-term auditory memory “Word Cascade”.
Ask your child to repeat the words after you. Start with one word, then say two words, the child must repeat in the same sequence, three words, etc. (intervals between words are 1 second).
When the child cannot repeat a certain word series, read to him the same number of words, but different ones (for this you should prepare another list of words).
If in the second attempt the child copes with this word series, then move on to the next series, and so on until the child is able to reproduce the specified number of words in the second reading.
- Fire.
- Home, milk.
- Horse mushroom, needle.
- Rooster, sun, asphalt, notebook.
- Roof, tree stump, water, candle, school.
- Pencil, car, brother, chalk, bird, bread.
- Eagle, game, oak, telephone, glass, son, coat.
- Mountain, crow, clock, table, snow, book, pine, honey.
- Ball, apple, hat, carrot, chair, butterfly, subway, chicken, socks.
- Truck, stone, berries, briefcase, sled, hammer, girl, tablecloth, watermelon, monument.
Thinking
The child discovers the world and learns to think. He learns to analyze and generalize, to establish cause-and-effect relationships.
Your child may have difficulty completing these tasks. In this case, explain to him the principle of performing tasks, and then offer him similar exercises.
Exercise 1: Answer the questions:
1.What is there more in the garden - potatoes or vegetables?
2. Who are more in the forest - hares or animals?
3.What is there more in the closet - clothes or dresses?
Answers: 1- vegetables, 2- animals, 3- clothes.
Task 2: Read stories to your child and ask them to answer a question after each story.
1. Sasha and Petya were dressed in jackets of different colors: blue and green. Sasha was not wearing a blue jacket.
What color jacket was Petya wearing? (blue)
2.Olya and Lena painted with paints and pencils. Olya did not paint with paints. What did Lena draw with? (paints)
3. Alyosha and Misha read poems and fairy tales. Alyosha didn’t read fairy tales.
What did Misha read? (fairy tales)
4. Three trees grow: birch, oak and pine. Birch is lower than oak, and oak is lower than pine. Which tree is the tallest? What's the lowest?
5. Seryozha, Zhenya and Anton competed to see who could run faster. Seryozha ran faster than Zhenya, and Zhenya came faster than Anton. Who came running first and who came last?
6. Once upon a time there were three puppies: Kuzya, Tuzik and Sharik. Kuzya is fluffier than Tuzik, and Tuzik is fluffier than Sharik. Which puppy is the fluffiest? Which one is the smoothest?
Task 3: Answer the questions:
1.Which animal is bigger - a horse or a dog?
2. In the morning we have breakfast, and at noon...?
3. It’s light during the day, but at night...?
4.The sky is blue, and the grass...?
5. Cherry, plum, cherry - is this...?
6.Why, before the train passes, do the barriers drop along the track?
7.What are Moscow, Kaluga, Kursk?
8.What is the difference between day and night?
9. A small cow is a calf, a small dog is...? Little sheep is...?
10.Is a dog more like a cat or a chicken? What do they have the same?
11.Why do all cars have brakes?
12.How are a hammer and an ax similar?
13. How are a squirrel and a cat similar to each other?
14.What is the difference between a nail and a screw? How would you recognize them if they were lying here next to you, on the table?
15.Football, tennis, swimming - is this...?
16.What types of transport do you know?
17.What is the difference between an old man and a young man?
18.Why do people play sports?
19.Why is it shameful to avoid work?
20.Why do you need to put a stamp on a letter?
Whenever possible, try to have your child give 2-4 answer options when asking him the question: “And also?”
The norm is at least 15 correct answers.
Task 4: Find the extra word:
Read a group of words to your child. 3 words in each are close in meaning and can be combined based on a common feature, and 1 word differs from them and should be excluded. Invite your child to find the extra word.
1.Old, decrepit, small, dilapidated.
2. Brave, wicked, brave, courageous.
3.Apple, plum, cucumber, pear.
4.Milk, cottage cheese, sour cream, bread.
5.Hour, minute, summer, second.
6. Spoon, plate, bag, pot.
7.Dress, a cap, shirt, sweater.
8. Soap, toothpaste, broom, shampoo.
9.Birch, oak, pine, strawberries.
10. Book, TV, tape recorder, radio.
Task 5: An exercise to develop mental flexibility.
Invite your child to name as many words as possible that denote a concept.
1.Name the words for trees.
2.Name words related to sports.
3.Name the words denoting animals.
4.Name the words for domestic animals.
5.Name the words denoting ground transport.
6.Name the words denoting air transport.
7.Name the words denoting water transport.
8.Name words related to art.
9.Name the words for vegetables.
10.Name the words for fruit.
Speech development
By the age of 6-7 years, a child’s speech should be coherent and logical, with a rich vocabulary. The baby must correctly hear and pronounce all the sounds of his native language. The development of oral speech is the main condition for successful mastery of writing and reading.
Talk to your child more, ask him to retell the cartoons he watches, the books he reads. Offer to compose stories based on pictures.
If your child has difficulty pronouncing certain sounds or has difficulty distinguishing sounds by ear, then you should seek help from a speech therapist.
Task 1: Determine by ear what sounds the words differ in.
Read a few words to your child. The child must give an answer after each pair.
A goat is a scythe, a game is a needle, a daughter is a dot, a day is a shadow, a kidney is a barrel.
Result:
High level - no errors
Average level - 1 error
Task 2: Clap your hands when you hear a different sound.
Read the chains of sounds to your child.
G-g-g-g-k-g
Ssssssssss
R-r-r-l-r
Result:
High level - no errors
Average level - 1 error
Low level - 2 or more errors
Task 3: Clap your hands when you hear a word that has a different sound from the others.
Read a series of words to your child.
Frame, frame, frame, lama, frame.
Kolobok, kolobok, box, kolobok.
Result:
High level - no errors
Average level - 1 error
Low level - 2 or more errors
Task 4: Correctly select words that have opposite meanings.
The child must correctly choose the opposite word for each of the proposed ones. An error is considered to be an answer like “loud - soft”.
Slow - (fast)
Day Night)
Hot Cold)
Thick - (thin)
Kind angry)
Result:
High level - no errors
Average level - 1 error
Low level - 2 or more errors
Task 5: Answer the questions.
Read the questions to your child. He must choose the right words for each of the proposed ones.
What happens: sour, fast, red, soft?
Who can: jump, swim, growl, sing?
What is he doing: fish, plane, frog, car?
Result:
High level - no errors
Average level - 1-2 errors
Low level - 3 or more errors
Task 6: Explain the meaning of words.
Read the word to the child. Ask for an explanation of its meaning. Before performing this task, explain to your child how to complete it using the example of the word “chair”. When explaining, the child must name the group to which this object belongs (a chair is furniture), say what this object consists of (the chair is made of wood) and explain what it is needed for (it is needed in order to sit on it).
Notebook, plane, pencil, table.
Result:
High level - the child explained all the concepts correctly
Intermediate level - the child explained 2-3 concepts correctly
Low level - the child explained no more than one concept correctly
Task 7: Listen carefully to the story.
Read the story to your child and ask him to answer questions.
In the morning, first-grader Tolya left the house. There was a blizzard outside. The trees rustled menacingly. The boy got scared, stood under the poplar, thinking: “I won’t go to school. Scary".
Then he saw Sasha standing under a linden tree. Sasha lived nearby, he was also getting ready for school and was also scared.
The boys saw each other. They felt happy. They ran towards each other, held hands and went to school together.
The blizzard howled and whistled, but it was no longer scary.
V.A. Sukhomlinsky
Answer the questions:
1.Who was mentioned in the story?
2.What class did the boys study in?
3. Why did the boys feel happy?
Result:
High level - the child answered all questions correctly
Intermediate level - the child answered 2 questions correctly
Low level - the child answered only 1 question correctly
The world
At the time of entering school, a child must have a certain amount of knowledge and ideas about the world around him. It’s good if he has basic knowledge about plants and animals, the properties of objects and phenomena, knowledge of geography and astronomy, and an idea of time. Listed below are the basic questions about the world around us that a child should be able to answer.
1.Nature
Name the seasons and signs of each season.
How are wild animals different from domestic animals?
What benefits do pets bring?
What predatory animals do you know?
What herbivores do you know?
Name the migratory and wintering birds. Why are they called that?
What herbs, trees, shrubs do you know?
How are herbs different from trees and shrubs?
Name garden and wildflowers.
What are the names of the fruits of pine, oak, and apple trees?
What natural phenomena do you know?
Name the parts of the day in order.
What is the difference between day and night?
Name the days of the week in order.
Name the spring, summer, autumn, winter months of the year.
What is longer: a minute or an hour, a day or a week, a month or a year?
Name the months in order.
3.Geography
What countries do you know?
What cities do you know, in what countries are they located?
What is the difference between a city and a village?
What rivers do you know?
How is a river different from a lake?
What planets do you know?
What planet do we live on?
What is the name of the Earth's satellite?
4.Peace and man
Name the professions:
Who teaches the children?
Who heals people?
Who writes poetry?
Who composes the music?
Who paints the pictures?
Who builds houses?
Who drives cars?
Who sews the clothes?
Who plays in films and theater?
What item is needed to:
Measure time;
Talk at a distance;
Watch the stars;
Measure weight;
Measure the temperature?
What sports do you know?
What sports require a ball? Skates?
What musical instruments do you know?
What writers do you know?
What is honesty, kindness, greed, cowardice, laziness, hard work?
Why do you need to study? Work?
How to cross the road correctly?
5.Properties of objects.
What is wood, glass, metal, plastic?
What is soft, hard, friable, smooth, liquid, sharp?
Exercises to develop motor skills
When preparing a child for school, it is more important not to teach him to write, but to create conditions for the development of small arm muscles. There are many games and exercises.
- Drawing, coloring pictures.
- Making crafts from paper, natural materials, plasticine, clay.
- Construction.
- Fastening and unfastening buttons, snaps, hooks.
- Suction of water with a pipette.
- Tying and untying ribbons, laces, knots on a rope.
- Stringing beads and buttons.
- Ball games, with cubes, mosaics.
- Bulkhead croup Pour peas, buckwheat and rice into a small saucer and ask the child to sort through.
- "Display" of the poem.
All these exercises bring triple benefits to the child: firstly, they develop the small muscles of the hands, secondly, they form artistic taste, and thirdly, child physiologists claim that a well-developed hand will “pull” the development of intelligence.
Exercises to develop thinking
By performing exercises to develop logical thinking, the child will simultaneously develop attention, a penchant for analysis, and the ability to identify general features of certain phenomena.
1. Write down a generalizing word:
Perch, crucian carp...
Grass, tree...
Mole, mouse...
Bee, beetle...
Cup, plate...
Boots, shoes...
2. Find the same numbers in each row and cross them out. Add up the ones that remain. How much did you get?
1 2 3 4 1 5 4 1
6 7 4 6 4 3 4 6
7 1 3 0 3 9 3 7
5 4 2 5 1 5 4 2
3. What is unnecessary here? Why?
Cockroach, fly, ant, wasp, beetle, mosquito, airplane;
Plate, alarm clock, glass, milk jug, mug;
Fox, hare, bear, bee;
Car, pyramid, spinning top, plum, bear
4. Find the differences.
5. Find identical fish, butterflies with the same pattern, identical houses.
6. What objects are not in the right picture?
7. Find a place in the closet for every item.
8. Connect with a line who lives where.
Mole nest
Swallow hole
Spider in the house
Cockroach web
9. Shade the cells of the figures as shown in the example.
10. Answer questions
1. Name the seasons.
2. How many months are there in a year?
3. List the months of the year.
4. What month does the year start from?
5. Name the last month of the year.
6. Name the second, fifth, ninth, eleventh month.
7. Name the winter months.
8. Name the summer months.
9. Name the spring and autumn months.
10. How many days are there in a week?
11. List the days of the week.
12. Name the working days of the week.
13. Name the days off of the week.
14. What day of the week is the first?
15. What is the last day of the week?
16. How many days are there in a month?
17. How many weeks are there in a month?
18. Which month is the shortest?
11. Keep it short
- Stay for the winter... (winter)
- Stay the night... (spend the night)
- Light rain... (rain)
- A drop of rain... (rain)
- Little horse... (pony)
12. Who does what?
- Who treats the sick? (doctor)
- Who teaches the children? (teacher)
- Who makes the furniture? (joiner, carpenter)
- Who heals animals? (vet)
- Who mines coal? (miner)
- Who strikes the iron? (blacksmith)
- Who writes the books? (writer)
- Who runs the orchestra? (conductor)
- Who flies into space? (astronaut)
- Who designs house plans? (architect)
- Who flies the plane? (pilot)
Let's play at being outstanding mathematicians
It is necessary to conduct games and game exercises to master mathematical concepts:
Comparing objects by size and shape (longer, shorter, larger, smaller, higher, lower);
Sequence of numbers and counting of objects (first, second, third...) - up to 10;
Temporal and spatial representations (earlier, later, above, below, left, right, behind, before, above, below, up, etc.)
1. Game “What goes where?”
Arrangement of items according to your instructions:
Place the cube on the top shelf. Below it is a doll, to the left of the cube place an elephant, to the right - a bear, etc.
2. Game “Name the neighbors”.
Arrange 6-7 toys in any order. Name your neighbors dolls, bears, etc.
3. The game “Who is earlier, who is later.”
These games can be played using fairy tales, for example, “Turnip”, “Teremok”, etc. Children must name the heroes, who came earlier, who came later.
4. What's higher?
House or fence?
Elephant or crocodile?
Table or chair?
Slide or sandbox?
Truck or car?
5. Solve the problem!
1) Katya is taller than Lyuda, Lyuda is taller than Sonya. Who is tallest?
2) Draw the cucumber to the left of the carrot, but to the right of the apple.
3) A bee flies higher than a fly. The fly flies higher than the wasp.
Who flies the lowest?
4) Dima is darker than Kolya. Kolya is darker than Sasha. Who is darkest?
6. Remember and draw.(Read 2 times)
1) Draw five beads of different colors and sizes so that the middle bead is red, the last one is the smallest.
2) Draw five squares of different colors and sizes so that the fourth square is blue and the middle one is the smallest.
3) Draw seven mushrooms of different colors and sizes so that the second mushroom is yellow, the fourth has a leaf on its cap, and the middle one is the smallest.
7. Let's count
In the morning, ask your child how many brushes are there in a cup in the bathroom? Why? Which brush is the biggest?
We sat down to have breakfast. Ask what is more on the table: forks or spoons? How many cups? Place a teaspoon in each cup. What is less, what is more?
On the way to kindergarten, count the trees, passing cars, and people walking towards you.
8. Who has more...
...paws - those of a cat or a parrot?
...tails - a dog or a frog?
...ears - those of a mouse or a pig?
...is the eye of a snake or a crocodile?
9. Who is there more?
Who is more in the river - fish or perch?
Who do you have more in your group - children or boys?
What is more in the flowerbed - flowers or tulips?
Who are more in the zoo - animals or bears?
What is more in the apartment - furniture or chairs?
10. Look around
What is rectangular in shape?
What is round?
What is triangular?
11. True or false?
All cats are striped.
There is a zoo in Moscow.
I'm so strong that I can lift an elephant.
The hare ate a wolf for lunch.
Bananas grew on the apple tree.
Plums don't grow on the Christmas tree.
Tasks for a 6-7 year old child, aimed at express preparation for school: studying the soft sign, types of lines and angles, development of thinking and mental calculation, development of speech and attention.
Learning to read. Getting to know "b"
Target: formation of reading skills, introduction to a new letter.
Material: worksheet. Card with b. Cards with words - DUST and DUST, MALL and MOL.
In the Russian language there is a sign that indicates the softness of a consonant - a soft sign. A soft sign is not a sound.
The teacher shows a card with a soft sign.
- A soft sign is a special sign. A soft sign is simply a signal to the mouth and tongue to say SOUND differently.
- b almost always softens, like a pillow.
The teacher shows cards with the words:
Children trace the outline of the letter with their finger and “remember the letter.”
- What letter is written on the worksheets at the top left? (b).
- Write b with your finger in the air.
- Draw patterns on the letter b.
- Circle and complete b yourself.
-What does b look like?
Learning to read. Soft sign
Target: formation of knowledge of the image of a letter.
Material: worksheet. Plasticine.
Let's make a soft sign from plasticine.
Now listen to the poem about the soft sign:
Read the poem yourself. Learn it by heart at home.
Learning to read. Words starting with "b"
Target: formation of reading skills.
Material: worksheet.
Read the words. Underline the b in the words.
Dictation. Offers
Target: formation of writing skills, development of coding ability.
Material: worksheet.
Write a sentence from dictation:
IN THE PARK ROS POPLAR.
Put emphasis on the words.
What comes at the end of a sentence? Circle the point.
Mathematics. Working with laces. Repetition of all types of lines and angles
Target: Reinforcing the concepts of “closed”, “open”, “straight”, “curved” lines. Repetition of all types of angles (straight, acute, obtuse). Repetition of days of the week. Consolidating graphic images of numbers.
Materials: each child - beads, a cord with a knot at one end. Three laces. Ball.
The teacher throws the ball to the children, asking questions and giving tasks:
- Count from 1 to 5.
- Count from 4 to 8.
- Count from 7 to 3.
- Name the neighbors of the number 5.
- Name the neighbors of the number 8.
- What are the lines? (Straight, curved, closed, open).
- What is a segment? (This is a piece of line, part of a line).
- What are the angles? (Sharp, straight, blunt).
- How many days are there in one week? (Seven). Right! Now we will string beads on a string, like days for a week, and pronounce each day of the week in order.
The teacher gives the children laces (with a knot at one end) and beads and asks them to repeat the days of the week in order by putting the beads on the lace:
- Monday (children repeat “Monday” in chorus, putting the first bead on the cord).
- Tuesday (put on the second bead, repeating the second day of the week in chorus).
- Wednesday... Etc.
- Well done! Samodelkin sent each of you three laces and wrote assignments. I will read, and you will do:
1. Turn the first lace into a straight line (put the lace on the tables in the form of a straight line), turn the second lace into a curved open line (lay it down), and the third lace into a curved closed line. (They put it down.) An adult checks who didn’t do it - draws the answers on the board, reminding them what a closed and open line is.
2. Second task: turn the first lace into an acute angle, the second into a right angle, and the third into an obtuse angle. (Children do it. Then the adult draws on the board - the children check themselves).
3. Fold the first lace into an oval, the second into a triangle, and the third into a circle.
4. Last task: fold the first lace into the number “1”, the second into the number “6”, and the third into the number “3”. What letter does the number "3" look like?
Development of thinking. Game "What's extra?"
Goals: development of logical thinking, systematization of ideas about the world around us, development of the ability to group objects according to a common characteristic.
Materials: Ball.
Children stand in a circle. The teacher throws the ball to each child in turn, saying 4 words. The child’s task is to name the extra word and explain his choice.
Groups of words:
Mathematics. Verbal counting
Target: Count within 10.
Materials: Each child receives cards with numbers.
Listen to how many times I clap my hands and pick up a card with a number greater than two. (The teacher claps his hands 5 times, the children must raise the card with the number “7”).
Listen to how many times I stamp my foot and pick up a card with a number that is two units less. (The teacher stomps 7 times, the children pick up a card with the number “5”). You can ask one of the guys to comment on your answer, helping him if necessary. The child says: “You clapped your hands 7 times, and the number that is less than seven by two units is five.”
Well done! Now listen to how many times I hit the table with my pen and raise the number that is 1 unit higher. (Knocks the pen on the table 9 times, the children raise the number “10”).
To make it more difficult for you... Listen to how many times I ring the bell, and show the number that is three units less. (Rings the bell 9 times, children show a card with the number “6”).
The tasks can be simpler: listen to the claps and show a number equal to their number or greater/less by 1 unit.
Mathematics. Introduction to the concept of "Cylinder"
Target: Count within 10. Introduction to the concept of "Cylinder".
Materials for each child: Cards with numbers. On each table: A rubber turnip or a heavy object, a set of unsharpened pencils. For the teacher: cylindrical objects: sausage, pencils, jars, glue sticks, etc.
The teacher places cylindrical objects on the table: a glass, a sausage, a cylinder hat, a cylindrical jar, a glue stick, etc.
- Guys, what do all these items have in common? (All of these items have a similar shape.)
If children find it difficult to answer, you can ask guiding questions:
- Maybe the objects are made of the same material? Maybe they are the same color? Size? Forms? When the children answer the question, the adult summarizes:
- This shape is called a cylinder, and objects of this shape are called cylindrical. The word "cylinder" in ancient Greek meant a roller that could be rolled along the ground.
The teacher gives the children cylinders and invites them to roll them on the table or on the floor. Children make sure that the cylinders roll.
- In the old days, when there were no cars or cranes, people used cylinders to move heavy objects. So the grandfather and woman, when they pulled out the turnip, realized that they wouldn’t be able to carry it home themselves.
- We need cylinders! - said the grandfather.
- Where can we find them? – the grandmother was surprised.
- Let's cut down a few trees, take their trunks - and we'll get cylinders!
So they did. They cut down several trees, cleared them of branches, and got cylinders. Let's imagine that pencils are peeled tree trunks. (Children receive a set of unsharpened round pencils (“tree trunks”) and rubber turnips (or other “heavy” objects). Think about how you can use cylinders to move a turnip or any other heavy load from one end of the table to the other?
Children express their suggestions, the adult helps to come to the idea that the Turnip is placed on top of the pencils, the pencils roll, moving a heavy object. Children try to do this in practice.
Mathematics. Examples
Target: development of thinking operations.
Material: worksheet.
Fill in the missing characters to make the examples correct.
Development of attention Cups
Target: development of attention properties.
Materials: worksheet, pencils.
Find all the cups in the picture.
How many cups did you find?
Speech development. Writing options for the ending of a fairy tale
Target: development of thinking, speech, fantasy.
Materials: No.
The teacher asks one of the children to tell the fairy tale “Ryaba Hen”.
- Guys, are you sorry that the mouse broke the golden egg and upset grandma and grandpa? (Yes).(Answer options.) The teacher encourages children to imagine with leading questions. If the children are silent, the adult himself begins to fantasize out loud, involving the children in the discussion:
- Or maybe it could have been different? The egg might not have broken, what do you think? (It could). Let's come up with a different ending for this fairy tale - where the egg didn't break. How could this happen?
Options for continuing the tale:
1. "... the mouse ran, waved its tail, the egg fell, but did not break, because it had a strong shell and it fell on the straw. The grandfather and woman realized that this egg did not break, they went to the chicken and said: take it , chicken, your egg back - we can’t do anything with it.” The hen took her golden egg and hatched out of it a chicken - not an ordinary one, but a golden one! The chicken grew by leaps and bounds, and soon became a golden cockerel who could make wishes come true..."
2. – How else could this fairy tale end? "... The mouse ran, waved its tail, the egg fell and broke... Then the hen laid them another golden egg. The old people took it, broke it, the grandmother kneaded the dough and baked Kolobok. And they sold the golden shells and bought a fur coat for the grandmother, and a fur coat for the grandfather a hat for the winter." Etc.
Then - summing up:
- Guys, which ending did you like the most - the one that was or one of the ones we came up with? Why?
Development of thinking. What's extra?
Target: development of mental actions of analysis-synthesis, generalization
1. Wolf, fox, bear, rabbit.
2. Lynx, wild boar, hare, elk.
3. Panther, leopard, tiger, bear.
4. Lion, buffalo, giraffe, donkey.
5. Wolf, hedgehog, eagle, fox.
Preparing your hand for writing. Copying by cells. Dog
Target: development of grapho-motor functions.
Material: worksheet.
Copy the dog in cells.
Drawing with paints. Bear
Target: development of graphic functions. Development of creative thinking, imagination, development of the basics of modeling, consolidation of ideas about geometric shapes (circle, oval, semicircle). Development of the ability to work with paints using the “dipping” technique.
Materials: sheet of paper, brown gouache paint, brush, glass of water, napkin, pencil, finished sample.
- Let's draw a bear using only circles, ovals and semicircles.
- What should you draw for the bear? (Head, torso, paws). That's right, how many paws does a bear have? (Four paws).
- Thank you. So, I draw on the board, and you draw on a piece of paper.
- First you need to draw a large vertical oval. The result is the body of a bear.
- Then you need to draw a circle on top. The circle is his head.
- Then we will draw 4 ovals, which will be the paws of the bear.
- Now let's take care of the head. Draw two semicircles on top of the circle - we get... (Ears!)
- Inside the circle, draw a horizontal oval - the muzzle of a bear. Above the oval are three circles: the nose and eyes of the bear. And in the oval itself we will draw a semicircle - we get the mouth of a clubfoot.
Then we will finish drawing the claws on the paws and take brown paint.
- To depict the fur of a bear, you need to apply paint in small increments.
- The bear drawing is ready!
The teacher assigns homework to the children.
Preparing a child to enter school is a burning issue for all parents. At the age of 6, children are enrolled in special classes so that in 1st grade they become the most successful students.
All mothers and fathers want their child to study well, so that his intellectual abilities are noted by teachers and help him successfully master school wisdom. Undoubtedly, the transformation of a kindergartener into a student is a complex process and the desire to help your child is completely justified. However, it is important to understand well what exactly needs to be taught before school.
What to teach before school
Modern requirements for first-graders amaze parents, and especially grandparents. Now children should know letters, carry out sound-letter analysis, be able to count forward and backward, understand the composition of numbers and read well. There is nothing to be done; children are sent to preparatory courses or study diligently at home to master everything they need.
However, very often, behind a child’s rather significant intellectual baggage, there is a complete psychological and speech therapy unpreparedness for school. Experts insist that much more important for first-graders is the ability to adapt in society, developed fine motor skills, attention, memory, imagination, instilled self-care skills and motivation to study in a school setting.
A child's readiness for school primarily includes:
- Developed speech skills. Among children who are unsuccessful in their studies, there is a very large percentage of those who suffer from one or another speech therapy disorder. This is where the roots of problems such as dysgraphia and dyslexia grow.
- Relevant physiological functions: motor skills, coordination of movements, spatial orientation, phonemic hearing.
- A sufficient level of mental development: logical thinking, memory and voluntary attention, motivation for learning, the ability to build relationships with peers and elders.
How to assess a child's readiness for school
It can be difficult for parents to assess how ready their child is to learn. It is not so easy to understand whether the functions of higher nervous activity are sufficiently developed or whether there are speech disturbances. Another disturbing factor is the substitution of concepts - in most cases, mothers and fathers believe that they need to teach their child letters and numbers, and incorrect production of sounds or absent-mindedness will go away “by itself” with age.
It is better to get advice from a specialist. It is he who will be able to identify existing problems and draw up a corrective lesson plan so that the child can successfully master the school curriculum.
Particular attention should be paid to assessing speech development. Elementary school teachers clearly confirm the fact that among children who are lagging behind in their studies, the majority have one or another speech therapy problems.
What to pay attention to when preparing for school:
- Correct pronunciation of sounds.
- Developed coherent speech, large vocabulary.
- Phonemic hearing, the ability to identify different phonemes and determine their place in a word.
- Formed grammatical structure of speech. The use of detailed sentences, the correct construction of statements taking into account number, gender and case, well-built connections between words in a sentence.
- Word formation skills. The child must be able to change words using suffixes, correctly use diminutive forms of words in speech, and build adjectives based on nouns.
- Developed graphomotor skills, the ability to correctly hold a pencil and pen, hatch, outline, etc.
What should parents do?
First of all, it is necessary to objectively assess all the child’s skills. If any problems are noticeable, so to speak, with the naked eye, you should seek help. The age of up to 7 years is the most favorable for the correction of speech disorders. With the right approach, your child will be able to catch up on everything he needs and be ready to gnaw on the granite of science quite successfully by the time he starts school.
If you decide to attend school preparation courses, it is better to choose the option where the lessons are taught by a professional speech therapist. Such classes cover all aspects:
- development of phonemic hearing;
- training in sound analysis and synthesis;
- formation of correct grammatical structure of speech;
- training fine motor skills, mastering the skills of shading, drawing, etc.;
- exercises to develop voluntary attention, memory, thinking;
- reading instruction;
- development of competent coherent speech.
If your child needs to correct any speech problems, do not put it off. The sooner you start working with a specialist, the easier it will be to achieve success. Give your future first grader a chance to become a successful student!
- Be sure to create a positive attitude. Emphasize that your son or daughter is already an adult and that they will do well at school. Don't be intimidated by the “new life”.
- Do not focus on speech problems, but be sure to address them. Let the child perceive this as a natural working moment, and do not focus on the fact that he is doing poorly.
- Create a speech-developing environment at home. Children need to hear correct speech. Communicate more, discuss the day's events, ask about everything, encouraging the child to talk more.
- Take time to read! Even if your child has not yet learned to read, a positive attitude towards books and an interest in learning new things will definitely help him in his studies.
- Learn poetry, practice saying tongue twisters. Don't forget about articulation exercises.
- If your child attends speech therapy classes, be sure to complete all homework assignments and recommendations. Support your future student, celebrate and praise every achievement.
- Pay attention to psychological and physiological readiness. As they say, not by reading alone. Develop self-care skills, the ability to collaborate and carry out teacher assignments.
- Don't forget about your health. Walks in the fresh air, active games, and adherence to a daily routine will help your treasure successfully cope with the entry into a new educational life.
Preparing a child for school is the foundation for successful learning. It is important not only to provide basic skills in writing, counting, and reading, but also to ensure sufficient development of speech and teach how to communicate with peers and adults. The broader the horizons of a first-grader, the easier it is to introduce himself in a new team and gain authority.
Modern realities are such that a poorly prepared child will always be a “black sheep” compared to more successful classmates. It is easier for children attending a kindergarten or development center for preschoolers to adapt to new conditions and withstand the academic load. Parents should also know how to properly prepare their child for school at age 6 in order to consolidate the acquired knowledge at home.
What a future first-grader should be able to do
Check whether your child's development level meets the preschool requirements. Study the list of requirements, think about whether your daughter or son is ready to cope with the proposed tasks. For each negative answer, award a negative point. The more “cons,” the wider the range of issues that need to be discussed with the preschooler.
The child must be ready for certain actions:
- call all family members by name, introduce yourself, briefly talk about yourself and your hobbies;
- have a good understanding of vowels and consonants, read simple texts, and write in block letters;
- know the differences between the seasons, explain whether it is summer or winter, know the days of the week, months;
- navigate the day, distinguish between morning, lunch and evening;
- know the rules of subtraction and addition;
- name the basic geometric shapes: triangle, square, circle, draw them;
- remember a short text and retell it;
- in a number of proposed items, find an extra one, explain why he excluded it.
There are other requirements. The future first grader must:
- possess basic self-care skills: dress, undress, lace shoes without the help of adults, keep the workplace clean;
- know the rules of behavior in public places, treat others with respect;
- distinguish, correctly name primary colors, preferably shades;
- describe what is shown in the picture;
- be able to count to 20, then back;
- know the names of parts of the human body, be able to draw people with all the main “details”;
- correctly answer the questions: “Where?”, “Why?”, “When?”;
- distinguish between inanimate/animate objects;
- communicate with peers, defend your opinion, but do not beat those who disagree;
- understand that you cannot insult classmates and adults;
- sit quietly during class for at least 15–20 minutes. Behave decently, do not be capricious, and do not bully other students.
Important! It is difficult to make up for lost time during the summer months. You can’t waste time on improving your children’s health on hours-long classes. This way you will worsen the health of the nervous system, put too much stress on the growing body, and discourage you from studying. How to avoid overloads? The solution is simple: start preparing for school at the age of 3.5–4 years. Little by little, at an acceptable pace, without putting pressure on the psyche, you will teach your child everything he needs.
Remember 5 important rules:
- Teachers and psychologists recommend conducting classes in a playful way. You cannot force, let alone shout or beat, a child for refusing to study this or that material. The task of parents is to interest, explain that an educated person will always earn respect among friends, peers and will be successful in life;
- The duration of the mini-lesson is no more than 15 minutes. Between classes, a break of 15–20 minutes is required so that the children can warm up and run;
- alternate mathematics with reading, drawing with physical education, and so on. Prolonged mental stress negatively affects a growing body;
- gradually increase the complexity of the material, do not rush with new tasks until the child has thoroughly mastered the material covered;
- Use teaching aids with bright, large illustrations. Choose interesting texts that describe animals, birds, and natural phenomena. Cultivate kindness, explain how important it is to help others. Offer good fairy tales and stories for study.
Math lessons
Lessons to prepare for school in mathematics:
- Start counting with familiar objects: small toys, sweets, vegetables and fruits. Later, switch to counting sticks and special cards. At first, use only integers;
- An excellent option is to study numbers in pairs, for example 1 and 2, 5 and 6. This makes it easier for the child to understand that 5 apples + 1 = 6 apples. Study one pair for an entire lesson, at the beginning of the next, repeat the material covered for 5-10 minutes, then move on to a new pair;
- experienced teachers recommend studying geometry also in a playful way. Demonstrate a circle, a triangle and a square using a cookie as an example. It is easy to find confectionery products of any shape in the store;
- did the little student remember the names and shapes of the main figures? Learn to draw them using a ruler (triangle) and a pencil;
- The maximum benefit will come from alternating counting, solving examples and studying geometry.
Writing classes
- train your hand: babies are not suited for long writing;
- Classes for developing fine motor skills are of great help. Useful exercises with improvised objects (pasta, beans, soft dough, shoelaces, start at 2–3 years);
- learn to use comfortable scissors with non-sharp, rounded edges. Cutting out a figure along the contour prepares the hand for writing;
- first learn to write block letters, only after memorizing the entire alphabet do you move on to capital letters;
- Explain to your child that they need to write carefully and not go beyond the stripes/cells. Buy a comfortable handle, tell us how to hold it;
- Learn finger exercises and do the exercises with your child. Say together: “We wrote, we wrote, our fingers were tired. Now we’ll rest and start writing again.”
- choose a writing notebook that meets the requirements of a modern school. There are many useful aids in specialized stores.
Reading lessons
- these activities come first. The sooner a little student masters reading, the easier it will be for him to learn other subjects;
- learn letters in the alphabet. Draw a large letter, sculpt it out of plasticine, tell us what the symbol looks like. For example, O – glasses, D – house, F – beetle. Show the letter if you can do it with your fingers, arms, legs, torso;
- read a short text, put the story in front of the baby, ask him to find the letter that he just learned, for example, A;
- ask what the text is about, be sure to ask a few questions about what you read;
- later ask for a retelling;
- After class, rest is required, then switch to another type of activity.
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Creative tasks
- learn to use paints, brushes, felt-tip pens;
- Have the young student shade the space within the outlined area. Suitable material – coloring books with large and small details;
- combine drawing, modeling, appliques with the study of geometric shapes. For example: a house is a square, a watermelon is a circle, a roof is a triangle;
- offer to mold letters and numbers so that they are better remembered.
Psychological readiness of a child for school
Consider the opinions of psychologists and teachers. Experts believe that it is easier for first-graders to join the team and accept new rules, prohibitions, and routines if certain skills are developed.
Teachers and psychologists have compiled a list of requirements under which a 6-year-old child is ready to attend school:
- wants to learn, has a thirst for knowledge;
- knows how to compare different objects, concepts, draw conclusions based on analysis;
- understands why children go to school, has social behavior skills, and is aware of his own “I”;
- maintains attention at least briefly on the subject being studied;
- tries to overcome difficulties, brings the matter to the end.
How to psychologically prepare children for school: advice to parents:
- talk to your baby, read, communicate;
- After reading, discuss the text and ask questions. Ask your child’s opinion, encourage him to analyze situations described in a fairy tale, poem or story;
- play “School” with your son or daughter, change roles “teacher - student”. Lessons are no longer than 15 minutes, pauses and physical education sessions are required. Praise the little student, give advice in the correct form;
- show by personal example how to overcome difficulties. Don’t allow things to be abandoned halfway, give advice, give advice, but don’t finish (finish, finish) for the child. Finish the job together, but not instead of the child;
- give up excessive care. You never get out of the habit of treating your son or daughter like a child, don’t you let him act on his own? Think about whether it would be comfortable for a little idiot in a children's group if he alone cannot quickly get dressed or tie his shoelaces. Recognizing the child’s right to independence will help avoid ridicule and offensive nicknames. Encourage the desire for independence, teach how to dress, undress, eat properly, handle laces and buttons;
- teach how to communicate with peers, go to visit more often, organize games in the yard; if the children do not always find a common language, also participate in games, tell them how to play and not quarrel. Never laugh at your son or daughter in front of children (face to face too): low self-esteem is the cause of many troubles and self-doubt;
- create positive motivation, explain why you need to study. Tell us how many new and interesting things the children will learn in class;
- Explain what discipline is, why silence is needed in the classroom while explaining new material. Teach to ask questions, if something is not clear, tell them that the teacher cannot ask everyone how they have mastered the material. Students should also think about themselves and learning as much as possible;
- tell us that you need to defend your interests without shouting and fists, using civilized methods. Teach self-respect, explain why you shouldn’t show excessive fearfulness or aggressiveness. Model several situations that often arise at school when peers communicate, think about what the solution is. Listen to the child’s opinion, offer your own option if your son or daughter doesn’t know what to do. Be attentive to the interests of the child, teach the rules of communication, encourage him to do good deeds and actions.
When preparing your child for school, take into account the advice of psychologists and teachers, show interest, and inspire the little student. From an early age, develop a thirst for knowledge, communicate, study the world around you. It is always easier for a prepared first-grader to master the school curriculum than for a child with a lack of basic skills and limited horizons.
More useful tips for parents of future first-graders in the following video: