Printable activities to prepare for school. Exercise “Important words”

Target: to give a general concept of human speech, the formation of positive motivation for cognitive activity. Formation of graphic skills. Repetition and writing of the letters A, O, U, Y, I.

Material: hedgehog, cat, dog, worksheet. Cards with letters A, O, U. Pencils.

- Here, here, here! Hey guys, who's coming towards us? (show the children the hedgehog)
- Hedgehog, why did you come to us?
- Shu-shu-shu, fir-fir-fir!!!
- Guys, did you understand anything what the hedgehog said?
- Hedgehog, repeat it again.
- Shu-shu-shu, fir-fir-fir!!!
- Nothing is clear.
- Meow meow meow.
Oh, who came to us? (the teacher takes out a cat from under the table)
- Woof woof woof.
Oh, who else is coming to us? (the teacher takes out a dog from under the table)
- Guys, did you understand what the animals told us? (no) And I didn’t understand.
- Do you understand me? (Yes). Let's go play on the carpet.
- Let's jump, stomp, clap. You understand me, because you and I have human speech, with the help of which we communicate.

The teacher asks the children to name an action one by one. Children name and perform it together with the teacher (let's dance, spin, etc.).

- You speak and everyone understands you too. Why do we need speech? To communicate. But what if people are far from each other? You can write a letter. Writing is also speech, which we write down using letters. You and I will learn to master our speech correctly: speak correctly, write words and sentences, and also read!
- Listen to the words that I will tell you now: STORK, ABC, ARCH. What sound do all these words begin with? That's right, from sound A.
- And this is a letter that represents the sound A. (The teacher shows a card with the letter A). Trace the letter with your finger. Draw with your finger on the table. Draw with me in the air.
- Now listen to the following words and name the first sound: CLOUD, DONKEY, WASPS.
- What sound did you hear? Sound O. And this is the letter O, which represents the sound O in writing. (The teacher shows a card with the letter O). What does this letter look like?

- Today we will remember one more sound and letter. Listen to the words and highlight the first sound: MIND, DUCK, MUSTACHE.
- What sound did you hear? This is the sound of U. And this is the letter U, which represents the sound of U in writing. (The teacher shows a card with the letter U).
- Trace the letter U with your finger. Draw on the table. Draw in the air.
- Now we’ll write all these letters!

Children trace the letters A O U in the worksheets. The teacher makes sure that the children move from left to right and from top to bottom, without missing letters in the lines.

- Listen to the words that I will tell you now: NEEDLE, TURKEY. What sound do all these words begin with? That's right, from the sound I.
- And this is a letter that stands for the sound I. (The teacher shows a card with the letter I). Trace the letter with your finger. Draw with your finger on the table. Draw with me in the air.
- Now listen to the following words and name the same sound that occurs in each word: SOAP, BULL, LYNX, SKI.
- What sound did you hear? Sound Y. And this is the letter Y, which represents the sound Y in writing. (The teacher shows a card with the letter Y). What does this letter look like?
- Trace the letter with your finger. Draw on the table. Draw in the air.
- Circle the letters Y, I on the worksheets.

Children trace the letters Y and I on the worksheets. The teacher makes sure that the child’s hand moves from left to right and from top to bottom, without missing letters in the lines.

Learning to read. Sound analysis of words. Sound I

Material

The teacher asks the children to name what is shown in the pictures.

- Color the objects whose names begin with the sound I.
- What pictures will you color? Why?
- Say the words so that the sound I is clearly heard.

Learning to read. Sound analysis of words. Place of the Y sound in words

Material: worksheet, colored pencils.

- I know, and you know, that there are no words starting with the sound Y.
- But in words this sound occurs often. It can be heard in the middle or end of a word.
- Come up with your own words with the sound Y, and tell where the sound is, in the middle or at the end.
- If the sound ы is in the middle of a word, put a dot in the middle of the line with a red pencil, if at the end of the word, at the end of the line.
- Thank you, guys, for introducing Masha to the sounds and letters Y, I.

We draw the children's attention to the fact that in the word skis the sound Y is in the middle and end of the word.

Number series. Count to 20

Let's count to 20. Get your hands ready. We will clap our hands together and count together for each clap.

The teacher counts together with the children.

Outdoor game. Days of the week

Children stand in a circle.

On Monday I swam (pretend swimming)

And on Tuesday I painted. (Pretend to be drawing)

On Wednesday I took a long time to wash my face, (wash my face)

And on Thursday I played football. (Running in place)

On Friday I was jumping, running, (jumping)

I danced for a very long time. (We're spinning in place)

And on Saturday, Sunday (claps hands)

I rested the whole day. (Children squat down, hands under cheek - fall asleep)

Mathematics "Equality and Inequality"

Target: develop the ability to understand quantitative relationships between numbers within 10, write them using the signs “equal” and “unequal”.

Materials: a bowl with 5 apples and 5 carrots for each child (either wooden or cut out of cardboard), = and signs, 2 plates for each child. Bunny is a toy.

1. Harvest.

- Let's help the bunny harvest.
- Place 1 apple on one plate and 1 carrot on the other. How many apples? How many carrots? (One by one). So there are equal numbers of apples and carrots.
- To show that the number of objects is the same, the “equal” sign is used.

The teacher shows a sign to the children.

Place this sign between the plates.

- It turned out one equals one.
- Place another apple on the plate next to the apple. Is it possible to leave the equal sign? (No)
- Why? (Two is not equal to one).
- Right. In order to show that the number of objects is not equal to each other, the “unequal” sign is used.

The teacher shows the appropriate sign.

- How do the signs “equal” and “unequal” differ from each other?
- Let's now put an inequality sign between the plates.
- It turned out that two is not equal to one.
- Place another carrot on the plate. What sign should I put up? (Equalities)

Children read the recording independently.

- Now put the carrots and apples on the plates yourself and put the desired sign between them, read the entry.

2. The teacher gives out a worksheet.

Look at the task with carrots. Place an equal or inequality sign between the carrots.

The world. Vegetables and fruits

Target: development of mental actions of analysis-synthesis, generalization.

Material: dummies of vegetables and fruits that lie in a bag, two bowls.

The teacher organizes a game on the carpet.

Masha decided to ask us riddles, listen to them and answer the questions.
- What is more in the forest: fir trees or trees?
- What is more in the garden: vegetables or potatoes?
- Who is more in kindergarten: girls or children?
- Masha brought us a bag, let's see what's in it.

Children take turns taking an object out of the bag and calling it.

- Oh, how many vegetables and fruits were in the bag.
- Let's put the vegetables in one bowl and the fruits in another.

Children name and sort vegetables and fruits.

- Well done, we have sorted everything out for you.

Massage break. My little finger, where have you been?

We put on and remove the spring ring on all fingers in turn.

My little finger, where have you been?

With the nameless one I cooked cabbage soup,

And with the average one I ate porridge,

He sang with his index finger.

And the big one met me

And he treated me to candy,

The big one on the right danced

And he invited me to dance.

Index on the right

He led the whole horde of us on a hike.

The middle brother carries a backpack,

Nameless walks like this.

And the little finger began to play,

Invite brothers to listen. (Clap your hands to the rhythm of the poem)

One two three four five!

Development of thinking. Combinatorics. Bunny houses

Target: development of combinatorial thinking.

Material: worksheet, pencils.

- The bunny has two houses. Look how the bunny decided to paint the walls of the houses.
- Let's first look at a house with geometric shapes: a circle, a square and a triangle.
- We will help the bunny paint the walls of the house, and for this we need to complete the figures so that they do not repeat in the lines. (If children have no idea about the concept of “line,” then the teacher explains).

The teacher writes the first line together with the children so that the essence of the task becomes clear to them.

Children independently “paint” the walls of the second house.

Speech development. Unfinished story "The Button"

Target: development of imagination, development of speech.

Materials: text that we read aloud to children.

“Once upon a time there was a stationery Button. Once it fell into the hands of an evil boy, who began to place it on the children’s chair. When they sat down on the chair and jumped up as if stung, the boy laughed disgustingly. The Button really didn’t like its role. And Here..."

Think about what you would do if you were Button. The story should begin like this: “I, Button, came up with this…”

Outdoor game. Charging - warming up

Children stand in a circle.

To begin with, you and I

We only turn our heads. (Slow head rotations)

We also rotate the body. (turns right - left)

Of course we can do this.

And now we squat. (We squat)

We understand perfectly well -

You need to strengthen your legs

One two three four five!

Finally we reached out

Up and to the sides. (Stretching)

We caved in. (Lean forward)

Formation of knowledge about the surrounding world. Days of the week

Target: formation of knowledge about the days of the week, formation of temporary ideas.

The teacher and children repeat the days of the week in chorus, bending their fingers.

- How many days of the week are there? Why do you think we need to know the names of the days of the week?

Then the teacher asks each child the name of the days of the week and helps if necessary.

- Now, let's play a little with the days of the week! If yesterday was Friday, then today...
- Before Thursday there was...
- Every Sunday we go to the park and yesterday we went too. What day of the week is today?
- I came to work in the morning, and when I return home...

Mathematics. Equality and inequality

Target: continue to teach to understand quantitative relationships between numbers within 10, write them using signs.

Materials: a bowl with 5 circles and 5 squares for each child, equal and not equal signs, 2 plates for each child, a doll.

Let's help the doll Masha arrange the figures.

Place 2 circles on one plate and 3 squares on another. Which sign should be equal or unequal? (unequal) Why? (Because 3 is greater than 2). Read the entry. (Two is not equal to three).

In the same way we make up 5 more equalities or inequalities.

Finger gymnastics. Animals

Good animals are friends (the fingers are joined into a “lock”).

Small bunnies are friends (rhythmic touching of the little fingers of both hands).

The beavers are friends in the lake (rhythmic touching of the ring fingers of both hands).

Mosquitoes are friends in the sky (rhythmic touching of the middle fingers of both hands).

Cute hedgehogs are friends (rhythmic touching of the index fingers of both hands).

Even the cubs are friends (rhythmic touching of the thumbs of both hands).

This is how it played out

They ran through the forest! (lower your arms, shake your hands)

Preparing your hand for writing. Wavy lines. beds

Target: development of grapho-motor functions.

Materials: worksheet (see above), pencils.

Trace the wavy lines.

The teacher assigns homework to the children.

Parting

Goodbye, goodbye, come see us again,

Goodbye, goodbye, you're very good.

Goodbye, goodbye, come to us again.

Goodbye, goodbye - we'll have fun playing!

How to prepare a child

to school?

Every parent worries about their child when entering school. What should a future first-grader know and be able to do? Is he ready to learn? For you, parents, we offer some tasks that will help prepare your preschooler for learning.

Let's start with a conversation. During the conversation, formulate questions clearly, give time to think about them, praise the child more often, and do not scold him if he could not answer or gave a bad answer.

It is advisable to conduct such an interview for the first time in advance, about six months before entering school (enrollment of children in school begins in March). In this case, you will have the opportunity to close gaps in knowledge and increase the child’s level of readiness for learning.

Conversation on issues

At the beginning of the conversation, you can ask a number of questions that will help determine how the child navigates the environment, determine his stock of knowledge and attitude towards school.

State your last name, first name, patronymic.
Give the last name, first name and patronymic of your mother and father.
How old are you?
Where do you live? Give your home address.
What do your parents do for work?
Do you have a sister, brother?
What are your friends' names?
What games do you and your friends play in winter and summer?
What names of girls (boys) do you know?
Name the days of the week, seasons of the year.
What time of year is it now?
How is winter different from summer?
At what time of year do leaves appear on trees?
What pets do you know?
What do dogs (cats, cows, horses, etc.) call children?
Do you want to go to school?
Where is it better to study - at home with your mother or at school with a teacher?
Why do you need to study?
What professions do you know?
What does a doctor (teacher, salesman, postman, etc.) do?

Evaluation of results.The correct answers are those corresponding to the question: Mom works as a doctor. Dad's name is Sergei Ivanovich Ivanov. Answers like: Mom works at work are considered incorrect. Papa Seryozha.
If a child answered 20-19 questions correctly, this indicates a high level, 18-11 - average, 10 or less - low.

Recommendations. Try to focus your child's attention on what he sees around him. Teach him to talk about his impressions. Achieve detailed and extended stories. Read children's books to your child more often and discuss what you read with him.

Collecting cut pictures

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

High difficulty option		Simplified version

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

Perception Research

What geometric shapes are these drawings made of?

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

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

Story from pictures

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

Example 1.

Example 2.

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

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

Understanding grammatical structure

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

What's extra?

Show your child the card and ask the following questions:

What's missing here?
Why?
How can you name the rest of the items in one word?

	Card No. 1		Card No. 2

Testing fine motor skills

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

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

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

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

Count within 10

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

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

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

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

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

Reading check

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

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

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

3. Read the syllables.

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

Option 2. The child can read.

Sparrow and swallows.

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

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

Speech training

By the age of six, a normally developed child's vocabulary ranges from 3,000 to 7,000 words.

Speech is a form of thinking. The main function of speech is communication, communication, or, as they say, communication. A child's readiness or unpreparedness for school is largely determined by the level of his speech development. The better his speech is developed before entering school, the faster he will master reading and writing.

In connection with the above, parents should pay attention to:

correct pronunciation of sounds;
ability to distinguish speech sounds by ear;
mastery of basic skills in sound analysis of words;
lexicon;
coherent speech.

The tasks listed on this pagewill help parents identify the level of speech development of the child.

Dysgraphia

Dysgraphia (writing impairment) makes up a significant percentage among other speech disorders encountered among students in public schools.

The immaturity of phonemic hearing leads to the fact that students do not distinguish phonemes of their native language. In writing, this is expressed in the form of mixing and replacing letters, as well as the inability to correctly apply certain grammatical rules when writing.

Checking the correct pronunciation

Writing any word requires the ability to identify each sound and designate it with the corresponding letter. If a child cannot distinguish sounds, inevitable difficulties arise when writing.

To identify deviations in the speech development of a preschooler, select pictures of the sounds that are most difficult to articulate:s, s, z, z, c, sch, w, h, sch, r, r, l, l, th.Each of these sounds should be at the beginning, middle, and end of words, which makes it possible to identify the child’s difficulties in pronunciation.
For example:

	Sugar, mask, sauce.
sya	Syrup, jelly.
	Fence, rose.
s	Zephyr, goat.
	Flower, saucer, cucumber
	Chocolate, cone, shower.
	Acorn, knife.
	Cup, pen, key.
	Puppy, box, borscht.
	A backpack, a bed, a fire.
ry	Radishes, mushrooms, ABC book
	Lamp, rug, chair.
l	Chandelier, raspberries, salt.
	Egg, T-shirt, barn.

To check paired voiced and unvoiced(z-s) goat - scythe, (b-p) barrels - kidney, (r-l) horns - spoons.

Auditory differentiation research

Show your child two pictures. Say the word and ask the child to show the named object.

Example:

(z-s)	goat - braid
(s-t)	sleds - tanks
(s-sh)	bear - bowl
(r-l)	horns - spoons
(sh-sh)	cup - thicket
(g-k)	guests - bones
(d-t)	fruits - rafts
(b-p)	tower - arable land
(v-f)	owl - sofa
(f-sh)	ears - snakes
(and I)	collapse - withered
(ooh)	nose - carried
(ooh)	bow - hatch
(yo-yu)	hedgehog - skirt

Checking coherent speech

Ask your child to tell you what he sees in the picture.

Please note that the child must not only list the objects he saw, but also name the time of day, give names, and explain what people are doing.

Vocabulary Study

1. The name of objects belonging to different groups, for example: trees, flowers, vegetables, furniture.

2. Finding common names for a group of objects (cup, glass, saucer - dishes).

3. Selection of characteristics and name according to the characteristics of the object, for example: sour, yellow (lemon).

4. Selection of actions for an object (bird..., dog...).

5. Selection of objects for action (barks..., meows...).

6. Selection of words close in meaning: good - pleasant.

7. Selection of words of opposite meaning: good - bad.

Vowel differentiation

Differentiation a - z

Exercise 1.

ma, na, sa, ka, la, pa, ra, ta, fa, va
me, nya, xia, kya, la, five, rya, cha, fya, vya

Task 2. Compare pairs of words according to their meaning. Make up a sentence with each word.

small - crumpled glad - row blockage - withered garden - sit down

Task 3. If your child knows letters and can read, then invite him to read the syllables in pairs.

ma - me ta - tya la - la va - vya yes - dya
pa - pya sa - sya ra - rya ka - kya ba - bya

Differentiation ё - yu

Exercise 1. Listen to the syllables. Tell me what vowel you hear.

myo, mu, nyo, nu, sho, syu, le, lyu, ryo, ryu
yum, mu, nu, yon, er, ryu, ryo, yur, yos

Task 2. Listen to the words. Just name the vowel. Make up a sentence with each word.

south, hedgehog, Julia, led, everything, skirt, eagle

Task 3. Read the syllables.

yom - yum myo - mu te - tyu yot - yut mu - me - mu

Similar tasks can be offered to the child to differentiate the sounds o-yo, u-yu.

Differentiation of consonants

Differentiation s - s

Exercise 1. Listen to the rows of syllables, remember them, repeat them in the same sequence.

for - with - for zi - si - zi su - zu - su syu - syu - syu
sa - for - sa si - zi - si zu - su - zu zyu - syu - zyu
sya - zya - sya zo - so - zo zy - sy - zy syo - syo - syo

Task 2.

tooth - soup, rose - dew, goat - braid, Zoya - soybean

Task 3.

Differentiation b - p

Exercise 1. Listen to the rows of syllables, memorize and repeat them in the same sequence.

pa - ba - pa pu - bu - pu pa - ba - pa - ba
ba-pu-ba bu-pu-bu ba-pa-bu-pa

Task 2. Compare pairs of words by sound and meaning. Make up a sentence with each word.

stick - beam, tower - arable land

Task 3. Form syllables. Read them.

Tasks for identifying features of objects

1. What can you say about the shape, color, taste of lemon, watermelon, apple, tomato, pear.

2. Name a few signs of words: TV, radio, sofa, pen, pencil, felt-tip pen.

Mathematical training

At the time of admission to school, the child must be able to:

count within 10 (count forward and backward);
decrease and increase a number by 1;
compare numbers within 10, name the smallest, largest, equalize the number of objects;
compare objects by length, height, width, weight;
place objects in ascending and descending order;
distinguish the color and shape of objects;
distinguish geometric shapes;
navigate on a piece of paper.

To develop children's thinking, you can use the tasks below.

Tasks to find identical properties of an object.

Invite your child to find two identical objects.

Tasks on finding various properties of an object.

Invite your child to find an object, a figure that is different from others and justify his choice.

Game "What's extra?"

Exercise 1.

The child is asked to answer the following questions:

Which geometric figure is the odd one out?
- Why?

2. Which fish swims deeper than others?

3. Show the shortest, longest pencil.

4. Show a picture in which the green cube is in front of the blue cube.

Count within 10

Exercise 1.

Task 2.

How many triangles are shown in the drawing?

Task 3.

a) Draw as many green circles as there are legs for the chair.
b) Draw as many blue sticks as there are fingers on your left hand.
c) Draw four different colored triangles.
d) Draw seven circles with a red pencil.

Task 4.

a) Grandmother knitted two pairs of mittens for Sveta. How many mittens did grandma knit?
b) There were 4 cubes in the box. They took one cube. How many cubes are left in the box?
c) We bought 3 buns with raisins and 1 bun with jam. How many buns did you buy?
d) Kittens are sitting in the basket. All kittens have 5 pairs of ears. How many kittens are in the basket?

PRE-SCHOOL PREPARATION

Dear parents of future first-graders! This page is for you!

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.

Good luck to you and have more faith in yourself and your child’s capabilities!

Tests and exercises for the future first-grader

General preparation

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 first and middle name.

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 me 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

Attention

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.

Memory

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 the 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 is a 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 pairs of words

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, 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 draw with paints. What did Lena draw with? (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 was the first to arrive and who was the 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 larger - 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...? The little sheep is...?

10.Does a dog look 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 squirrels and cats 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 of the “loud – soft” type.

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 grade 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 ones?

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?

2.Time

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?

List of used literature:

1. Gavrina S.E., Kutyavina N.L., Toporkova I.G. Shcherbinina S.V. is your child ready for school? Book of tests. - M.: LLC Publishing House "Rosman-Press". - 2002. - 80 pp. - (School for preschool children)

2. Kovaleva E.S., Sinitsyna E.I.. Preparing the child for school. - M.: List New, Veche, KARO 2001.-256 p., ill.

3.Morozova O.V. I'm going to school./A big book about school for young children. Rostov/D: “Phoenix”, 2000. - 320 p.

4. Chivikova N.Yu. How to prepare your child for school. - M.: Rolf, 2001. - 208 p.

When planning to send their child to school, the surest step for parents should be to assess their son or daughter’s readiness for such changes in life. This will help determine whether your child should go to school now or whether it is better to wait another year. Also, assessing readiness will help organize the child’s preparation correctly, taking into account his weaknesses.

The child’s attitude towards school largely depends on the parents’ mood and their stories about school.

How to determine readiness?

Previously, the main criterion for readiness for school was the mental development of a child. Now the main focus is on psychological readiness. She has several important criteria, including:

Intellectual readiness. It determines the development of such mental functions of the child as perception, thinking, imagination and memory. For example, a 6-7 year old child should remember 3 to 5 words out of 10 words he hears, be able to find “treasures” using a room diagram, combine objects based on similar features, and so on.
Social readiness. A child must be able to establish relationships with both peers and adults. To successfully adapt to a new team, it is important to be able to find a compromise, resolve conflicts, and be tolerant. Most children by the age of 6-7 already know how to control their behavior and are able to follow the rules, for example, not talking during class, listening to the teacher. If a child’s behavior in class is inadequate, it means that he is not socially ready for learning. In addition, the child must have adequate self-esteem. If preschoolers evaluate themselves biasedly highly, then 6-7 year olds should be able to admit mistakes and respond adequately to criticism.
Personal readiness. A 7-year-old child has a need to acquire new knowledge and change his status - to become a schoolchild. Motivation can vary, such as being like an older brother, carrying a briefcase, or not sleeping in the afternoon, but it is best if the child associates school with acquiring knowledge. At the same time, it is very important to have a positive attitude towards school and an understanding of why studying is needed.

To learn how to determine a child’s readiness for school, watch the video of the YouTube channel “Child and Family Psychology Online.”

How to prepare psychologically?

A huge mistake parents make is intimidating a child, for example, telling him that because of homework there will be no more time for games, that he will get bad grades at school and the like. It is very important to ensure that the child is not afraid of school and treats it well.

Emphasize that he will make new friends, learn a lot of new and interesting things, be able to attend different clubs, and find a hobby. Share stories about your education, telling what subjects you liked, what kind of teacher you were, what funny things happened to you during your school years.

However, one should not overly idealize schooling, painting everything in too rosy tones. If a child does not know that difficulties and some problems are possible during learning, he will be greatly disappointed after the first bad grade or remark.

A lot depends on the child’s mood

A good idea is to play the game “School” with your preschooler. In such a game, you can simulate different situations using toys. It is also worth going to school with your child in advance and showing him the environment. It’s great if the chosen school has preparatory classes or open days.

Don't forget about your own attitude. It will be easier for a child to adapt to school if parents have a positive attitude towards the learning process and show through their behavior that the child’s new status (school student) is important for the family.

Possible difficulties

Lack of discipline

If a child is restless and does not follow the necessary rules, attending school can become a big problem. The child may not have the patience to complete things. In this case, he needs the help of his parents - let the mother complete tasks with the baby for a while.

Also, many children find it difficult to work according to the rules, and games that have some restrictions will help to teach them discipline.

Discipline must be instilled from an early age, the child must maintain attention for a long time

Absent-mindedness and inattention

Such qualities can have a significant impact on academic performance and can be frustrating for parents. The child is in no hurry to complete the task, is forgetful and is often distracted. Experts do not consider this condition a psychological problem, but associate it with the predominant development of the right hemisphere. As a rule, by the age of ten, the problem of absent-mindedness disappears on its own.

To balance the work of the child’s brain hemispheres, finger games, finger painting, modeling, lacing games and similar activities are used.

Activities for the left hemisphere of the brain are especially useful for inattentive children

Reluctance to learn

Preparatory classes

Nowadays, many development centers and tutors offer classes in which the child is taught counting and reading. However, the attitude of teachers towards such classes is ambiguous. Some have a positive attitude towards them, others believe that a child should learn to both read and write at school.

Many special centers prepare children for school

An example of a program for psychological preparation of children for school

Classes of this preparatory course are held 6 times a week for 40 minutes a day. You should take two five-minute breaks in the middle of each lesson. Duration of training – 16 weeks.

In total, a child studies for 4 hours a week. Each week's classes include lessons for the development of voluntary attention, thinking (logical, figurative), memory (auditory, visual-figurative), perception and imagination. In addition, one lesson per week is aimed at developing strength, mobility and flexibility of the fingers (fine motor skills of the hands).

A sample lesson plan could be like this:

Topic of classes	How to practice
Differences and similarities	The child is asked to compare pictures, look for objects, find differences, and read nonsense.
Missing pieces	The child will look for missing figures, as well as develop counting and memory. One of the lessons is devoted to the study of the square.
Extra items	The child is asked to complete pictures, draw shapes, and look for an extra object. To develop memory, they play “shop”.
Classification	The child will look for oddities in pictures, classify objects, and memorize phrases.
Fragments	The child is asked to find the figures and memorize the drawings, complete the fragments and the fourth figure.
Words, classification	The child will remember words, letters and numbers, connect and classify shapes, and complete the shapes.
Comparison of items	The child is asked to find the so-called shapes, memorize words, compare objects, and also place icons.
Space and unnecessary words	The child will study geometric shapes, develop auditory memory, name the endings of words, and look for extra words.
Observation	The child is asked to place dots, look for extra pictures, quickly answer questions, and define concepts.
Imagination and attention	The child must arrange icons, compose a fairy tale based on the picture, find missing objects, and speak backwards. They also play the game “it happens or it doesn’t happen” with the child.
Numbers, Sequences and Patterns	The child compares pictures and finds numbers, completes drawings of patterns, names the correct sequence of pictures and finds missing figures.
Copying and patterns	The child studies the numbers and their fragments and copies the pattern. Classes are also conducted with pictures, during which the child determines their sequence, classifies them and finds a pattern.
Funny pictures
Paired pictures	The child is offered an activity with identical pictures to memorize them. The child also plays with mazes, remembers and finds objects, reads words, and looks for patterns.
Extra pieces	The child examines semantic series, studies colors, finds unnecessary things in the picture, reads proverbs.
Comparison	The child is asked to compare pictures, find identical ones, and also compare figures.

Material for such activities can be found in various manuals for preschoolers.

To learn what a child needs to know to make adaptation to school easier, watch the video of the YouTube channel “Child and Family Psychology Online.”

Summarizing material is a skill necessary for every child. Watch about this in the video of the Youtube channel “Child and family psychology online”.

To develop your child’s ability to work according to a model, watch the video of the YouTube channel “Child and family psychology online.”

Get busy development of phonemic awareness through the video channel on Youtube “Child and Family Psychology Online”, so that the child can easily analyze words by sounds.

Games for training at home

Considering the fact that preschoolers learn most easily through play, preparatory classes at home should be based on games.

Fine motor activities:

Pencil shading.
Stringing beads or pasta.
Drawing with paints.
Tying shoelaces.
Paper cutting.
Modeling from clay or plasticine.
Creation of applications.
Games with mosaics and construction kits.
Embroidery and knitting.
Tying knots on a rope.

Classes can be done together with your child’s friends to make it more fun.

Games for attention:

Find an object in the room whose name begins with a certain letter.
Read a poem to your child and have him clap his hands when the word begins with a certain letter.
Learn to do several things at once, for example, look at a picture and listen to a story.
Place 5 toys in front of the child, then swap them and invite the child to return them to their places.
Give the child a piece of paper with groups of numbers and ask them to cross out a certain number.

Games for speech:

Give your child a word with which he can form word combinations, for example, you say “pie”, and the child answers “cherry pie”, “sweet pie”, “bake a pie”.
Invite your child to voice your actions like a journalist, for example, how you cook soup or sew on a button.
Tell the child the first syllable, and he will continue the word.
Retelling cartoons, books, events of yesterday.
Read with your child.

The child should experience activities with joy; this is the key task of parents

Thinking games:

Pronounce words backwards (words of 3-4 letters are selected for this game).
Find the object that mom named backwards.
Connect items that mom is currently using, for example, what do a vacuum cleaner and a broom have in common.
Solving puzzles and riddles.
Make up a story based on the pictures.
Make a picture from different geometric shapes.
Make a sentence out of words.
Make a story out of pictures.
Draw a continuation of the comic.
Come up with a continuation of the fairy tale.

Games for spatial representation:

Find an object in the room that mom calls. Tell your child how to act, for example, “take a step to the right, then a step forward, look up.”
Find the item using the “map” of the room, marking it with a cross on the plan.
Drawing numbers, letters and pictures.
Examination of maps and diagrams.
Play sea battle.

Buy special aids that will help you in your studies

Games for emotional development:

The mother names the action (for example, reading, dusting, or eating chocolate), and the child depicts an attitude towards it.
Imagine that the object came to life and tell what it might feel, as well as what mood it would be in.
Look at other people's faces and evaluate their emotions.
When reading a fairy tale, ask the child how the hero feels.
Talk to your child often about your feelings in different situations.

Participation in theatrical performances will help a child's emotional development

Games for imagination:

Invite your child to depict the hidden object with poses and gestures.
We look at vegetables and discuss what they look like.
Connecting parts of objects in the picture.
Imagine increasing and decreasing objects, and then draw or sculpt them. For example, it could be a tiny elephant or a huge cat.
Discuss how you can use a familiar object in an unusual way.

To develop a child’s understanding of time, conduct the classes shown in the video of the YouTube channel “Child and Family Psychology Online.”

Daily regime

It is recommended to start adjusting your child’s daily routine about a month before the first classes at school. It is very important to develop a routine in which the child gets enough sleep, eats on time, has time to complete homework, and also goes for walks and plays.

The child must understand that homework is a responsible job that is done first, and only after that you can go for a walk or pick up toys.

If the child attended kindergarten, there should be no problems with creating a suitable regime. It is quite difficult for children who do not attend kindergarten to wake up at 7 o'clock in the morning, so they should be accustomed to waking up earlier in advance.

Let the child be busy with some useful activities in the first half of the day, and leave all entertainment and relaxation for the afternoon. In addition, pay attention to going to bed on time, which is also important for early awakenings.

Problems with early waking up need to be addressed before school starts.

Child's health

When preparing for school, the health of your son or daughter should be given special attention. This primarily relates to the state of immunity. In preschool institutions, to maintain it, they use hardening procedures, physical education lessons and timely vaccinations. If a child does not attend kindergarten, this all becomes the concern of the parents.

The child must:

Walk outdoors every day.
Eat enough foods rich in vitamins.
Get examined by specialists.

Hardening and high physical activity of the baby strengthens the immune system

You should start preparing for school early. Select the school, the desired educational profile, meet the teacher, take a closer look at the children who attend the institution. You need to decide whether your child will go to school near home or will travel to an educational institution in another part of the city. Consider possible difficulties, for example, whether you will be able to take your child, who will be with the child after school.
Hyperactivity

One of the most important skills of a child that determines his readiness to study the school curriculum is the ability to think logically. As a rule, it is the development of logic that most tasks are focused on when preparing your child for school in the future first-grader courses, and they need to be given special attention, especially if you are planning to educate your child in a gymnasium or lyceum.

What do developmental tasks for children include? First of all, these are copybooks. The copybooks are completely different, from the simplest, for children 3-5 years old, where you just need to draw a line or connect the dots, to the most complex - writing printed letters and numbers. We will not dwell on such copybooks in detail in this article; all the details are in the article COOPERATIONS FOR CHILDREN, where you can download and print these copybooks for free.

The tasks are focused on the development of thinking, creativity, mathematical concepts, speech, and ideas about the world around us. To download and print worksheets, click on the pictures, open them in full size and save or print.

Developmental tasks for children 3-4 years old

Developmental tasks for children 4-5 years old

Developmental tasks for children 5-6 years old

More educational tasks for children 3-7 years old: FUN LESSONS >>

While developing our thinking, we will not ignore theoretical tasks:

Developmental tasks for children by a psychologist

There are 6 ears sticking out from behind the hill. How many hares are there behind the hill? (3)
What is more in the river, fish or perch? (fish)
How many door handles are there in the house? (twice as many doors)
7 candles were burning. 2 were extinguished. How many candles are left? (2)
Katya, Galya and Olya painted heroes from the village of Prostokvashino: Pechkin, Sharik Matroskin. Who drew who, if Katya didn’t draw Pechkin and Sharik, and Galya didn’t draw Pechkin?
Worth a maple. There are two branches on the maple tree, on each branch there are two cherries. How many cherries grow on a maple tree?
If a goose stands on two legs, it weighs 4 kg. How much will a goose weigh if it stands on one leg?
Two sisters have one brother each. How many children are in the family?
A giraffe, a crocodile and a hippopotamus lived in different houses. The giraffe did not live in a red or blue house. The crocodile did not live in a red or orange house. Guess which houses the animals lived in?
Three fish swam in different aquariums. The red fish swam neither in a round nor in a rectangular aquarium. The goldfish is neither square nor round. In which aquarium did the green fish swim?
Once upon a time there were three girls: Tanya, Lena and Dasha. Tanya is taller than Lena, Lena is taller than Dasha. Which girl is the tallest and which is the shortest? What is the name of which one?
Misha has three carts of different colors: red, yellow and blue. Misha also has three toys: a tumbler, a pyramid and a spinning top. In the red cart he will not carry a spinning top or a pyramid. In yellow - not a spinning top or a tumbler. What will Mishka carry in each of the carts?
The mouse is not traveling in the first or last carriage. The chicken is not average and not in the last carriage. In which carriages are the mouse and the chicken traveling?
The dragonfly is not sitting on a flower or on a leaf. The grasshopper does not sit on a fungus or on a flower. The ladybug is not sitting on a leaf or on a fungus. Who is sitting on what? (it’s better to draw everything)
Alyosha, Sasha and Misha live on different floors. Alyosha lives neither on the top floor nor on the bottom. Sasha lives neither on the middle floor nor on the bottom. On what floor does each boy live?
Anya, Yulia and Ole’s mother bought fabrics for dresses. Anya is neither green nor red. Yule - neither green nor yellow. Ole is neither yellow nor red. Which fabric is for which girl?
Three plates contain different fruits. The bananas are not in a blue or an orange plate. Oranges are not in a blue or pink plate. What plate are the plums in? What about bananas and oranges?
A flower does not grow under a Christmas tree, a fungus does not grow under a birch tree. What grows under the Christmas tree and what under the birch tree?
Anton and Denis decided to play. One with cubes, and the other with cars. Anton didn't take the car. What did Anton and Denis play?
Vika and Katya decided to draw. One girl drew with paints, and the other with pencils. What did Katya start drawing with?
The Red and Black clowns performed with a ball and a ball. The red clown did not perform with a ball, and the black clown did not perform with a ball. What objects did the Red and Black clowns perform with?
Lisa and Petya went into the forest to pick mushrooms and berries. Lisa didn't pick mushrooms. What did Petya collect?
Two cars were driving along a wide and a narrow road. The truck was not driving on a narrow road. What road was the car traveling on? What about the cargo one?
How many ears do three mice have?
How many paws do two cubs have?
Seven brothers have one sister. How many sisters are there in total?
Grandma Dasha has a granddaughter Masha, a cat Fluffy and a dog Druzhok. How many grandchildren does grandma have?
Birds flew over the river: a pigeon, a pike, 2 tits, 2 swifts and 5 eels. How many birds? Answer quickly!
7 candles were burning. 2 candles were extinguished. How many candles are left?
There are three apples in the basket. How to divide them between three children so that one apple remains in the basket?
There are three thick branches on the birch tree, and on each thick branch there are three thin branches. There is one apple on each thin branch. How many apples are there in total?
Sasha ate a large and sour apple. Olya ate a large and sweet apple. What is the same about these apples? miscellaneous?
Masha and Nina looked at the pictures. One girl looked at pictures in a magazine, and another girl looked at pictures in a book. Where did Nina look at the pictures if Masha didn’t look at the pictures in the magazine?
Tolya and Igor were drawing. One boy drew a house, and the other a branch with leaves. What did Tolya draw if Igor did not draw the house?
Alik, Borya and Vova lived in different houses. Two houses had three floors, one house had two floors. Alik and Borya lived in different houses, Borya and Vova also lived in different houses. Where did each boy live?
Kolya, Vanya and Seryozha were reading books. One boy read about travel, another about war, a third about sports. then what did you read about if Kolya didn’t read about war and sports, and Vanya didn’t read about sports?
Zina, Lisa and Larisa were embroidering. One girl embroidered leaves, another - birds, the third - flowers. Who embroidered what if Lisa didn’t embroider leaves and birds, and Zina didn’t embroider leaves?
The boys Slava, Dima, Petya and Zhenya were planting fruit trees. Some of them planted apple trees, some - pears, some - plums, some - cherries. What did each boy plant if Dima didn’t plant plum trees, apple trees and pears, Petya didn’t plant pears and apple trees, and Slava didn’t plant apple trees?
The girls Asya, Tanya, Ira and Larisa went in for sports. Some of them played volleyball, some swam, some ran, some played chess. What sports was each girl interested in if Asya didn’t play volleyball, chess or run, Ira didn’t run or play chess, and Tanya didn’t run?
Sasha is sadder than Tolik. Tolik is sadder than Alik. Who's the most fun?
Ira is more careful than Lisa. Lisa is more careful than Natasha. Who is the neatest?
Misha is stronger than Oleg. Misha is weaker than Vova. Who is the strongest?
Katya is older than Seryozha. Katya is younger than Tanya. Who is the youngest?
The fox is slower than the turtle. The fox is faster than the deer. Who's the fastest?
The hare is weaker than the dragonfly. The hare is stronger than the bear. Who is the weakest?
Sasha is 10 years younger than Igor. Igor is 2 years older than Lesha. Who is the youngest?
Ira is 3 cm shorter than Klava. Klava is 12 cm taller than Lyuba. Who is tallest?
Tolik is much lighter than Seryozha. Tolik is a little heavier than Valera. Who is the lightest?
Vera is a little darker than Luda. Vera is much brighter than Katya. Who is the brightest?
Lesha is weaker than Sasha. Andrey is stronger than Lesha. Who is stronger?
Natasha is more fun than Larisa. Nadya is sadder than Natasha. Who's the saddest?
Sveta is older than Ira and shorter than Marina. Sveta is younger than Marina and taller than Ira. Who is the youngest and who is the shortest?
Kostya is stronger than Edik and slower than Alik. Kostya is weaker than Alik and faster than Edik. Who is the strongest and who is the slowest?
Olya is darker than Tonya. Tonya is shorter than Asya. Asya is older than Olya. Olya is taller than Asya. Asya is lighter than Tonya. Tonya is younger than Olya. Who is the darkest, the shortest and the oldest?
Kolya is heavier than Petya. Petya is sadder than Pasha. Pasha is weaker than Kolya. Kolya is more fun than Pasha. Pasha is lighter than Petya. Petya is stronger than Kolya. Who is the lightest, who is the most fun, who is the strongest?
There were five apples on the pear tree, but only two on the tree. How many apples have grown?
What happens to a white handkerchief if it is dropped into the Red Sea?
How many nuts are there in an empty glass?
What kind of utensils make it impossible to eat anything from?
The duck weighs two kilograms. How much will a duck weigh if it stands on one leg?
How many ends does one stick have? And half the stick?
My father has a daughter, but she is not my sister. Who is this?
What is heavier – a kilogram of cotton wool or a kilogram of nails?
The banana was cut into four parts. How many cuts were made?
Two sons and two fathers ate three apples. How many apples did each person eat?
Masha was walking into the city, and three old women met her, each with two bags, in each bag a cat. How many people went to the city in total?
Misha is 2 years old, and Lyuda is 1 year old. What age difference will they have in 2 years?
The bagel was cut into three parts. How many cuts were made?
Seryozha stayed with his grandmother for a week and three days. How many days did Seryozha stay?
Nastya has a whole orange, 2 halves and 4 quarters. How many oranges does she have?
Grandmother Masha has a granddaughter Dasha, a cat Dymok, and a dog Fluff. How many grandchildren does grandma have?
The egg is cooked for 3 minutes. How long will it take to boil 5 eggs at the same time in one pan?
Two cars drove 40 kilometers. How many kilometers did each person travel?
Five knots were tied on the rope. How many parts did these knots divide the rope into?
10 bird legs were visible from under the fence. How many birds are there behind the fence?
The staircase has 9 steps. What step will be the middle one?
The boy poured 3 piles of sand together, and then poured two more into them. How many piles of sand are there?
Mila and Natasha found two coins under a stone. How many coins would one girl find?
Mom bought three scarves and six mittens for the children. How many children does mom have?
You are the pilot of an airplane flying from London to Berlin with two transfers in Paris. Question: what is the pilot's last name?
You enter a dark room. The room has a gas stove, a kerosene lamp and a candle. You have a box with 1 match in your pocket. Question: what will you light first? (match)
A businessman bought a horse for $10, sold it for $20. Then he bought the same horse for $30, and sold it for $40. Question: what is the businessman's total income from these two transactions? (20)
Who walks on 4 legs in the morning, 2 in the afternoon, and 3 in the evening? (person: infancy, adult, old age)
There is a hare in the forest. Rain is coming. Question: under which tree will the hare hide? (wet)
2 people are walking towards each other. Both are exactly the same. Question: which of them will say hello first? (more polite)
The dwarf lives on the 38th floor. Every morning he gets into the elevator, gets to the 1st floor and goes to work. In the evening, he enters the entrance, gets into the elevator, gets to the 24th floor, and then walks to his apartment. Question: why does he do this? (can't reach)
Find an error in the reasoning: There is a certain room. There is a certain atom in it. There is an infinite number of possible positions of an atom. This means that the probability that the atom is in position (x,y,z) is zero. Because 1 divided by infinity == 0. (not zero, but an infinitesimal value)
Dog-3, Cat-3, Donkey-2, Fish-0. What is the Cockerel equal to? And why? (Cockerel-8 (kuka-re-ku!))
Prove that “I” do not live in a computer simulation. Prove to “yourself” that the outside world and other people exist. Reasoning task.

It’s great if you systematically solve any riddles with your child; this develops logic, imagination, and imaginative thinking.