Child's readiness for school

A child’s readiness for school is determined by the totality of his physical, pedagogical And psychological preparation.

· What are the manifestations of unpreparedness for schooling?

A child unprepared for school cannot concentrate on the lesson, is often distracted, and cannot join the general routine of the class. He shows little initiative, gravitates toward stereotyped actions and decisions, and has difficulty communicating with adults and peers about educational tasks. Not even all 7-year-olds are ready for school in this sense, although they may be able to read and count, not to mention 6-year-olds.

« Being ready for school does not mean being able to read, write and do math. To be ready for school means to be ready to learn it all.”(Wenger L.A.).

• What does a child’s psychological readiness for school mean?

The success of his adaptation and entry into the routine will depend on how the child is prepared for school throughout the preschool period. school life, his educational success and psychological well-being.

When they talk about readiness for school, they usually mean that the child must be able to read, retell (he must have developed speech), write (he must have developed fine motor skills), count (have numeracy skills) - this is pedagogical readiness for school.

In addition, the child must have a certain level of physical health. Sitting through 4-5 lessons of 40 minutes each, and also doing homework is an unusual task for a preschooler - this is physical readiness for school. But, of course, this is not enough.

• Social readiness

A child entering school must have a certain level of cognitive interests, a readiness to change social position, and a desire to learn. Those. he must have a motivation for learning - an interest in new knowledge, a desire to learn something new. Also, at the turn of 6 years, the internal position of the student is formed - an emotionally prosperous attitude towards school, a minimal desire for playful and entertaining (preschool) elements of activity, the child realizes the need for learning, understands its importance and social significance. But remember that the desire to go to school and the desire to learn are significantly different from each other. Many parents understand how important it is for a child to want to learn, so they tell their child about school, about teachers and about the knowledge acquired at school. All this creates a desire to learn and creates a positive attitude towards school.

• Personal readiness

In order to successfully study at school, a child must be able to build adequate educational systems relationships with adults, i.e. he must have developed volition. The reactions of a preschooler are characterized by spontaneity and impulsiveness. At the threshold of school age, a loss of “childhood” occurs. If the level of voluntariness remains low, then children do not see the adult’s questions as a learning task, but perceive them as a reason for direct, everyday communication. Such children may interrupt the teacher with a question not related to the lesson, shout from their seats, or call the teacher not by his first name or patronymic, but “Aunt Tanya.”

Also, the child must be able to build relationships with peers. A child’s communication with children should not be particularly conflict-prone; by school age, he should easily establish business contacts and treat peers as partners. Otherwise, it will be difficult for the child to listen to a classmate’s answer, to continue the story started by another, or to adequately respond to the success or failure of another child. Communication with other children is important for developing the ability to decenter - the ability to take another’s point of view, accept one or another task as a common one, and look at oneself or one’s activities from the outside.

We can often hear from a preschooler: “I am the strongest in the group,” “my drawing is the best,” etc. Preschoolers are characterized by a biased high assessment of themselves and their abilities. This does not come from excess self-confidence and arrogance, but is a feature of children's self-awareness. There is no need to fight high self-esteem and achieve its adequacy ahead of time. This should go away by itself as a result of the child going through a crisis of 7 years. But some preschoolers have unstable and sometimes even low self-esteem. This suggests that children experience a lack of attention, love, support, and emotional security from adults. Low self-esteem, formed during preschool childhood, can cause failure at school. It gives rise to fear of failure, and in its extreme manifestation, refusal of activity. Such children at school refuse to answer at the blackboard and from their seats. The child is more likely to be considered lazy and a hooligan than unsuccessful in his studies, so he “forgets” textbooks, notebooks, and diaries at home.

• Intelligent Readiness

We have already mentioned counting and writing skills, but in fact, the development of these skills is impossible without the formation of basic mental functions. At the threshold of school, higher mental functions are at the following level of development:

• Attention: An important indicator of the development of attention is that action according to the rule appears in the child’s activities - the first necessary element of voluntary attention. A child of 6, and especially 7 years old, who is unable to concentrate on what is necessary, but not interesting activities at least 5-10 minutes.
• Memory: For a child of 6-7 years old, such a task is quite accessible - remember 10 words that are not related in meaning. The first time he will repeat from 2 to 5 words. You can name the words several more times and after 3-4 presentations the child usually remembers more than half of the words. If a 6-7 year old child cannot remember more than 3 words from the 4th presentation, he may need to consult a neurologist. By the age of 7, the process of forming voluntary memorization can be considered complete.
• Thinking: visual-effective thinking (manipulation of objects) is improved, visual- creative thinking(manipulation of images and ideas). For example, children of this age can already understand what a room plan is. Using the group room diagram, children can find the hidden toy. The games “Find the treasure” and “Labyrinths” are useful. And the prerequisites for logical thinking begin to actively form, which is finally formed by the age of 14. Perception continues to improve.
• Imagination: becomes active - voluntary. Imagination also plays another role - affective and protective. It protects the growing, easily vulnerable soul of a child from excessively difficult experiences and traumas.

And social, personal and intellectual readiness represent psychological readiness for school.

In advance:

• Introduce your child to his teacher before school officially starts.
• Visit his future classroom several times, let him sit at his desk and take a good look at everything so that the environment does not seem unfamiliar to the child, take a walk around the school and the schoolyard together.
• Try to introduce your child to some of his classmates. It’s good if the child goes to school not alone, but together with some classmate living in the neighborhood.
• Tell your child about the approximate lesson schedule and the time allotted for lessons, breaks, lunch, and when lessons begin and end.
• Ask your child how he feels when going to school, about his positive and negative experiences. Try to focus your child's attention on the positive aspects: interesting activities and the opportunity to make new friends.
• Tell your child that it is completely normal to feel nervous for the first few days, and that all children experience this without exception. Reassure him that if possible problems arise, you will help him solve them.

During the first days of classes

The start of school life is a difficult time for any child. The thought that he would have to exist in an unfamiliar environment, to be surrounded strangers, causes anxiety in almost any first-grader. Proper preparation Giving your child time before school starts can greatly ease his anxiety.

Don’t forget about your feelings: if you yourself feel anxiety and excitement, they will probably be passed on to your child. Therefore, be calm and confident in yourself and your child, and do not let fears overshadow this important event in the child’s life.

“Being ready for school does not mean being able to read, write and do math.

To be ready for school means to be ready to learn all this” -

Wenger L.A.

When a child reaches the age of six or seven years, many parents are concerned about issues related to his enrollment in school. How can you make sure that your child learns easily, goes to school with pleasure, and is a good student? Is there a criterion that allows us to adequately assess the degree to which a child is prepared for school life? There is such a criterion, it is called school maturity or psychological readiness of the child for school.

What does psychological readiness for school mean?

Under school maturity is understood as the child’s achievement of the necessary and sufficient level of mental development, when the child is able to take part in school education.

The necessary and sufficient level of actual development must be such that the educational program falls within the child’s “zone of proximal development.” The zone of proximal development is determined by what a child can achieve in cooperation with an adult, while he cannot yet achieve this without the help of an adult. In this case, cooperation is understood very broadly: from a leading question to a direct demonstration of the solution to a problem. Moreover, learning is fruitful only if it falls within the child’s zone of proximal development.

If the current level of mental development of a child is such that his zone of proximal development is lower than that required to master the curriculum in a particular school, then the child is considered psychologically unprepared for school. This occurs as a result of a discrepancy between his zone of proximal development and the required one; he cannot master the program material and immediately falls into the category of lagging students.

The main criterion for school readiness is the child’s ability successfully study at the chosen school.

So, psychological readiness for school is a complex indicator that allows one to predict the success or failure of a first-grader’s education.

The first years at school. What is important?

The most important task of the first years of schooling is not so much the acquisition of certain knowledge and skills by the child. It is much more important that after graduation primary school child:

• wanted to study;
• knew how to study;
• was confident in his abilities;
• so that he develops a learning attitude, a desire to learn, faith in his capabilities, and for this he needs success.

Successful experience for the first time school years- it is very important. Therefore, you need to take care to choose a school whose requirements would adequately meet your child's capabilities.

When they talk about a child’s capabilities, we are talking not only about his intellectual development. There are several areas in which to evaluate child's readiness for school.

Components of a child’s psychological readiness for school.

1. the child’s personal readiness for school - independence, ability to self-organize, desire to acquire knowledge, interest in learning. Includes:

• social readiness(child’s communication skills): ability to establish business relationship with peers and with adults.
• motivational readiness(presence of learning motivation).
• emotional readiness for school : positive attitude towards oneself, other children, teachers; sufficient emotional maturity to be able to feel the mood of another person, to be able to cooperate.

2. strong-willed readiness for school- lies in the child’s ability to work hard, doing what the teacher requires of him, to comply with the regime of school life.

3. intellectual readiness for school- we are talking about the intellectual development of the child, the formation of basic mental functions - attention, memory, thinking.

Author: Natalya Nikolaevna Kopylova, teacher-psychologist, MKOU orphanage "Swallow's Nest", village. Novovostochny
Description: This material will be useful to specialists, parents, whose children are starting a new stage in their lives - this is schooling.
Target: description of the essence of the psychological readiness of a child 6-7 for school.
Tasks:
1. To provide theoretical knowledge on the issue of psychological readiness of 6-7 year old children for school.
2. Develop memory, thinking, imagination.
3. Instill a sense of responsibility.

Psychological readiness children 6-7 years old to attend school.

Physiological, social, mental development– these are the main areas of child development, on which readiness for school depends.
In some teaching aids, psychological readiness is considered separately from the physiological and social development of the child. It is presented as a set of individual mental qualities and properties.
If you look at real life Taking, among other things, schooling, we observe the fact that a person acts simultaneously as both a biological and a social being, as a personality, an individual and a subject of activity.
What is a child’s psychological readiness for school? This is, first of all, a complex indicator that allows you to predict the success or failure of a first-grader’s education. This concept means that the child wants and can study at school.
A child’s psychological readiness for school has its own structure, which includes:
1. Personal readiness.
2. Intellectual readiness.
3. Emotional-volitional readiness.
4. Social and psychological readiness.
As is known, there is typology of mental development of children(transition from preschool to primary school age), which is based on differences in children’s behavior in the educational process. These are, first of all, two main types: pre-educational And training. Children with the academic type are ready to learn, while children with the pre-education type can solve educational problems, but only in the presence of a teacher (adult). These two types are the most favorable.

But there are also unfavorable types of mental development, which, regarding the educational process, include pseudo-teaching type- characterized by a certain intellectual timidity and communicative type– typical for children prone to demonstrative behavior and attracting attention. Demonstrativeness can be Negative influence.
Thus, identifying the type of psychological readiness for learning is one of the most important tasks of a school psychologist and kindergarten psychologist.
Now let's talk about educationally important qualities, which also have a certain impact on readiness, including psychological readiness, for learning at school.
Educationally important qualities that are included in common system readiness, form complex relationships and have different effects on the success of learning at school.
These qualities are divided into basic and leading. Basic ones play an integrative role in the readiness structure; they combine other qualities, taking into account the learning objectives. These include:
- motives for teaching;
- learning ability;
- graphic skill;
- imaginative thinking (visual analysis);
- level of generalizations (ability for logical thinking);
- arbitrariness of activity regulation (in situations of step-by-step instructions from an adult);
- introductory skills (elementary speech, mathematics, educational knowledge and skills);
- ability to accept a learning task.
Leading educationally important qualities have a direct impact on the success of mastering educational material.
This:
- motives of teaching;
- visual analysis;
- ability to accept a learning task;
- introductory skills;
- graphic skill;
- arbitrariness of activity regulation;
- learning ability;
- verbal mechanical memory.
As we see, the basic and leading educationally important qualities at the beginning of training are practically the same. First of all, when organizing diagnostic or correctional and developmental work, it is necessary to pay attention to the development of the qualities listed above.
In the structure of psychological readiness, there are 5 sections of educationally important qualities:
1. Personal and motivational section.
The qualities included in this block express a specific attitude towards school and learning.
2. Acceptance of the learning task.
It implies an understanding of the tasks set by the teacher in the learning process and the desire and desire to carry them out.
3. An idea of ​​the content of the activity and methods of its implementation.
Shows the level of initial knowledge, skills and abilities that the child has at the initial stage of education.
4. Readiness information block.
Qualities that facilitate the perception of information, its processing and storage.
5. Activity management.
Planning, control and evaluation of own activities.
Working with children important use comprehensive methods for diagnosing and developing educationally important qualities, as they ensure the holistic development of the child as an individual.
Children's relationships outside of school hours also influence the effectiveness of learning. In this regard, the socio-psychological aspect should also be studied when analyzing psychological readiness for learning.
Thus, when preparing a child for school, it is necessary to pay attention to the fact that it is not enough to simply develop attention, thinking, attention, and so on, but it is also necessary to pay attention to educationally important qualities.

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Consultation with an educational psychologist

for parents of children in the school preparatory group on the topic: “The child’s psychological readiness for school. Recommendations from a psychologist"

Prepared

educational psychologist

MDOU DSKV No. 26, Yeisk

Sadovaya O.V.

G. Yeisk 2015

Many parents believe that if a child has learned to read and write, then it is time to send him to school. The ability to read, write and count are signs of children’s mental development, and not criteria for children’s readiness for school. Read more about the criteria for school maturity.

The entire preschool life prepares the child for school, and not just the last year before school. A child's readiness is determined by his physical and mental development, health status, mental and personal development.

Physical fitness. In fact, the hardest workload in school is having to sit for 40 minutes of class. This requires significant effort and tension of the whole body. If the child is healthy, well developed physically, is in the main health group, and has no developmental disabilities, then he will withstand any program. A weakened, sick child quickly gets tired, cannot withstand the load, and becomes unable to work. This is why physical fitness is so important.

Motivational readiness for school. The child must have formed the “inner position of a schoolchild.” Exactly preparatory group kindergarten allows you to change the play position to a study position. Qualitative changes are taking place in the mental sphere. From the preschooler’s “I want” position, the child moves to the schoolchild’s “I need” position. He begins to understand that the school uses rules and a grading system. Typically, a child who is ready to learn “wants to learn.”

Emotional-volitional readiness. The child must be prepared in this regard. When a child is not afraid to make mistakes, he learns to overcome them. When he learns to overcome difficulties in school and learning, his self-esteem increases. He learns to limit his desires, overcome difficulties, his behavior is no longer impulsive. Parents need to be able to support, advise, and not carry out tasks for the child. Any pressure from parents can cause reluctance and fear in him. This is why trusting and positive relationships in the family are so important. A child who has developed all the mental processes: attention, memory, imagination, thinking, speech, motor skills, physical health, - successful at school.

By the age of 6, the basic structures of volitional action are formed. The child is able to set a goal, create an action plan, implement it, overcome obstacles, and evaluate the result of his action. Of course, all this is not done entirely consciously and is determined by the duration of the action performed. But playing can help strengthen your strong-willed knowledge about yourself.

Understanding parents, during housework, turn the apartment into the deck of a ship, a cosmodrome, or a hospital, where certain tasks are performed with pleasure, without threats or violence. At the age of 6 years, a child is already able to analyze his own movements and actions.

Therefore, he can deliberately memorize poems, refuse to play in order to complete some “adult” task, is able to overcome his fear of a dark room, and not cry when he is hurt. This is important for the development of a harmonious personality. Also important aspect can be called the formation in a child cognitive activity. It consists in developing in children a fear of difficulties, the desire not to give in to them, and to resolve them independently or with a little support from adults. This will help the child manage his behavior at school. And this behavior develops when there is a friendly, partnership relationship between an adult and a child.

Intellectual readiness for school. This is the child’s ability to be attentive, to quickly enter the work area, that is, to be involved in the work process from the first second. It is very important that the child be able to keep in mind the task set by the teacher, be able to analyze and give an answer (result), and also be able to test himself. Have good developed speech, be able to think and reason, and, of course, have a broad cognitive base. It is important that the child is mentally developed before school. But mental development does not consist in a large vocabulary. Living conditions have changed. Now the child is surrounded by different sources of information, and children literally absorb new words and expressions. Their vocabulary increases sharply, but this does not mean that their thinking also develops. There is no direct relationship here. The child must learn to compare, generalize, draw independent conclusions, and analyze. Therefore, researchers of preschool children have established that a 6-year-old child is able to learn the facts of the interaction of the body with the environment, the relationship between the form of an object and its function, aspiration and behavior. But he achieves this ability only when he works with the child. And not by specifically teaching, but by communicating. Children preschool age characterized by general curiosity. This is the age of “whys”.

But it often happens that curiosity fades, and in school, even elementary school, children develop intellectual passivity. This passivity leads them to be among the laggards. How to avoid this? Psychologists advise to always answer questions that a child asks, since communication with parents is a great joy and value for a child. If you support his interest in learning with your attention, it will be easier for the baby to develop. Unfortunately, parents often brush aside annoying questions - this is the basis of intellectual passivity. “Stuffing” a child with ready-made knowledge also leads to this.

Even when he himself can discover all the new properties of objects, notice their similarities and differences. Therefore, it is necessary, together with the child, to acquire knowledge about the world around him and to form his thinking skills. Let him learn to navigate the environment and comprehend the information received.

By the age of six or seven, a preschooler should know well his address, the name of the city where he lives, the name of the country, the capital. Know the names and patronymics of their parents, where they work and understand that their grandfather is someone’s dad (father or mother). To navigate the seasons, their sequence and main features. Know the names of months, days of the week, current year. Know the main types of trees and flowers, distinguish between domestic and wild animals.

Children must navigate time, space and their immediate social environment. By observing nature, they learn to notice spatio-temporal and cause-and-effect relationships, generalize, and draw conclusions. For preschoolers, this knowledge often comes from experience. But if there is no understanding adult nearby, then information about the world around us is scattered, superficial, and not included in the overall picture. Therefore, it would be useful to discuss with your child the film or even a cartoon you watched, ask a few questions about what you read to make sure that the child understands a certain natural phenomenon, the actions of animals and people.

Children often understand everything in their own way. If this is fantasy (Santa Claus brings gifts in winter), you should not dissuade the child from this, but if this is a clear misunderstanding of what is happening, you need to explain the situation simply enough for the child’s consciousness. An example is the question: “Who is the strongest in the fairy tale “Turnip”?” Children often answer this: “Mouse.” And only after questions and explanations do they come to the right decision.

The conversation with the child should be simple and not too long, as he may feel bored and tired. Interest is the main thing in communication. Leading questions spark interest, for example, about the similarities and differences between two objects (ball, balloon), two phenomena (rain, snow), concepts (country, city). Differences are most often easily established, but similarities are more difficult. Let the child generalize objects into a group (bed, table, chair, armchair - furniture). Gradually complicate the task, ask to name objects in which you can put something, objects that glow, etc. This game is useful and interesting for the child.

Ask your child to retell a movie or book, especially when he has read it on his own. If you do not understand what is being said, it means that the child did not understand the meaning of what he read or watched.

If possible, protect your child from watching adult films. Such films will only clog his mind. You should not develop your child in only one direction, as he may not be oriented in other areas of knowledge. This warning applies to those parents who want to make a child prodigy out of their son or daughter. There is no need to rush, as your gifted, extraordinary child may not find a place in the team and may not adapt to the school curriculum. We must try not to fix his attention on a narrow “specialization,” but to help him develop harmoniously, comprehensively, taking into account the age-related characteristics of the child’s psyche and health status.

Social intelligence (social maturity) is the child’s ability to build relationships with his peers and the ability to communicate with them, and he must also understand and fulfill the special role of a student. These skills should already be developed. When a child is not socially mature, then his board is bad, and Petya interfered, that is, everyone is to blame, but not him. He is afraid that he will be scolded and evaluated in a negative way. And the child is forced to defend himself. Such a child needs help - acceptance for who he is. Respect and trust in the child should determine the position of the parents. This will create a child a feeling of psychological comfort, security, self-confidence, and will help him survive the most stressful class. After all, every day you need to be ready for lessons, attentive, withstand the load, change of activity. When a child finds himself in a situation of maladjustment, lack of comfort and lack of success at school, then the parents are responsible for this. And the help of a psychologist, in which area the child is successful and unsuccessful, will not be superfluous.

A child’s ability to communicate with peers, act together with others, give in, obey when necessary - qualities that provide him with painless adaptation to a new social environment. This helps create favorable conditions for further learning at school.
The child must be prepared for the social position of a schoolchild, without which it will be difficult for him, even if he is intellectually developed. Such children often study unevenly, success appears only in those classes that are interesting to the child, and he completes other tasks carelessly and hastily. It’s even worse if children don’t want to go to school and learn at all. This is a lack of upbringing, and such behavior is the result of intimidation by the school, especially if the child is unsure of himself and timid (“You can’t put two words together, how are you going to go to school?” “If you go to school, they will show you!”) . Therefore, it is necessary to develop a correct idea of ​​school, a positive attitude towards teachers and books. Parents should pay special attention to personal readiness for school. They are obliged to teach the child relationships with peers, to create such an environment at home so that the child feels confident and wants to go to school.

Game as preparation for school

Various games are useful. Even “frivolous” games: “hospital”, “mothers and daughters”, “school”. It is especially valuable when several children participate in such games at once. This develops collectivism, the child learns to build relationships and resolve conflicts. Children master adult life, a system of behavior, and responsibilities. They learn to follow the instructions of an “adult.”

And most importantly, everything happens without coercion, easily and willingly. Imagination develops - the ability to imagine “what would happen if...”.

Games with plasticine, pencils, etc. are also useful. That is, modeling, appliqué, drawing, and design occupy an honorable place in preparation for school. These activities develop an understanding of the world, objects, animals, and people. The ability to mentally imagine objects, to “consider” them in the mind also develops. Later, this will turn out to be important when studying physics, geometry, etc. By drawing and building, the child experiences the joy of creativity and expresses himself. Construction from cubes requires solving engineering problems. He learns in his mind answer many questions about how to make a house so that it does not fall apart, etc.Parents can join in the game process and unobtrusively suggest an interesting plot or design.

The main thing is not to infringe on the child’s independence. We must encourage him to independently search for ideas and means of implementing them.

Parents must understand that the best preparation for school is the child’s natural desire to play, and not serious studies on a given topic. Don't lose interest!

Portrait of a future first-grader

Physically developed, mastered basic cultural and hygienic skills.The child has developed basic physical qualities and the need for physical activity. Independently performs age-appropriate hygienic procedures and follows basic rules healthy image life;

Curious, active.He is interested in the new, unknown in the world around him (the world of objects and things, the world of relationships and his inner world). Asks questions to adults, likes to experiment. Able to act independently (in everyday life, in various types children's activities). In cases of difficulty, seek help from an adult. Takes a lively, interested part in the educational process;

Emotionally responsive.Responds to the emotions of loved ones and friends. Empathizes with the characters of fairy tales, stories, stories. Reacts emotionally to works visual arts, musical and artistic works, the natural world;

Mastered the means of communication and ways of interacting with adults and peers. The child adequately uses verbal and nonverbal means of communication, has dialogical speech and constructive ways of interacting with children and adults (negotiates, exchanges objects, distributes actions in cooperation). Able to change the style of communication with an adult or peer, depending on the situation;

Able to manage one’s behavior and plan one’s actions based on primary value concepts, observing basic generally accepted norms and rules of behavior.A child’s behavior is primarily determined not by immediate desires and needs, but by demands from adults and primary value ideas about “what is good and what is bad.” The child is able to plan his actions aimed at achieving a specific goal. Complies with the rules of behavior on the street (road rules), in in public places(transport, store, clinic, theater, etc.);

Capable of solving intellectual and personal tasks (problems) appropriate for age.The child can apply independently acquired knowledge and methods of activity to solve ready-made tasks (problems) posed by both adults and himself; Depending on the situation, it can transform ways of solving problems (problems). The child is able to propose his own idea and translate it into a drawing, construction, story, etc.;

Having primary ideas about oneself, family, society, state, world and nature.The child has an idea of ​​himself, his own belonging and the belonging of other people to a certain gender; about family composition, family relationships and relationships, distribution of family responsibilities, family traditions; about society, its cultural values; about the state and belonging to it; about the world;

Mastered the universal premises educational activities - the ability to work according to the rule and model, listen to an adult and follow his instructions.

Currently, in many schools the practice of admitting children to first grade on the basis of an interview is becoming increasingly widespread. During an oral conversation with a child, specialists find out his ability to compose a story from a picture, answer basic questions, and solve simple problems.

They also check mental counting skills, analyze the child’s speech, i.e., look at how well he can select the right words, how rich his lexicon whether he can clearly, coherently and emotionally express this or that thought.

The admissions committee also checks the child’s ability to understand the question posed and answer it essentially, without being distracted by minor points. The child's phonemic hearing and the logic of his reasoning are also subject to testing. When children perform practical actions, they also look at their sensory development and ability to plan their actions. Along with general development, the level of children’s initial knowledge in basic school disciplines is also determined: children’s knowledge of numbers and letters, ability to read, count, use a pencil, scissors and other objects are tested.

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

Thus, it should be remembered that in such a complex matter as education, nothing can be achieved with a one-time effort. Consequently, only constant systematic work can ensure good results. It is difficult to name specific tasks and tests that will be included in the interview, since they are usually determined in accordance with the specifics of the school or class. After all, there are special schools with in-depth study of subjects, schools where some school disciplines do not begin in the fifth, seventh, etc. grades, but already from the first year of study children are introduced to such a complex subject as foreign language, or studying mathematics in more depth. There are also special gymnasium classes, the conditions for admission to which are more strict than to regular, general education classes.

Therefore, it is impossible to say with certainty which tests your child will be asked at the admission interview. However, the basis of any tasks will be the arsenal of knowledge, skills and abilities that a preschooler must master in order to enter school and study successfully there. In accordance with general requirements To ensure that your child is ready to start school, below we provide examples of sample assignments. We emphasize once again that these tasks are approximate and will vary in accordance with the specific situation.

Sample options for entrance test tasks.

Attention Tests

Tasks based on the “find the differences” principle allow you to test your child’s attention very well. The child is shown two pictures that depict almost the same thing. These can be various characters known to children from fairy tales or cartoons, they can be entire scenes from fairy tales, or just plot pictures.

At first glance, these pictures should look almost the same, but upon closer and more detailed examination, you can see that they are somewhat different from each other.

So, for example, if the pictures are colored, then some elements of the picture may differ in color; In plot pictures, it is possible that there may be the presence or absence of any element, for example a character in the background. There may be variations in the details of the hero's costume or in his position, posture, gestures, etc.

The number of differences may vary according to the difficulty of the test. The most convenient option is when ten differences are “hidden” in the pictures. If a child finds 9-10 differences, then this is very good. If he managed to identify 6-8, that's also good, but his observation skills still need to be developed. If he found only 5 differences, it means that his attention is not yet sufficiently developed, and exercises to develop observation should become a daily activity.

Exercises that require visually identifying similarities and differences can also be built on a series of elementary pictures containing two, three or more small drawings. You can use schematic images of objects and animals containing the same and different elements, for example houses, umbrellas, fish, differing in shading, ornament or color. These assignments may vary in the complexity of the drawing, the number of drawings in the series, and the difficulty of the questions asked.

To test speech and mental activity, not only pictures, but also words can be compared. In this case, the child is asked to identify the differences between words and say, for example, which word is shorter, which words have the same number of letters, which words differ in one, two or more letters.

When performing such tasks, it is important to make it clear to the child that it is the words themselves that are being compared, and not the concepts that they mean. For comparison, you can offer words such as.

Cat and whale (differ by one letter (o-i));
- porridge and kitty (differ by two letters (a-i, sh-s));
- pencil case and pencil case (the second word is longer),
- dog and doggie (the first word is shorter);
- cat, book, rat (all words have 5 letters, common letters: k, a), etc.

For comparison, concepts that denote the presented words can also be proposed. For example, the child is asked to tell what the words have in common and how they differ"airplane" and "dragonfly"; "Christmas tree" and "hedgehog"; "cook" and "doctor"; "fox" and "cat"; "crow" and "tit", etc.

Children should also be familiar with basic concepts and be able to explain the similarities and differences, and the commission needs to give a fairly detailed answer. So, at an interview, your child may, for example, be asked to tell you how summer and winter, autumn and spring, fork and knife, chair and table, pencil and pen, etc. differ from each other.

It goes without saying that at the entrance interview the teacher or psychologist seeks to identify weak and strengths in child development. Consequently, more difficult tasks will be selected for tests. Therefore, when preparing a child for an entrance interview, you should train him to perform similar tasks according to the principle “from simple to complex.” Accordingly, we recommend that you start with easier tasks and gradually increase the difficulty of the exercises.

Another option for a task to test attention and observation can be to perform an exercise such as “turn around and name it.” Children enjoy doing this exercise. A certain number of toys are placed on the table, and the child looks at the table for several minutes. Then he turns away and names the toys on the table. This exercise can be performed a little differently. For example, you can remove a toy, replace it with another, or simply rearrange objects. Then the child is asked to turn around and tell what changes have occurred on the table.

It must be said that tasks where the child is asked to look at an object for some time and then answer questions are quite common. This, for example, could be some kind of picture, on which a question will then be asked. Such pictures are often published in children's magazines or in specialized literature aimed at preparing the child for school. The picture may show the path of some fairy-tale heroes. And the questions can be very diverse, for example, “Where are the heroes going?”, “Whose house do they need to pass by to reach their destination?”, “Who will they meet on their way?” etc. You change the question options depending on what exactly is shown in the picture.

Tasks testing the level of development of thinking

It is very important to determine how developed the child’s abilities for logical thinking, synthesis and analysis are. To identify such abilities, tasks that ask you to supplement a missing element or eliminate an unnecessary one are very good. Control can be carried out both using visual material and verbally. To find patterns, the child is presented with a group of pictures containing a certain number of images, for example four. Before starting the exercise, you need to explain to your child that some of the images offered to him will have a lot in common, but one picture in each series is superfluous.

The pictures may show (extra in italics):

Oak, spruce, tulip , birch;
- pot, frying pan, fork, pelvis;
- tiger, cat, elephant, giraffe;
- tomato , apple, pear, plum;
- automobile, balloon , plane, train;
- shoes, socks , boots, shoes;
- salesman, conductor, boy, doctor, etc.

The child is asked which image in this row is the odd one out. You should not let children look at the images for a long time, at the same time, if the child gives reasons for his choice, do not interrupt him, let him speak. After the child has made his choice, he is asked to justify his answer; you can also ask how the remaining words can be called in one word.

More difficult option The task will be a task without relying on pictures, i.e., performed orally. The principle of the game is the same, for example, you name a series of names of domestic animals, among which there is one wild one, or the names of vegetables with one fruit.

The task becomes even more complicated when groups of adjectives with similar characteristics are presented. Here, not only the child’s thinking is tested, but also his vocabulary, ability to build synonymous series and find antonyms, for example:

Old, small , worn, decrepit;
- brave, fearless, determined, Kind ;
- Beautiful , big, huge, gigantic;
- cheerful, funny, amusing, sour ;
- sweet, salty, bitter, small ;
- slow , fast, swift, lightning fast

We have highlighted the extra words, however, if during the explanation the child highlighted another word and convincingly proved his choice, he should be praised, since the ability to defend his point of view, prove and find compelling arguments should be welcomed and encouraged.

Another version of the task for identifying patterns is finding the missing element in a series of pictures. The child can be presented with eight pictures (three rows of three pictures, and one row has no picture). The images can be completely different, they can be similar objects or drawings, slightly different from each other, or different geometric figures, pictures based on the difference in the number of elements, in the direction of the picture, etc. The child is asked to guess that one element is missing in one series of images, and then insert this missing element.

An easier version of this task would be one in which the child is shown possible options answers from which you must choose the correct one.

It is much more difficult when the child himself needs to insert the missing element, for example, by drawing it in an empty cell. You can further complicate the task by increasing the number of series, the number of pictures in the series, or the number of missing elements.

Another exercise that reveals a child’s ability for logical and spatial thinking is “put together a picture.” The child is offered a cut-out picture. From the available elements he must assemble a completed drawing. It’s easiest when the elements of the picture are the same and have the correct shape. It is much more difficult when they are cut arbitrarily. Correctness and speed should be taken into account when performing a task. The sooner the child collects the picture, the better.

You can use self-made pictures or cut postcards as visual material. Simple images can be collected immediately, without relying on a sample.

If you are using an image from large quantity pieces irregular shape, you can first show your child the original drawing. Currently, there are all kinds of games on sale that are built on a similar principle. Do not interfere with your child if he enjoys putting these puzzles together. This is a very good workout. Such toys can be quite large and contain not only simple pictures, but also entire paintings or scenes from fairy tales and cartoons.

If you have such toys in your house, collect them with your baby. However, due to the fact that these images are usually quite complex and cumbersome, they are usually collected over a long period of time, and children must rely on a sample picture in the process of completing the required task. If you think that your child has achieved some success in putting together puzzles, invite him to practice with the simplest pictures for a while.

Tasks to test the development of imagination and speech

The most common version of this task is to compose a story based on pictures. Several pictures are laid out in front of the child depicting actions well known to him. For example, one picture may show a boy waking up, another picture showing him washing his face, a third picture showing him having breakfast, and a fourth picture showing a boy going to school. The pictures are arranged in random order, and the child is asked to arrange them in the order in which the action occurs. Then the kid must justify why he arranged the illustrations this way and not otherwise. The last stage of the exercise involves composing a coherent story based on a series of pictures.

Drawings may be different. For example, a child is asked to compose a coherent story based on a series of pictures that depict the actions of some characters. During an interview, a teacher or psychologist can also ask several questions about the characters themselves, ask the child to characterize them, talk about their habits, preferences, and draw up a verbal portrait of them.

It is also important how well your child has learned the meaning of certain words. The teacher or psychologist conducting the introductory interview wants to see whether the child can competently and correctly structure his speech and explain this or that concept. At the interview, your child may also be asked to explain the meaning of certain words, for example:"TV", "aquarium", "library", "school" etc.

To control the development of imagination, imagery, and spatial thinking, it would be advisable to invite the child to put together schematic figures of animals from strips of paper, parts of a tangram square, or from cubes, the sides of which are painted in different colors. It is proposed to fold cubes or strips in such a way as to create an image of a bunny, kangaroo, fox, spider, etc.

For the development of figurative representation and spatial imagination great importance has visual and constructive activities. Therefore, at the introductory interview, your child may be asked to draw a picture or assemble a model from a construction set. Pictures can be drawn in advance, and the child is asked to describe them or say what this or that image looks like.

To monitor speech development, tasks can be used that reveal how meaningfully and comprehensively the child answers questions, and whether he can competently construct syntactic structures. For example, a teacher can repeat a complex sentence twice, then ask questions about it.

As an example, consider the following sentence: “After Tanya did homework, she went for a walk with her friends” - “What did Tanya do earlier: went for a walk with her friends or did her homework?” You can also ask the child to carry out some verbal instructions, and then tell in detail what he did.

For example, the teacher lays out toys in front of the child, scatters them and asks him to put the bears in one box and the bunnies in another. The child is then asked what he did and in what order. To monitor the development of a child’s speech, he may also be asked to repeat words after an adult, but in plural. Adult says:"cat", "mouse", "plane", "nose", "wing", "ship", "tree"etc. The child repeats:“cats”, “mice”, “planes”, “noses”, “wings”, “ships”, “trees”.

Checking the child’s readiness to learn the Russian language and Russian speech

In order to see how ready the child is for learning Russian speech, at the introductory interview he may be offered tasks to determine phonemic awareness. To do this, the teacher can tap out various rhythms, inviting the child to repeat after him.

First, simple rhythms are used, for example, I-II; II-I; II-I-I; I-I-II. If the task is completed successfully, then more complex series of tappings may be offered: III-I-I; I-I-III; I-II-III; III-II-I, etc. It is very good if the child completes tasks without errors and without delay.

It is also important how the child perceives the number of letters in words, whether he distinguishes between one-syllable, two-syllable words and words with a large number of syllables.

The teacher can invite the child to use sticks or circles to display how many letters are in the named words. Again, we should start with simple words ("meadow", "house", "cat", "whale", "fox", "water", "mother"), gradually moving to more complex ones ("grass", "stick", "subway", "tangle", "swallow") etc.

In order to see how trained a child's hand is for writing, he may be asked to copy figures or drawings drawn in a checkered notebook. The figures should be copied in the same order in which they are given. You can practice with your child by asking him to redraw the borders.

Validation of mathematical representations

At the intake interview, the child may be asked to count to ten or even twenty, both directly and reverse order. The baby should also be able to parse the numbers of the first ten. As an exercise to control knowledge, he may be asked to decompose, for example, the number “nine” using counting sticks (1-8; 2-7; 3-6; 4-5).

In addition, numeracy skills within the top ten are assessed at the entrance interview. Moreover, depending on the school and class the child will go to, counting can be done both on sticks and without any support.

It is important that the child can compare objects, such as strips of paper of different lengths and widths. He must say which strip is wider (narrower) and longer (shorter); how many long strips, how many short, which ones are more (less, equally).

The ability of a future first-grader to determine the location of objects in space is also of great importance. Using toys or cubes different color the baby may be asked what is nearby, far, in front, behind, to the right, to the left, above, below, etc.

It may well be that at the entrance interview the child will have to divide the subject into 2-4 equal parts. The subject can be a special manual consisting of various parts, together making up a circle. The child must divide this circle of thick paper into two, three or four equal parts.

Your child may also be asked to write a graphic dictation in a checkered notebook. The teacher dictates: “one cell up, two cells to the right; one cell down, two cells to the right.” Patterns can be more complex. Here we're talking about It’s no longer about how well the child recognizes the drawing and can copy it, as was already described above (borders), but about how well he perceives the task by ear and independently navigates the space of the school notebook.

Some psychologists participating in the interview ask questions or problems based on logical thinking. These can be well-known riddles or small problematic situations, in order to solve which you need to identify a certain “trick”.

Examples of such problems:

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? (Answer: none - cherries don’t grow on maples.)

If a goose stands on two legs, it weighs 4 kg. How much will a goose weigh if it stands on one leg? (Answer: 4 kg.)

Two sisters have one brother each. How many children are in the family? (Answer: 3.)

Thus, the tasks at the entrance interview can be quite varied. You should not copy exactly the tasks that were described in this article. It is important to prepare the child to perform such exercises, and not force him to cram specific examples.

Let us repeat once again: preparing for the entrance interview is a rather long and labor-intensive process, and its effectiveness depends on the plannedness and systematic nature of the studies.

It is also important to psychologically prepare the child before the interview. He should not be afraid to speak publicly, and not be embarrassed to ask the task again if he does not understand its essence.

Before going to an interview at school, you can arrange a practice interview at home, inviting a friend of yours to act as an examiner. The purpose of such training is to relieve the little man’s possible psychological stress, because for him an interview is a kind of exam, and anxiety is inevitable. It is important that fear does not prevent the child from demonstrating his knowledge.

Tests to help determine a child's readiness for school

Read the following statements to your child and ask him whether he agrees with them or not. For each affirmative answer, give one point.

1. I will have many new friends at school.
2. I am very interested in what lessons are taught at school.
3. I want to be friends with all my classmates.
4. I want lessons to last longer than breaks.
5. I wonder what the classroom looks like.
6. I will definitely study well.
7. Vacations are the best thing in school life.
8. I think that school is more interesting than kindergarten.
9. I want to go to school soon, because many of my friends are first graders.
10. If it were possible, I would have gone to school a year ago.

Calculate the results.

If your child scores from one to three points, then you should think about it. Your child is not at all eager to go to school. He's fine without her.

From four to eight points is a good result. Your baby wants to go to school. But it is important to determine what is more important for him: the external side or the internal content; What interests him more - new friends or the lessons themselves.

If more affirmative answers are received on the first part of the test, then the child somewhat idealizes school; he is not yet quite ready for the difficulties of school everyday life. If there are more positive answers in the second half, then your child has a good idea of ​​why they go to school, and everyday school life does not yet cause him dislike.

Nine to ten points is an excellent result! Your baby wants to go to school, and his desire is quite conscious. Perhaps he will maintain his attitude towards school throughout his schooling.

Perhaps the test result did not meet your expectations, and you saw that your baby is not yet quite ready to go to school. Don't be upset, because not all children necessarily want to study. It is important to interest the child, to show him that he can be very interested in school.

Moreover, you need to draw the child’s attention not only to the fact that he will have many new friends at school and will have fun during the holidays. Show him that studying is a very entertaining activity in itself. Explain that at school he will learn a lot of new and interesting things. Pay more attention to school preparation. Systematically perform various exercises to train the necessary qualities and gain new knowledge. Activities with mom, dad or grandma, especially in a playful way, should arouse the child’s interest. Spend more time with your baby, tell him about school, but don’t embellish it. He must learn that studying at school, although not easy, is interesting.

Test to identify a child’s knowledge about school and school routine

Ask your child to answer the following questions. One point is counted for each correct answer.

1. What is a class? (A classroom is a room where classes are held. There are desks, a teacher’s table, a blackboard on which they write assignments with chalk and do exercises. A class is also called all the students who attend classes together. For example, first grade, class “a”, friendly Class.)

2. What is a lesson? (A lesson is a time when they learn a lot of new things, listen to the teacher’s explanation and do various exercises. Sometimes the word “lesson” is used to describe the completion of a task, for example, “learn lessons” - this means completing the exercises that were assigned at home.)

3. What are vacations? (A vacation is a break for several days when there are no classes at school. Vacations occur in the fall, winter, New Year, in the spring, and summer holidays lasts all summer.)

4. Are the children of the same age or different ages in the class? (All children in the same class are usually the same age. Their birthdays may be in different time, but they are all born in the same year.)

5. How do you know when it’s time to go to class? (The bell for class rings, the corridors are empty, and all the children rush to take their place at their desks in the classroom.)

6. What is change and why is it needed? (Recess is a break between lessons when you can rest, play, go to the cafeteria or to the toilet.)

7. What is a mark? (A grade is an assessment of how a student completed an assignment or worked in a lesson. Grades are calculated in numbers from one to five.)

8. Which grades are good and which are bad? (The larger the number indicating the mark, the higher the mark itself, the better the result. 1 - “one” - the worst mark; 2 - “two” - bad; 3 - “three” - mediocre, satisfactory, not very good; 4 - "four" - this is a good mark; 5 - "five" - ​​excellent. About the one who studies with A's, they say that he is an excellent student, and the one who studies with D's is a poor student; he studies poorly.)

9. What is a school diary and what is it for? (A diary is a special notebook in which there is a lesson schedule. Children write down their homework there, and the teacher puts marks there.)

10. What do they call the table at school where children sit? (Children sit at their desks.)

11. What does the teacher write in when explaining a rule or task? (The teacher writes on the board.)

12. How should you address the teacher? (The teacher is addressed by her first name and patronymic and “You”.)

13. What to do if you need to ask the teacher something or when you want to answer a question asked question? (You need to silently raise your hand, but so that it can be seen. When the teacher pays attention and asks, you can ask your question or give an answer.)

14. What should you say if you need to go to the toilet? (You need to raise your hand and ask: “Can I go out?”)

If your child correctly answered 11-14 questions, then he is quite familiar with the school rules and the need to follow the school routine will not upset him. He will treat both teachers and his classmates with respect and, most likely, will be distinguished by exemplary behavior.

Correct answers to 7-10 questions indicate that the child is in general outline is familiar with the rules of the school routine, but in order for him to experience less difficulties in everyday school life, it would be nice to talk in more detail with the future first-grader about school.

From 4 to 6 correct answers is food for thought for parents. Your child does not yet know very well how classes are held at school, or how to behave in certain situations. Therefore, tell your child more about school, ask him from time to time about the details of school life.

In the case when there are only 3 or fewer correct answers, this is already an alarming signal. Maybe you don’t talk to your child at all about how school everyday life is going.

If your child has fewer than six correct answers, we encourage you to model everyday school situations as well as talking about school routines.

To do this, invite other children and play “Forest School” with the children. This game helps to “try on” school life and is a role-playing game where children learn how to behave at school. It’s good if you can put together something like a class - a group of several people.

Each child (or adult, if you are also participating) represents an animal. The leader is chosen - this is the teacher, the wise owl. The bell rings, an owl flies into the classroom and introduces itself: “Hello, guys, my name is Owl - Wise Head, what’s your name?” Children vying with each other to introduce themselves with the names of their animals.

The owl teaches them that in order for everyone to be heard and everyone to be able to introduce themselves, they need to say their name in turn, and if they need to say something, they need to raise their paw or wing.

Various school situations can then be simulated. For example, Owl explains new material, calls him to the board for an answer, asks for a lesson and assigns homework.

You can playfully model the content of various school subjects. Ask children to count, say something out loud, and perform various entertaining exercises. During the game, the guys must learn to behave correctly in a given situation; they also get acquainted with general rules and school rules.

An owl can make marks. Acorns, cones, leaves, etc. are used as marks. It is important that children be able to count to five and understand which mark is bad and which is good. After you have practiced in this game form, repeat the test. You can add any other questions regarding the school routine that you consider important for your child’s successful transition into school life.

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

Mark each affirmative answer with one point.

1. Do you think your child wants to go to first grade?
2. Does he think that he will learn a lot of new and interesting things at school?
3. Can your baby independently engage in some painstaking work (painting, sculpting, assembling a mosaic, etc.) for some time (15-20 minutes)?
4. Can you say that your child is not shy in the presence of strangers?
5. Can your child coherently describe a picture and compose a story based on it in at least five sentences?
6. Does your child know poetry by heart?
7. Can he name the given plural noun?
8. Can your child read, at least syllable by syllable?
9. Does the baby count to ten forward and backward?
10. Can he add and subtract at least one unit from the numbers of the first ten?
11. Can your child write the simplest elements in a checkered notebook and carefully draw small patterns?
12. Does your child like to draw and color pictures?
13. Can your child handle scissors and glue (for example, make paper appliqués)?
14. Can he assemble a whole picture from five elements of a picture cut into pieces in a minute?
15. Does your baby know the names of wild and domestic animals?
16. Does your child have generalization skills, for example, can he name apples and pears using the same word “fruit”?
17. Does your child like to spend time independently doing some activity, for example, drawing, assembling construction sets, etc.

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

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

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

Perhaps, at the first stages of schooling, you will have to do homework with your child very, very carefully, maybe even return again and again to the material covered, but do not despair - persistent and systematic studies will help your child master the necessary knowledge and develop the necessary skills and abilities.

Forming a child’s desire to learn

Perhaps, along with pride for your child, who will soon go to first grade for the first time, you also experience some anxiety. Moreover, anxiety can arise even when your child has already learned to read and write, knows some basics of mental calculation and can solve simple problems. However, your concern is understandable and justified. After all, the first grade is a significant change in the life of a little man; he parts with what was so familiar and dear, and enters into new world, full of not only interesting moments, but also fraught with some dangers.

It is known that many complexes that haunt an adult were formed precisely under the influence of psychological difficulties experienced at school. Consequently, preparing a child for school should include not only a certain set of knowledge, abilities and skills that will definitely be required of him in the process of schooling. No less important is the psychological readiness of the little man for the onset of a new stage in his life.

But not only for a child, school life is a promise of the beginning of something new and hitherto unknown. This is also the beginning of a new stage in the life of a family in which a first-grader is being raised. Therefore, it is not only the child who needs to be prepared for school life. Parents are also required to have a certain psychological readiness to help the young man enter a new world. In order to better understand how your baby feels on the threshold of a new stage of his life path, try to remember the feelings that you yourself experienced before going to first grade.

Think about the fact that you weren't always an adult. Try to remember the colors in which your childhood was painted, imagine the future change through the eyes of your own child. It is quite natural that the child experiences anxiety, because the time before school is characterized by a state of anticipation, when an important part of life ends, and the unknown lies ahead. Under such circumstances, people usually experience sadness, joy, impatience, and anxiety at the same time. And if you are familiar with this feeling, you will certainly understand your baby, understand the reason for his anxiety and nervousness.

Even for an adult it is not easy to overcome a period of uncertainty, so what can we say about children who react so strongly to the state of uncertainty with their whole being! During such periods, in children aged 6-7 years, the biological and psychological balance is disturbed, and resistance to stress decreases. Of course, getting along with such a child becomes oh so difficult. However, precisely because the child is experiencing colossal psychological stress, it is so important to understand this state of children and help them quickly get used to their new life.

For the baby, something new, unknown, intriguing and frightening at the same time begins. Your task is to help him overcome difficulties at the beginning of his school journey. This stage in a child’s life is of exceptional importance - sometimes his success in later life depends on how the beginning of schooling goes. Therefore, it is very important to pay enough attention to the psychological mood of the little man. It is necessary that he has a correct idea of ​​school life in order to subsequently prevent disappointment or even disgust caused by school in the child.

Children are witnesses to active preparation for school: they are present when registering for school, they see how school supplies are purchased, and this somewhat calms them down, sets them up for a positive perception of school, arouses interest, giving some certainty to the contours of their school future. However, a one-sided perception of future learning, depicted in the child’s imagination as an endless celebration of life, so fun, interesting and beautiful, is fraught with certain difficulties.

Children often have the wrong idea about school. In their opinion, a schoolchild is a happy owner of a backpack, a person who communicates with peers and whose life is entertaining and interesting. Children sometimes paint themselves a beautiful picture of school life, idealizing it and not noticing the difficulties of real school learning.

At this age, children perceive their life as a kind of game, and school also appears in their imagination. However, such a too superficial representation of school life contains a serious danger that poses a threat to both the child and the teacher, and, accordingly, to parents who are worried about the fate of the child and who care about his psychological state.

A child whose idea of ​​school was based on play may feel deceived already from the first days of school, because at school you have to not only play, but also really work. Such a child, who is zealous about play, will probably be happy to follow all school rules and regulations. However, soon he will certainly get tired of this role, as well as the game itself. And so a good student, who so reverently played the role of an exemplary schoolboy, in the blink of an eye turns into a C student and a truant. The reason is simple - he was just tired. There is a need to force the child to school, which naturally causes him to lose all interest in learning and, as a result, to develop an aversion to school life, which he will have to lead for a good ten years.

Of course, it is important that the child initially has a positive idea of ​​school, because school life is full of pleasant moments. Studying at school is interesting and entertaining, but you should not ignore the difficulties that arise during the learning process. The system of preparing a child for school must necessarily include the psychological preparation of the child for long-term education.

There are a number of requirements for the psychological readiness of a child who is about to go to first grade. Among such requirements, they usually include the child’s responsible attitude towards school, voluntary control of his behavior, performance of certain mental work that ensures the conscious assimilation of knowledge, and the establishment of certain relationships with adults and peers dictated by joint activities.

The main criterion for a preschooler’s readiness to study at school is his internal attitude. As a rule, almost all children want to go to school, but not all of them can justify their desire. They base it, rather, on external manifestations, that is, a preschooler can explain his desire to go to school by the fact that all his friends will also be in first grade.

Children may have heard at home that entering first grade is honorable and important; they also know a lot about the internal school routine, i.e. that there are lessons, bells, and breaks at school. Preschoolers also have the idea that they will have to do homework at home, but they are not yet fully aware that for this they will have to sacrifice playing, going out with friends, and having a good time.

If you want your child to go to school with joy, so that he acquires the necessary knowledge and skills, try to imagine his expectations from school, consider the situation from the child’s point of view, tell him about school life in a way that interests him, but do not embellish the real situation of things.

It is important to find out to what extent your child’s ideas about school correspond to reality. To do this, ask him what he knows about school, whether he wants to study, what his desire is based on. A short conversation will help you identify your child’s attitude towards schooling. Try using the questions below for this purpose.

1. Do you want to study?
2. What do you think is good and interesting about school?
3. Who do you think is better to study with: with a teacher at school or at home with your mother?
4. What does a teacher do at school?
5. Why is a bell needed at school? etc.

The correct attitude towards school will be indicated by such answers when the child mentions studying at school, gaining knowledge, and says that it is better to study with a teacher at school, i.e., he prefers schooling to homeschooling. However, you may find that your child is more attracted to the external side of the activity than to its internal content. That is, he shows interest in school supplies, in the rules of behavior at school, without being interested in the knowledge and content of school subjects.

Nevertheless, there is no need to despair. It often happens that over time, after two or three months, the external manifestation of school life ceases to have such an attractiveness, and it is replaced by interest in knowledge and the content of classes.

But sometimes it happens that the wrong attitude towards schoolwork can cause various difficulties, and as a result the child will feel uncomfortable, and the school environment will be a burden to him. This circumstance can be explained by the fact that the first-grader’s readiness for school has not yet been sufficiently developed.

Your task in this case is to show maximum patience and wait until the child himself, watching other children, comes to a correct understanding of his new role as a schoolchild, when he forms a correct idea of ​​​​the nature of the requirements for primary school students.

In order to avoid similar situation and not to subject your child to such tests when studying turns out to be a burden to him, it is important to form the correct psychological attitude in him even before school. To do this, it is necessary to school age Conduct explanatory conversations with children.

You should tell your child what it means to be a schoolchild and what responsibilities he will have to perform at school. It is necessary to prove to him, using accessible examples, the importance of lessons, grades, and school routine. It is necessary to cultivate children's interest in the content of the classes themselves, in acquiring new knowledge, thereby displacing the attractiveness of the external manifestations of school life and replacing it with the content side.

The daily life of a preschooler is also designed to develop in him a certain style of behavior that will prepare him for accepting the school routine. It is necessary to cultivate arbitrariness and controllability of the child’s behavior.

When forming a child’s positive attitude towards school, it is extremely important not to express your negative assessment of schooling. Under no circumstances should you tell your child that school is not interesting, that schooling is a waste of time and effort.

In addition, even before entering first grade, a child must develop a set of qualities and personality traits that will greatly facilitate his existence at school. Among such qualities it is customary to highlight good memory, intelligence, curiosity, developed imagination, basic reading, writing and numeracy skills. It is very important that the child has developed attention, since he needs to be able to concentrate, he needs to develop the ability to concentrate for a long time.

For children of primary school age, this duration is usually 15-20 minutes.

For the successful entry of a preschooler into new life Such qualities as physical dexterity, organization and neatness, friendliness, and the ability to communicate with peers and with adults are also required. It is also necessary to develop certain strong-willed qualities, the main one of which is the ability to do not only pleasant and attractive work. The child must be able to engage in activities that do not cause pleasure, but which one way or another must be completed.

Does it follow from this that only children with all of the above qualities will study well in the first grade? Of course, this is not true, because every child has his own advantages and disadvantages. In addition, it is well known that usually one personality quality is compensated by another. And it does not happen that a person has everyone positive qualities simultaneously. More often than not, the absence of one thing is compensated by the presence of something else.

Moreover, usually advantages are a continuation of disadvantages. Moreover, this statement is typical for both adults and children. So, for example, an inquisitive child easily responds to everything new, but at the same time does not like repeating what he has already learned. serious problems with perseverance. A friendly child who easily makes new contacts is, in turn, inclined to chat incessantly with classmates during class, etc.

Of course, we are not talking about developing all of the above personal qualities in a child before entering school, since this is simply impossible. Usually, in order to achieve such a high result, careful work on oneself is necessary, which can take an adult a whole life. What can we say about kids! However, almost all of these qualities are not innate; we are only talking about the presence of certain inclinations that facilitate their formation. Therefore, with the appropriate approach, they can be formed.

Therefore, parents should make every effort to make it easier for their child to start a new stage in life. It must be remembered that all these wonderful qualities mentioned above can become a reliable guarantee successful studies baby. In addition, we should not forget that when entering school, almost every child is trusting and open to almost any school endeavor. Thus, this is the most favorable opportunity to develop the necessary positive qualities in a child.

The time of pre-preschool development is the most favorable for instilling in a child the necessary personal qualities that will serve him well in later life. This is explained by the fact that the age of five to seven years characterizes the period in which, under favorable educational conditions, a child turns from a preschooler into a schoolchild. At this time, a generalization of everything that the child has already learned during his short life usually occurs. It is at this time that he can be accustomed to the conditions of systematic training and develop the ability to learn.

At the same time, it is important not only for the child to master certain communication skills, which in themselves are necessary for the child to join a new team, but it is also necessary to form such an aspect of the little person’s thinking as the ability to reason, to think about any question or cognitive task.

These abilities are enhanced in creative communication with other people, as a result of which the child learns not only to reason independently and express his own opinion. He also gets used to respecting the opinion of another person, and the ability to show respect for someone else’s opinion has remained relevant at all times. Consequently, this skill is extremely important for the entry of a little person into modern society.

To successfully study at school, children need to understand the learning task, that is, the method of activity that the teacher proposes. To do this, it is necessary that children develop voluntary attention, the ability to plan and control their activities, the ability to concentrate, and focus their attention on a specific subject.

To develop the skills needed at school, you can play with your children in various games, aimed at developing and strengthening the necessary qualities and properties.

For example, the well-known game “Don’t say yes or no, don’t take black and white,” which children play with great pleasure, aims to develop in children the ability to concentrate and concentrate their attention. The essence of the game is to ask children questions that would provoke them to use the forbidden word. You can play either alone or in a group. You can also play with forfeits, when the person who has committed a penalty gives his forfeit to the presenter. You can determine for yourself separate conditions games, for example, if a child was so attentive for three minutes that he did not use forbidden words, he can be considered a winner.

Successful learning also requires the ability to speak coherently and competently. Children who cannot consistently and clearly express their thoughts and explain this or that phenomenon will experience serious difficulties in school. In order to avoid them, it is important to develop the child’s speech-thinking abilities and teach him to speak correctly and clearly. Therefore, it is necessary to communicate with the child as much as possible, encourage his stories, perform various preparatory exercises, described earlier, which are designed to form the child’s speech-thinking activity.

It is also important that in the process preschool education Children have already learned to behave correctly, not to disturb order and not to disturb others. Because those children who only at school for the first time have to comprehend the meaning of the words “should” and “shouldn’t” will have a very difficult time at first.

An equally important condition for a successful start to school life is the ability to live in a team and take into account the interests of the people around you.

If a child quarrels over trifles and does not know how to correctly assess his behavior in terms of what is good and what is bad, it will be difficult for him to get used to life in the school community.

It will be especially difficult in the lower grades for those children who were raised at home and did not attend kindergarten. Therefore, if you prefer homemade for your child preschool education, try to provide him with normal communication with his peers. If possible, you can introduce your child to his future classmates. If parents whose children will go to the same school or even the same class communicate with each other themselves, it will be useful for them to introduce the children to each other or even organize joint games that educate children to pay attention to their classmates.

Collective games will allow children to learn to be tolerant of others and respect other people's opinions. It is also good to play out various conflict situations with children. This develops tolerance in them, teaches them to react with restraint and calmly to conflict.

Useful for this role-playing games, in which the child plays the role of a teacher, and parents - careless students. At the same time, the “teacher” asks to complete various tasks, and the “students” refuse to complete them. It is important to approach this game with humor and teach the child to smooth out rough edges in communication. Besides, similar games allow children to look at their own behavior as if from the outside, with a more critical eye.

Perhaps, having tried on the role of a teacher, the child will perceive his own behavior somewhat differently and will show less disobedience towards the teacher, educator or parents.

The success of education, especially in the lower grades, directly depends on how regularly the child attends school. Unfortunately, children, especially those of preschool and primary school age, often get sick. Consequently, the state of his health is of exceptional importance in ensuring a child’s readiness for school.

By attending school every day, children get used to the rhythm of its life, to the daily routine, they learn to fulfill the teacher’s requirements, which are realized with the greatest success precisely when carried out regularly. Therefore, frequent illnesses knock a child out of the usual rhythm of school life, and willy-nilly he has to catch up with the class. A child who misses classes, even if he is inherently diligent and diligent, may lose faith in his abilities and feel like a failure.

Parents also need to have their child checked by a speech therapist on time. Timely start of classes will help the child correct speech defects and avoid such unpleasant effects of stuttering, lisp and burr as the emergence or intensification of shyness, fear of being ridiculed or misunderstood. In addition, speech defects inhibit the development of the skill of writing by ear and complicate the acquisition of literacy.

Thus, the comprehensive preparation of children for school is determined not only by such diverse skills and abilities that help them master school subjects, such as the ability to read, write and count. It also includes the implementation of various activities that ensure such a physiological and psychological state of the preschooler in which he will be able to painlessly get used to the school routine and will be able to most effectively fulfill the requirements that the school makes.

The degree to which a child is prepared for going to first grade can be viewed from several angles at once. For an objective assessment it is necessary to take into account different areas activity: physical, social and psychological. For the assessing people, among whom, in addition to parents, there are also psychologists and teachers, the child’s various capabilities and abilities, as well as his well-being, will be important. So, adults pay attention to performance, the ability to interact with people around them, the ability to adhere to established rules, thorough preparation in terms of knowledge, as well as the state of the mental system.

The child must be ready to interact with the team

Psychological readiness for school

What is psychological readiness for school? How to understand that a preschooler has achieved it? A child’s psychological readiness for school is determined by the following parameters:

1. Personal preparedness – the ability for self-discipline and self-organization, independence, desire to learn; is divided into social preparedness - the ability to establish relationships with peers and adults, the ability to communicate, and motivational - the presence of motivation to study.
2. Emotional preparedness: a positive attitude towards one’s personality and towards other people, the ability to adequately perceive the emotional characteristics of each person.
3. Volitional preparedness: the ability to show character and work hard, the ability to comply with the school regime.
4. Intellectual preparedness: the child must have a well-developed intellect, as well as the basic functions of the psyche.
5. Speech preparedness.

Readiness for school is characterized by age-appropriate speech development

Social readiness

Socio-psychological or communicative readiness for learning includes the presence of abilities and skills that will allow him to build and establish relationships within the school environment. The success of his interaction during collective work will depend on how prepared the child is in this regard. For an older preschooler, it becomes extremely important to understand the relationships between people and understand the norms of their regulation. We see that a child’s social readiness for school is of great importance for the future first-grader.

Psychological readiness for school is closely related to communicative readiness. It is important from the point of view of cooperation with adults and children within the framework of school activities. To do this, it is important to check how well the child has developed two main forms of communication:

1. Communication with adults that is non-situational and personal in nature. The child must develop the ability to listen and perceive the information presented, and understand the importance of the teacher-student distance.
2. Communication with peers. School activities are essentially collective, so it is extremely important to prepare the child for a tactful attitude, to teach the ability to interact together, and to be able to become part of public life. All these basics are laid by including a preschool child in joint work with other children, which will ultimately create readiness for school.

In kindergarten, the child learns to find a common language with the children's team

You can make a psychological and pedagogical determination of whether an older preschooler is ready socially by checking:

• ease of including a child in a company of children engaged in some kind of game;
• the ability to listen to other people's opinions and not interrupt;
• does he know how to wait his turn if necessary;
• does he have the skill to talk with several people at the same time, does he know how to actively participate in the conversation.

Motivational readiness

Studying at school will be successful if adults take care of developing motivation for cognitive activity in the future student. Motivational readiness for school is present if the child:

• has a desire to go to lessons;
• has a desire to learn new and interesting things;
• has a desire to acquire new knowledge.

The presence of corresponding desires and aspirations provides information about whether children are motivationally ready for school or not.

A positive response to all assessment parameters allows us to conclude that the child is ready to start school. The volitional and motivational components of preparation for the educational process are very important when deciding on the appropriateness of starting educational activities.

The desire to constantly learn something new is an important sign of readiness for school

Emotional-volitional readiness

This type of preparedness is considered achieved when an older preschooler is able to set goals, adhere to the planned plan, and look for solutions to eliminate obstacles in achieving them. Psychological processes enter the stage of randomness.

All emotions and experiences are of a conscious intellectual nature. The child knows how to navigate and understand his feelings, and has the ability to voice them. All emotions become controlled and predictable. A student can predict not only his own emotions from actions, but also the emotions and reactions of other people. Emotional stability is at a high level. Readiness for school in this case is obvious.

Intelligent Readiness

The ability to read and write is not everything (more details in the article:). Having these skills does not guarantee ease of mastering the school curriculum. A child’s intellectual readiness for school is what a preschooler must have in order to cope with all tasks.

You can understand whether a child has it based on several criteria: thinking, attention and memory:

Thinking. Even before going to first grade, a child must have certain knowledge about the world around him, including information about nature and its phenomena, about people and their relationships. The child must:

• Have important information about yourself (name, surname, place of residence).

For safety reasons, the child must know his personal data and address

• Have a concept and be able to distinguish geometric shapes (square, circle, triangle, square).
• Distinguish all colors.
• Understand the meaning of words: “more”, “narrow”, “right - left”, “next”, “below” and others.
• Have the ability to compare objects, finding similarities and differences in them, make generalizations, analysis, and be able to identify signs of things and phenomena.

Memory. Intellectual readiness for school will be incomplete if memory development is not considered. Learning will be much easier if the student has good memory. To check this component of preparedness, you should read a short text to him, and after a couple of weeks ask him to retell it. Another option would be to show 10 pictures and ask him to list the ones that he was able to remember.

Attention. Effective training will be when the child’s attention is well developed, which means he will be able to listen to the teacher without being distracted. You can test this ability in the following way: list several words in pairs, and then ask them to name the longest word in each pair. Repeated questions from the baby will mean that the child’s attention was scattered and during the lesson he was distracted by something else.

Children must have the skill of listening to the teacher

Speech readiness

A number of specialists pay great attention to speech readiness for learning. Psychologist from Ukraine Yu.Z. Gilbukh says that speech preparedness makes itself felt at those moments when voluntary control of the processes of cognition or behavior is necessary. A child’s speech readiness for school implies the fact that speech is essential for communication, and also as a prerequisite for writing. Specialist N.I. Gutkina is convinced that the development and formation of correct speech in children should be especially taken care of during the period of middle and senior preschool age, because mastering written language is a huge leap in the intellectual development of a child.

Speech readiness for school includes a number of points:

• ability to use various methods of word formation (use of diminutive forms, rearrangement of words into the required form, understanding the difference between words in sound and meaning, the ability to convert adjectives into nouns);
• possession grammatical basics language (the ability to construct detailed phrases, the ability to rebuild and correct an erroneous sentence, the ability to compose a story using pictures and supporting words, the ability to make a retelling while preserving the content and meaning, the ability to compose a descriptive story);

A child ready for school can talk about himself

• wide vocabulary;
• development of phonemic processes: the ability to hear and distinguish the sounds of a language;
• development of speech from the point of view of the sound shell: the ability to correctly and clearly pronounce all sounds;
• the ability to analyze and synthesize sounds within speech, the ability to find a vowel sound in a separate word or name the last consonant sound in a word, the ability to analyze a triad, for example, “iau”, the ability to analyze a reverse vowel-consonant syllable, for example, “ur”.

Physical readiness for school

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Children in a healthy state more easily go through the process of adaptation to the changed living conditions that always accompany first-graders. The child’s physical readiness for school will be expressed precisely in physical development.

What does physiological fitness mean? These are the general norms physical development: weight, height, chest volume, proportionality of body parts, skin condition, muscle tone. All data must meet the standard criteria for boys and girls in the age category of 6-7 years. Detailed meanings can be found in thematic tables. The following physiological components are also important: vision, hearing and motor skills, especially fine ones. Checked and nervous system: How excitable or balanced the child is. A final description of the general state of health is compiled.

Physiological readiness for school is determined by a pediatrician

Specialists conduct such an examination based on existing standard indicators. Such an assessment is necessary to make a conclusion about whether the child is able to withstand increased loads, including intellectual work and physical activity.

Functional readiness

This type, also called psychomotor readiness, implies the level of development of certain brain structures and psychoneurological functions in order to get an idea of ​​the maturity of the body at the beginning of training. Functional readiness includes the following components: a developed eye, the ability to navigate in space, the ability to imitate, and the ability to coordinate complex hand movements. Among the features of psychomotor development, one should mention an increase in performance, endurance and functional maturity. We list the main ones:

1. age maturity allows you to skillfully balance between the processes of inhibition and excitation, which contributes to long-term concentration on separate activities, as well as the formation at an arbitrary level of behavior and cognitive processes;
2. development of fine motor skills and improvement of hand-eye coordination, which contributes to faster mastery of writing techniques;
3. the functional asymmetry of the brain becomes more perfect in its action, which helps to activate the process of speech formation, which is a means of logical and verbal thinking and cognition.

Age-related maturity of the brain allows you to switch between the processes of inhibition and excitation

A child’s readiness for a new stage in his life can be determined by the following indicators:

• good hearing;
• excellent vision;
• the ability to sit quietly for a short period of time;
• development of motor skills related to coordination of movements (ball games, jumping, going down and going up steps);
• appearance (healthy, cheerful, rested).

Testing a preschooler

The child’s readiness for schooling is necessarily checked. All future first-graders undergo special testing, which is not intended to divide students into strong and weak. Parents will not be refused admission to a child if he/she does not will be interviewed. Such pedagogical principles are specified in the legislation of the Russian Federation.

Such tests are needed for pedagogical purposes in order to have an idea of ​​what the strengths and weak sides the student, the level of his development in intellectual, psychological, personal and social terms. Check your intellectual readiness for high school possible for the following tasks:

• count from 1 to 10;
• solve a simple arithmetic problem;

Before school, the child should already have basic knowledge of arithmetic

• decline nouns;
• compose short story according to the picture;
• use matches to lay out some shapes (see also:);
• put the pictures in order;
• read the text;
• make a classification of geometric shapes;
• draw any object.

Psychological aspects

Is the child psychologically ready? A psychological assessment of a child’s readiness for school will be an indicator general development and the ability to start new activities. The level of preparedness will be judged by the completion of tasks to assess the level of development of fine motor skills, the ability to work carefully without switching to extraneous things, and the ability to imitate a model. The degree of readiness of the child for school will be determined by testing, for which the following tasks can be used:

• draw a person;
• reproduce letters or a group of dots according to the model.

Schematic drawing of a person is a skill that needs to be mastered before school

This block may also include a series of questions to determine how well the child can navigate in reality. Social readiness will be tested by drawing a picture based on a mirror image, solving situational problems, painting figures according to given parameters, not forgetting to clarify that then his drawing will be continued by other children.

The level of personal preparedness is revealed through dialogue. Questions may concern life at school, possible situations and problems, as well as ways to solve them, desired desk neighbors, future friends. The teacher can also ask the child to tell a little about himself, listing his inherent qualities, or give the child a list to choose from.

Readiness for studying in secondary school is tested on various components. Thanks to such detailed diagnostics, the teacher receives the maximum possible information about the degree of development of each student, which ultimately simplifies the educational process. It is necessary that the child undergoes such tests.

What to do if the child is not ready?

Today, teachers very often receive complaints from mothers and fathers that their child is not ready for school. In their opinion, the child’s shortcomings do not allow him to go to first grade. Children are characterized by poor perseverance, absent-mindedness and inattention. This situation now happens to almost all children aged 6-7 years.

It may turn out that the child is not ready for school and is very tired from studying

There's no need to panic. At the age of 6-7 it is absolutely not necessary to send your child to school. You can wait a little and give it back at 8, then most of the problems that worried moms and dads before will go away. The readiness of older preschoolers to study at school can be assessed either independently or with the help of psychologists and teachers.

Parental Responsibilities

Parents, in turn, should not be permissive in their activities with their child. It is preferable to teach your child writing and reading before school. Having found out that the baby has deficiencies in terms of thinking or memory, you need to take tasks and exercises for work, of which there are many now sold. The presence of some deviations requires contacting specialists, so do not avoid visiting a speech therapist or other highly specialized expert.

It is important to remember that modern children are extremely susceptible to three main “enemies”: TV, computer and food. The vast majority of children are all free time carried out in front of monitors. A strict regime in this regard is simply necessary. Tip: Limit your TV watching time or computer gaming time to 1 hour per day.

Engage your child in interesting and useful activities, spend time in the fresh air more often. Memo for mothers: harmful foods are strictly prohibited. No chemicals or carcinogens! Include more natural and healthy foods in your children's diet.

Healthy foods- the key to good health and academic performance

Having reached the age of 8 years, the child still does not have indicators of readiness for school? The time has come for specifics, namely a thorough investigation into the reasons for such deviation. Work out more at home, do special exercises. Seeing that a child cannot cope with something at all, do not put pressure on him. Such a negative attitude will only disappoint him completely in his studies. Loading...