Diagnostic Protocol (Preparatory Group)

In the boot folder are:

forms with assignments for a child (group examination)

protocol of in-depth psychological examination (individually)

screening-examination of children's readiness for training at School of Semago (End of the school year)

Initially, group diagnostics of forms with all children are held. Each child is an A4 format form, folded in half: on one page - tasks; From the turn - stand icons and drawing of a person. Children who showed insufficient results are taken to in-depth individual diagnostics. Children with SRRs pass all these procedures (and group and individual).

At the end of the school year, a screening-examination of children's readiness for school MM Semago (group form)

The protocol is recorded and the results of the instructions of the tasks (cognitive sphere and the characteristics of emotional-volitional manifestations). These are well-known, but very informative techniques for the diagnosis of the child. Description and analysis techniques you will find in the literature:

1. SEMGO, MM semago "Diagnostic set of a psychologist. Methodological guide, Moscow-2007
2. SEMGO, MM semago "Diagnostic album to assess the development of cognitive activity of the child. Preschool and junior school age, Moscow 2007
3.Ro MPSI. MV Ermolaeva, IG Yerofeyev "Psychological map of the preschooler (readiness for school)" Moscow - Voronezh 2008
4.nn Pavlova, Lg Rudenko "Express - Diagnostics in kindergarten", Moscow 2008
5. The Veracs "Individual Psychological Diagnostics of the Child 5-7 years" Moscow 2012
6.aa Osipova, Lee Malashinsky "Diagnostics and Correction of Attention. Program for children 5-9 years old »Moscow 2001

The protocol in the format of half of the A4 sheet is convenient in operation and storage. Print on both sides and you will have 2 protocols on one sheet A4. Also with Blancami

Continue pattern

Dump, write the number. Put "+" where there are more figures

Put so much "+", how many sounds in the word

Crouching a vase in which the least colors

Smashing a clown in the shortest jacket

Crouching the fourth child

Crouch the mouse that sits under the bedside table

Sewing badges. Work time - 2 minutes

Protocol number ___ diagnostic survey

Preparatory Group Date______________

FI (date): _______________________________________________________

General awareness

Name your name ________________________________________________

How old are you? ________ How much will it be in a year? ________

Date of Birth ________________________________________

Name members of your family .________________________________________

PHO MOM? _____________________________________________________

Full Pope? ______________________________________________________

Where and who works? ___________________________________________________

Home address______________________________________________________

Do you want to go to school? ______ Why? ________________________________

Who do you want to become when you grow up? __________________________________

Memorization of two groups of words -listening memorization

1) 2) 3)

Long term memory:

Speed \u200b\u200bZarem-I hold order / permutations

Volume zoom-i's strength to remember

4th extra

1.1 1.2 1.3 1.4 1.5

2.1 2.2 2.3 2.4 2.5

Software availability

Emotional faces

Calm

Anger

Surprise

Fear

Mum

Dad

Child

Recognition of basic emotions ___ / all emotions ___

"Twisted Lines" - Stability of attention

1 (2) 2 (6) 3 (3) 4 (5) 5 (4) 6 (1) 7 (10) 8 (8) 9 (9) 10 (7)

Matrices are equal - Vividly - figurative

AU

turns 90 ° and 180 e ___ no account of 2 signs ___ impulsiveness ___

supplement work to the whole ___ Labor finding analogy between pairs ___

learning ____ Help ___

kindness

courage

joy

at home

friend / Brother / Sister

mum

anger

offense

fear

d / S.

dad

child

Selection by preference

Features of the emotional - volitional sphere

Emotional reactions :

adequate, balanced, lively, negativism,

haste, impulsiveness, nonsense

anxiety, nervousness, weak expression of emotions.

stiffness, timidity, uncertainty

lethargy, passivity, indifference, slowness

seriousness with severe indecision

Communication: active, reactive, unproductive activity in communication,

passivity in communication with reduced mental activity.

- understands and maintains to the end of the task

Understands but does not save to the end

Partial adoption of the instruction

Does not accept

Normal to the end of the task

Moderate: Sweeping from the middle ___ /

end ___ task

Low

Leading hand -

Screening - School Readiness Survey

(N. Sema, M. Semago)

The proposed program gives only a sample of stimulusmaterial. Without changing the execution analysis systemeach time the following survey varies all the composition.tasks. So, in the task number 1, it can be changedterrates. Need to stick to a single strategIA: patterns should give the opportunity to evaluate thosewhether, which are contained in the tasks of this task. In task number 2you can change the number, the form of the presented figures. In taskNo. 3 Perhaps a change in the analyzed words (this is necessaryfall along with a speech therapisthow many are talking about sound analysis), the number of syllables(within the pre-school education program), availabilityor lack of empty squares. In task number 4, admissionmO change of encryption signs, location of signs in the figrAH (i.e., what kind of figure to leave empty), etc. Is notmay affect the estimate of the switching capabilities of rebenka, its tempo characteristics and performance.

Thus, the program is designed for repeatedpresentation.

PROGRAM DESCRIPTION

TARGET: Estimate the level of sciencethe concept of prerequisites for training activities: possiblywork in accordance with the front instruction,skills independently act according to the sample andtimate control, possess a certain level of performance, as well as to stop in the execution ofor other task and switch to execution. Thus, the formation of regulatorythe component of the activity as a whole. INoaking arbitrary regulatown activity as a primary component of the child's readiness for the beginning of education isthe basis of this program.

Tasks allow you to evaluate formedblue Operations Sound Analysis, Calculation Numberand quantity, formation of ideas "More -less". Jobs Nos. 2, 3 are shown infirst of all assimilate the child of the preparatory group or school preparation.

In addition, the level of development of motor skills, in particular shallow motility, the ability to keepsimple motor program in graphic activity(Task number 1), and also the possibility of copioset these features of graphics and quality graphic deitems in free drawing (Task number 5). Indirectly taken into account I.the level of formation of spatial representations,which are also an integral component of the Kognative child development.

In addition to assessing the results of the tasks performed, It is necessary to take into account the features of activity andthe nature of the child's behavior in the process of work. This isextremely important because, on the one hand, moreclearly detected "price" of the child's activities, his emotiononalny, "energy resource" costs, on the other - the appearanceit is possible to prognostic evaluation of behavioralbaby infections in group work.

General requirements for conducting Frontal examination

Specialist works with the detay, consisting no more than 12-15 people. Children Russfight at one one. Every child is givensigned form with tasks, two simple pencils Without elastic and one color pencil. Third I.the fourth task with explanation is partially drawn on Doske. The instruction is fed by short sentences, clearly,indebid and not fast.

All tasks (except for additional taskNo. 2) are performed by a simple pencil.In the course of performing tasks inobservation sheet specialist notes the features of the behaviorand the needs of children in help (additional servinginstructions, repetition, etc.) and the rate of activity of the child.In chapter"Other" it should be noted such manifestations in the process youfulfillment of tasks, as "cry", "began to laugh" (see below).

Each following task is fed aftereverything the children of the group finished performing the previous one, to excludejob number 4 (execution of this task is limitedin time two minutes,but children do not say about it). If a child is a long task, hisyou can ask to stop. Preferably especiallyeach child's tasks were celebrated insheet of observation.

Instructions are given with intonation strokes and Paucami (in the instructions such semantic stresses are highlightedin bold).

From a specialist required in advance Prepare all the necessary materials for work: reproduce the tasks forms, sign them(surname, child name, age - full of years and months). Typically, the time of working with tasks does not exceed 15 to 20 minutes.

TASKS

Pre-instruction. Now we will deal Look at the sheets in front of you. Slave we will all together. Until ii will not explain what it is necessary do, no one takes a pencil and does not start working tatt. We will start all together. I'll tell you when. Listen carefully.

Specialist takes a form of tasks and accentsthe attention of children on the first task.

Task number 1. "Continue pattern"

Purpose. Evaluation of the features of fine motor skills and arbitrary attention (retention both the instructions itself and the moveimmigration program), the ability to work yourself infront instruction mode.

Blanc shows samples of two patterns thatnok must continue until the end of the sheet, without taking out a pencilsha from a sheet of paper.

Specialistin no case should not when paying attention to children to patterns, in some wayon the the elements of the patterns are: "Looks like P, L", "Large M and small l » etc. Such rude simplificationtasks leads to the impossibility of adequate estimate youfulfill the task goals.

Instruction. Two patterns are drawn here. ( show on a finger for a finger place where the UDO is locatedry.)Take a simple pencil and continue patterns until the end of the line. First continue the first pattern (bycalling the first pattern), and when finished - continue those second pattern (shows the second pattern).When you are draw, try not to tear a pencil from foxes that paper. Take a pencil and start working . Take a simple pencil and continue patterns to string end.

Specialist observes how children perform tasks,notes in a sheet of observations, the features of the task and behavior of children. At the same time convenientflying between rows to see how children youfulfill the task who "slows down" who is in a hurry who is diverteither interferes with others. The only thing that is possible when performing any task is to calm the alarmingchild, without repeating his instructions. It can be skalight:"All is well, start working and do not worry, everything will work out, we will wait for you. " etc.

work, makes sense to say:"Who graduated, put pencils so I see you made the first task "

Purpose. Evaluation of the formation of recalculation skillslax 9, correlating numbers and quantity is depictedfigures. Evaluation of motor skills in the image of the figures.Determination of the formation of the concept of "more-less" insituations of "conflict" location of elements.

Instruction. Did everyone find the task number 2? Dump how many circles are drawn on the sheet, and write a digital rU (show - where on the form it should be writtenthe number indicating the number of circles)how many squares are drawn (show - whereblanca should write the appropriate number),and write sew the number of squares. Put a box with a color pencil where the figures are more. Take simple pencil and start working.

All task can be calmly repeated twice.

As well as in the first task, if necessaryyou can use stimulating help"You're well done, everything will turn out, do not hurry" etc.

When a specialist sees that someone from the children has already finishedwork, it makes sense to repeat:"The one who finished p. aBO tU, put pencils to ii saw that you sDE lali second task. "

Task number 3. "Words"

Purpose. Evaluation of the formation of a child of sound andsound accounting analysis of material supplied by rumor; Graphic formation, arbitrary regulation of own decaught.

To perform this task requires a preliminarynaya orientation of children.

Specialist on the board draws four squares, locatedfolded near horizontal. During the filing of instructionsit lifts letters to the appropriate squares, showschildren, how to put letters (or signs) in quadyou.

Instruction. Look at the sheet. Here is the task number 3. (show on the letterhead).And now look at the board.

Now I will say the word and bring each sound to my square. For example, the word house . (Pedagogueclearly utters the word house and demonstrates to children likemark sounds in squares).In a word HOUSE - three sounds: D, ABOUT, M. (fit lettersin squares).You see, here one square is superfluous. In it we will not celebrate anything. Since in the word The house is only three sounds. Squares may be pain see than sounds in the word. Be careful!

If you do not know how to write a letter, then just put a tick instead of the letter - like this (in squareson the board, letters are erased - one or two, and ticks are put on their place).

Now take a simple pencil. I will say words, and you - celebrate every sound in your square ke on a sheet (Show on Blancke, where you need to stap letters).

Started. First word - Ball start celebrating sounds ...

Second word - SOUP. Next, the teacher utters the restwords. If necessary, the word can be repeated, butdo not make it more than two or three times.

Words for Analysis: Ball, Soup, Fly, Fish,SMOKE.

Words for task number 3 are selected by a specialistpublication with a teacher-logoped and in accordance with Programmy educational institution.

Task number 4. "Encryption"

Purpose. Identification of the formation of arbitrary regulation of activity (retention of an activity algorithm),opportunities distribution and switching attention, slavereasonability, tempo and focusing activities.

Time to perform this task is hard limitya 2 minutes. After 2 minutes, all children should go to Job number 5.

On the blackboard there are four empty figures (square, rubbisholnik, Circle, Rhombus), which in the process of filing the instructions Specialist fills with appropriate signs, such as in the sample task (the first line of fourfigures).

This methodological manual shows one of the var.iANTS filling figures signs. Such options canmany. In accordance with the requirements of Pierre's techniqueshe-rizer shapes should be filled with signs, notreserving forms of the figures themselves (for example, in the circle not dmold be dots, and in a square - just lines, paralone of the parties). One (last) figure is always dolzna remain empty.

Finger by the beginning of the screening specialistwives in all blanks appropriately put"Tags" in the figures samples of this task.Tags must be clear, simple enough (cross, tick, point, etc.) and occupy the middle part of the figure, not approaching itedges.

Instruction. Now turn the sheet. Look those carefully. Figures are drawn here. In each of they are worth their icon. Now you will put in empty figures signs. It must be done like this: in each square to put the point (show S.pointing in the middle of the square on the board),in each triangle - vertical wand ( showing with a sign in triangnick),in the circle you will draw the horizontal naal wand (untilh)and the rhombick will remain empty. In it you do not draw nothing. You have a sheet it is shown to draw . Nag. do it's on a sheet (show your finger, raise those hand who saw).

All shapes need to fill in turn, starting with the very first row (accompanied by a hand gestureto the row of figures from left to right). Do not hurry. Be your attention clamps. Now take a simple pencil and start turn to work.

The main part of the instructions can be repeated twice:IN each Figure put your sign, fill out all the fig rye in turn.

From this point out the task execution time(2 minutes). The instruction is no longer repeated.

Specialist fixes in observation sheet Featuresperform the task and nature of the behavior of children. Work continues no more than 2 minutes. After this timeneither the teacher asks for all children to stop and stopblot: And now everyone put aside pencils and wind lee on me.

Purpose. General assessment of graphic formation, assessment of topological and metric (observicethe proportions) of spatial representations, the overall level of development.

Instruction. And now the last task. Ostav walked on a sheet place (show ) draw a person. Take simple pencil and start drawing.

The time of completing the last task in general is not limitedit does not make sense to continue executionmore than 5-7 minutes.

In the process of performing tasks, a specialist notes haracter behavior and work of children in the observation sheet.

Analysis of the results of tasks

Initially, an assessment of each task on the five-billionscale. Leave a level assessment.

Task number 1. "Continue pattern"

Successfully completed it is considered the option to continue the drawing, when the child clearly holds the followerin the first pattern, does not introduce additional cornerswhen writing a "acute" element and does not make the second elecop similar to a trapeze (evaluation -5 points) (Fig.1a). At the same time, an increase in the size of the elements ortheir decrease no more than 1.5 times and a single gappencil. This analysis provides an assessment of proposalmy sample program. In each case, changesor another task requires an additional assessment of a relationsinging the level of execution of a task with a score assessment. Byit is desirable that other tasks are built analogmanually, with the corresponding logcoy.

Considered permissible (if there are no pass dualelements, clearly hold their sequence) tothe second element had a "several trapezoid" form(Evaluation also5 points ).

Suppose also "care" strings no more than 1 cm upor down (fig.1A. 1 ). With larger "care" string or uvethe expansion of the patterns (but holding the program) is given- 4.5-points (Fig.1B). At the same time, since, the secondthe pattern is objectively more difficult to continue (copying), its execution may be less accurate. A pencil is allowed, the image of two large peaks as a capital printed letter M, and a small peaklike l (evaluation -5 points ). Support on familiar letterelements, even if they are a few different sizes and itselfthe string "lowers" or "rises", is considered to be, (in the event that such a support for familiar lettersit is an independent product of a child, and not a "vendor" of a specialist).

The correct implementation can be attributed to the rightsuch graphical activity of the child at which elepattern cops similar to M and L, remain differentthe magnitude and draws without a pencil separation (evaluation -4.5 points ). With a slight increase in the number of theseinaccuracies are estimated -4 point (Fig.1B 1 ).

Average successful (when performing the first pattern)performance is only with single errors (dual elements of the pattern, the appearance of unnecessary angles during the transition from the element to the element, etc.) when held in the further correct rhythm pattern. When performing the second patternsuppose a slightly greater variation of the elementsalso, the presence of single execution errors (evaluation -3 points ) (Fig.1 B. , 1 B. 1 ).

Unsuccessful An option is considered when the child doeserrors in the execution of the first pattern (extra elements, lowerstraight corners), and in the second pattern rhythmically repeats,combination of equalno.- Big and small elementsedents. For example, small peaks can be two, and large one, or it is alternating a big and small peak simplify Graphic Program and Looking For Her First Pattern (Evaluation -2.5 points ) (Fig. 1g).

The presence of also isolated writing elementscops (gaps) is considered unsuccessful and evaluated in2Ball (Fig.1G. 1 ).

The impossibility of holding the program, including "officon »Patterns to the end of the string, or permanent availabilityadditional Elements, and / or Fresh Pencil Out"Pronounced changes in the size of the pattern, or a complete absenceany specific rhythm considered unsuccessful (assessed as1 point ) (Fig.1d, 1d 1 ).

If the child does not fulfill the task or starts and throws, doing anything with his own business, - Evaluation0 points .

Task number 2. "Call and compare"

Successful implementation It is considered the right convertfigures within "9", the correct correlation of the number and quantity, the formation of the concept of "more - less". Digitalry "9" and "7" must be depicted on the relevantmesaland B. the corresponding half of the sheet, and the label, wheremore, must be made by color pencil. In thatthe case is assigned an estimate5 points .

If the label is donesimple pencil, the estimate can be reduced, but notmore than 0.5 points (evaluation4.5 points ). The same assessment(4.5 points) it is given if the decision is correctthe numbers are located in the right places, but depicted withturn 180 ° (inversion in space). Availabilityone - two independent corrections or one errorperformance is evaluated in4 points .

Average successful implementation it is considered to be up to threeerrors in the task execution. It can be;

incorrect recalculation on one of the half of the sheet;

incorrectly selected place for writing numbers;

label simple, andnot color pencil, etc.

If there are two errors (one of them is in terms of, and the other - in the place of writing the numbers and / or inversion in writing) is the evaluation -3 points .

Unsuccessful implementation the presence of three ohside or combination of two errors and incorrect graphics numbers,including inverted writing numbers that evaluatedb.2 points.

IN 1 point the wrong crossing is estimatedfigures (on both sides of the vertical feature on the sheet),invalid ratio of the number and numbers and inability to portrayrelevant numbers on paper.

If at the same time the child does not even notices the side of the sheet, onwhich turned out more figures (that is, here you canrATING ABOUT NUTFORMATION OF THE CONCEPT "MORE-LET" eitheroh, the inability to keep the task), evaluationAbout points.

Task number 3. "Words"

Successful implementation (Evaluation5 points ) considerunmistakable filling of squares letters or replacement of individual "complex" letters in the required amountcancel and without skips. Important and lack of filling rebenque those extra squares, which (in accordance withsoundless analysis of the word) should remain emptymi. At the same time, single independent uses are allowed.board.

IN 4 points it is estimated to be accomplished, in whichthe child allows one error and / or severalcorrections, and also if the child does everything correctly, but instead of all the letters in all the analyzed wordscorrectly stifles icons, leaving empty necessarysquares.

Average successful the filling of the squares andletters and checkmarks with the presence of up to three errors, includingincluding vowels. This is permissible one - twoindependent corrections. This implementation is evaluatedsia B.3 points.

Unsuccessful It is considered to be improperly fillingtikov only checkboxes in the presence of three errors and one -two own corrections (evaluation -2 points ).

In 1 point it is estimated to be improper filling of square letters or ticks (three or more errors), that is, inthe case when obviously insufficient formation of sound accounting is observed.Inaccessibility to perform the task as a whole (tick orletters in separate squares, checkboxes in all squaresregardless of the composition of the word, drawings in the squaresetc.) is estimated atABOUT points.

Task number 4. "Encryption"

Successful It is considered an error-free filling of the geometryfigures in accordance with the sample for 2 minutes (evaluation -5 points). Permissible own singlecorrection or a single skip of the filled figure.At the same time, the graphics of the child does not go beyond the figure andtakes into account its symmetry (graphic activityformed in visually - coordination components).

One random error (especially at the end when a child ceases to turn to filling standards) orthe presence of two independent corrections is estimated in4.5 points .

With two passes of filled figures, corrections orone - two errors in filling out the quality of execution fordenmark is estimated by B.4 points . If the task is performed withoutmistakes but the child does not have time to finish it to the end in the time allotted for this (it remains unfilled not bomore than one line of figures), the estimate is also4 points.

Average successful is such an execution whennot only two skipping filled figuresboard or one - two errors in filling, but alsohaya filling schedule (outlet of the figure, asymmetry of the figure, etc.). In this case, the quality is performedtasks is estimated at3 point. IN3 points evaluctors are also evaluated (or withno error) Filling figures, but skipping a whole line or part of the string. As well asone thing is two independent corrections.

Unsuccessful it is considered to be execution whennoah - two errors in combination with bad filling graphicsand the child's pass did not have time to fulfill all the task for the allotted time (it remains unfilled more than polowines of the last string). This option is evaluatedb.2 points .

Rated in1 score such an embodiment whenthere are not appropriate tags in the figures,the child is not able to keep the instructions (that is, startsfill out all the circles first, then all squaresetc., and after the teacher's comment continues to performtask in the same style). If there are more than two errors (notcounting fix), even if all the task is completed, yesalso also1 score

Special attention should be paid to such results.execution when a child does not have time for the allotted timemake a task entirely. It can characterize aslow rates of activity, the difficulty of the assignment itself andfatigue of a child (since this task goes one oflast).

The pace of execution of this task must be compared(including on a sheet of observations where you can notedoes the child manage to perform tasks at the same time fromgimi children or each task it performs slower than others) with the paceother tasks (in particular, Job number 1). If the task number is4 it is much slower than everything else, it says about a high "price" of such activities, that is,compensation difficulties due to reductiontemp. But this is a reflection of physiologicalneotable child to regular training.

If it is impossible to task as a whole (for examplemeasures, the child began to do, but could not finish even one line, or did a few wrong fillings in different angles and did nothing more, or made it manyerrors) is given an assessment.About points.

Task number 5. "Figure man"

This task is a reflection of both the formation of actual graphical activities and maturity motivational and cognizernoah sphere baby. Since this task is the last,and is not educational, discrepancy is possiblebetween the quality of graphic execution of tasks number2, 3 and quality Actually drawing.

In general, the quality of the drawing (the degree of drawing of the detachmentlei, eye, mouth, ears, nose, hair, and not stickcourse, and bulk hands, legs and neck) testifieson the maturity of graphic activities, formedrepresentations about spatial characteristics andthe footing proportions of the human body. Similar risoman with the presence of the above features,considersuccessful and regulatory (Rated in5 ball fishing) (Fig. 5a).

At the same time in the drawings of girls legs can be closeddress, and shoes "look out." Number of fingers onhand may not match five, but it is important to marveltick so that they were not sticks sticking out of the hands, but somesomething like brushes, even if the "veasky". Forestimates B.5 points must be generally observed properface and body.

IN4 points less proportional drawing is estimated,in which there can be either a big head or toolong legs. Next, as a rule, is absent, andimages brushes may not be, although the body is dressed, and the handsand the legs are volumetric. On the face when evaluating in4 point shouldbasic details will be drawn, but may be absent,for example, eyebrows or ears(Fig. 5b).

Average successful is more conditional executionpicture of man (for example, face schematic - onlyoval, lack of pronounced body contours). Task in thisthe case is estimated by B.3 - 3,5 point. Unnaturalnessfastening hands and feet, drawing legs or hands in the form of directlycalves without fingers or feet is estimated at3 points. Failure to comply with the basic proportions is also considered conditionalpermissible (evaluation3 points) (Fig.5V).

Unsuccessful it is considered a coarse violation of the charterimage of a man in general or individual parts,it is estimated by B.2.5 points (Fig.5g). If additionalnot yet drawn to this Hair, ears, hand brushes, etc. - Figure is evaluated in2 point.

An image of a person in the form of several ovals and nothow many sticks, as well as hands and legs in the form of sticks (lines), The combination of ovals and chopsticks even in the presence of separatedamn face and two or three fingers - all this is consideredinappropriate fulfillment requirements and is estimatedin1 point (Fig.5d).

Fully unsuccessful and estimated by B.About points representedan image of a person in the form of a "champion" (Fig.5e).

Evaluation of the results of the child's fulfillment of all tasks determined by the amount of points for all sets .

Evaluation Behavioral Feature Children

IN Process Hold Screening

It is extremely important that, in addition to the assessmentactually the performance of tasks, in totalwhatever readiness indicator takes into account behavior Features of the child in the process of performing work, whichrye are reflected in the observation sheet.

The observation sheet is a form in whichcustomized data are given And, moreover, the features of the child's activities are noted.

They are grouped in the following assessment directions.

In graf"Need additional help" specialist notes those cases when the child is repeatedlyassistance is required in the process of performing tasks. Childhimself calls an adult and asks him to help or can notstart working without adult stimulation - inanyway, if a childmore than one-time ponaachieved additional assistance to adult, opposite itsurnames in this graph is affixed by the sign "+". At the same time, if the child needs help with youthe oppression of each task is additionally in the column"Dru goe " this feature is noted (for example, "needspermanent help "," can not work independently ", etc.).

In graf"Works slowly" specialist notes thosecases when the child does not fit at that timejobs, which is enough for all children of the group. If athe child has to wait and it is observed when workingmore than with one the task, in this column opposite the child's surname, the sign "+" is set. When a child for kakim or reasons do not begin to perform the task and specialist need to additionally activate it, it is rathercan be attributed to the need for additional assistance thanto a slow pace of execution.

If athe child is cleared, interferes with the other , can't focus himself, shrivened, distracting, T.p., it is noted in the appropriatecolumn. If such behavior is noted onmost of the work, this fact must be necessarily marked in the column"Other".

In graf"Other" must also be markedfeatures of the child's behavior:

full failure or a pronounced negative attitude to the process itself;

the child burst out and can not stop;showed a stormy affective reaction or requires some particular additional assistance from the adult;

demonstrates complete misunderstanding of what is happening.

In any case, if in the column"Other" marked at leastone feature that elames the child is counted as an additional gagging moment and marksanother sign "+".

Thus, in a sheet of observations can be markedtwo, three or four behavioral features (signs +), characterizing his immaturity. The more such signsMoreover, the child should consider the child to top training. The number of additional features determinecorner rective coefficients when removing the overall final assessment of the child's readiness to the beginning of school learning.

Correction coefficients defined traceway:

If the observation sheet is markedone sign behaviordifficulties (no matter what), then the total pointssmiling on the coefficient0,85.

two sign behavdeddifficulties (no matter what), then the total score,received by the child for performing all tasks multipliessmiling on the coefficient0,72.

If the sheet of observations markedthree sign, notesbehavioral difficulties, then a total score multiplysmiling on the coefficient0,6.

If the sheet of observations markedfour sign of behavioral difficulties, then the total scoreka received by the child for the performance of all tasks cleverlyit grows on the coefficient0,45

Total Evaluation Execution Tasks

Execution of all tasks is estimated in four levels - depending on the total typea child of a score, taking into account the correction coefficients evaluation of the behavior of the child in the process of work.

1st level. Readiness for the beginning of regular training inschool.

2nd level. Conditional readiness for the beginning of training.

3rd level. Conditional unpreparedness to the beginning of the regularlearning.

4th level. Noteply at the time of examinationalu regular learning.

Readiness for the beginning of regular training (1st level):from 17 to 25 points.

Conditional readiness for the beginning of training (2nd level):from 14 to 17 points.

Conditional unpreparedness to the beginning of regular training ( 3rd level): from 11 to 14 points.

Unpreparedness to the beginning of regular training (4th levelny): Total estimate below 10 points.

An example of a score assessment of the results obtained

Maxim C, 6 years 1 month.

Results of test tasks (in points):

Task number 1."Patterns": 4 points.

Task number 2."Call and compare": 5 points.

Task number 3."The words": 4 points.

Task number 4."Encryption": 4.5 points.

Task number 5."Picture of man": 3.5 points.

The total estimate of the execution: 4 + 5 + 4 + 4.5 + 3.5 \u003d 21 points.

Number of behavioral difficulties: "+" in the column"Interferes with other children" and "+" in the column"Other" so M.i went to other children most of the time. Correctsfull-handed factor: 0.72.

Summer Point Evaluation of Maxim Readiness: 21 X. 0,72 = 15.12 points. The child is conditionally ready for the beginning of training.

Analysis of this example

It should be borne in mind that Maxim C. At the time of the area doves - in February Month - turned only 6 years and 1 month. His behavior can be explained by capital regulatory maturity, which is permissible for this age.

In case, for the remaining school in school in aramy (7 months) will not happen a qualitative shift in the formation of arbitrary regulation of its own behavior dénia, the child will be in the school risk group eCADATING SERVICE ON behavioral aspects. This fact and was recorded in the observation sheet and indirectly reflected i am in assessing the quality of graphics activities (3.5 points).

Potential cognitive features of the child in d residual degree correspond to age.

According to the results of the level assessment We can say that children who received in reasult of the studytotal points B. range from 17 to 25, ready (regardless of theirrasta at the time of the start of school learning) to study inschool. Generallysuch children show enough adaptschool and educational process as a whole. D.wet of this group do not needadditional in-depth psychological examination,oriented to some more thorough assessment fromsides of their development.

Analyzing the quality of tasks and behavioralfeatures of children who scored a total estimatefrom 14 to 17 points, you can partly predict them not onlydifficulties at the start of regular training (that isa group of risk on school dezadaption), but also a preferential direction of this deadaption.At the same time painchildren's tire will be able to adapt to the beginning of education (September - October) without additionalaid help of specialists, mainly at the expense of grawerethefully organized pedagogical impact. If ait is possible, it is advisable to hold an in-depth psychological examination of these children.

Children whose total score gets in the range11-14 points, need help of specialists (speech therapist, psychologist, nedagoga), and they must necessarilyto be surveyed with a psychologist in order to identify compensatory capabilities and ways to help. It is likely thatthis child makes sense to send to the Psychological Center or on the PMPC to address the issue of choosingmethods and methods of correctional work.

Child who is gainingless than 11 points, in obligatorynome order should be examined by a psychologist, and with notbypass - spend or defectologist yet inschool institution, and he urgently neededcorrectional assistance.

At the same time, if the child is onthe start of the start of school learning has already been 6.5 years old,he is obliged to adopt into a general education institution at the place of residence, regardless of the results.there is no assessment of its capabilities.

1.

2.

3.

Sections: School psychological service

A child is given a sheet of paper, a simple pencil.

Instruction. "I read the words that you need to remember well and repeat to me at the end of the class. There are a lot of words, and so that you feel easier to remember them, you can draw something on a piece of leave that you will remind you every one. But you can only draw pictures. , not letters. Since words are quite a lot, but only one words, try to place pictures so that all of them fit on it. Do not try to raise pictures, the picture quality is not important, it is only important that they correctly transmitted the meaning of the "words" correctly.

Set of words: Cheerful boy, tasty lunch, strict teacher, challenging work, cold, cold, deception, friendship, development, blind boy, fear, funny company.

The most disliked

Instruction. One of the figures (any) is taken out of the row, put closer to the child and ask: "Find among the other figures most unlike this. The most dislike - only one." The figure specified by the child is put next to the sample figurine and ask: "Why do you think these figures are the most unlike?" Each child performs a task with 2-3 figures.

If a child has difficulty, an adult can help and, pointing to two figures, differing in one parameter (for example, a large and small blue square), ask: "What do these figures differ from each other?". You can also help allocate other signs - color and shape.

Sequential pictures

Instruction. "Look at these pictures. What do you think about what is told about? And now there are cards so that a connected story turned out."

If a child can immediately determine the content of the situation, he can help with questions: "Who is depicted? What do they do?" etc. After making sure that the child understood the total content of the pictures, suggest decomposing them in order: "Scroll through the picture so that it is clear to which one of them begins this story and what ends." In the process of work, the adult should not interfere and help the child. After the child finish laying pictures, he is asked to tell the story, which turned out as a result of the scenario, moving gradually from one episode to another. If an error is allowed in the story, then the child point to it in the process of the story and they say that it cannot be so that that the firefighters would put out a fire, and then he arose, or to first stepped in a chicken, and then she appeared again in a basket. If the child does not correct an error correctly, the adult should not shift the pictures before the end of the story.

Graphic dictation.

After the leaves are retained by the sheets, checking gives preliminary explanations: "Now we will draw different patterns. We must try to be beautiful and neat. For this you need to listen to me carefully - I will talk at how many cells and in What kind of way you should carry a line. Conduce only those lines that I say. When you spend, wait until I inform you how to carry out the following. The following line should be started where the previous one has ended, without breaking the pencil from paper. Everyone remembers Where is the right hand? Pull the right hand to the side. See, she points the door. When I say that you need to hold the line to the right, you will spend it to the door (on the board, in advance for the cells, the line is held on the left for the right in one cell) . This I spent a line on one cage to the right. And now I do not take off my hands, I spend two cells up (the corresponding line is drawn on the board). Now pull the left hand. You see, it shows the window. So I , without taking hands, I spend the line on three cells to the left - to the window (on the board the corresponding line). Everyone understood how to draw? ".

After the preliminary explanations are given, go to drawing a training pattern. Checking says: "We start drawing the first pattern. Place the pencil on the upper point. Attention! Draw a line: one cell down. Do not break the pencil from paper. Now one cell right. One cell up one cell right. One cell down. One cell right. One cell down. Continue to draw the same pattern for yourself. "

When dictation, it is necessary to make enough long-term pauses so that the children have time to finish the previous line. On the independent continuation of the pattern is given to one and a half - two minutes. Children need to explain that the pattern does not have to go through the entire width of the page. During the drawing of the training pattern (both under the dictation, as well as on its own), the assistant walks around the ranks and corrects the mistakes allowed by children, helping them to accurately execute instructions. When drawing subsequent patterns, such control is removed, and the assistant monitors only so that the children do not turn their leaves and started a new pattern from the desired point. If necessary, he approves timid children, but no specific instructions gives.

After the time allotted for an independent pattern, checking says: "Now put a pencil to the next longing. Prepared! ATTENTION! One Cell up. One cell right. One cell is up. One cell right. One cell down one cell right. One cell Down one cell right. One cell up. one cell right. And now continue to draw the same pattern. "

By giving children a half-one-two minutes to an independent continuation of the pattern, checking says: "Everything, this pattern does not need to draw. We will draw the following pattern. Raise the pencil. Put them on the next point. I start to dictate. Attention! Three cells up. One cell right. Two cells down. One cell right. Two cells up. one cell right. Three cells down. one cell right. Two cells up. one cell right. Two cells down. one cell right. Three cells up. Now you will continue to draw This pattern. "

After a half-two minutes, the dictation of the last pattern begins: "Put a pencil on the latest point. Attention! Three cells to the right. One cell is up. One cell left (the word" left "is highlighted by voice). Two cells up. Three cells right. Two cells Down. One cell left the word "left" is allocated by voice). One cell down. Three cells to the right. One cell is up. one cell left. Two cells up. Now you yourself continue to draw this pattern.

After the time expired on the independent continuation of the last pattern, checking and the assistant collect leaves in children. The total time is usually about 15 minutes.

Tests of school motivation

Set the child the following questions and write down the answers received.

1. Do you want to go to school?
2. Do you want to stay in kindergarten for a year (at home)?
3. What do you like most like in kindergarten (at home)? Why?
4. Do you like when you read books?
5. Do you ask you to read the book?
6. What are your favorite books?
7. Why do you want to go to school?
8. Are you trying to quit the work that you can't work?
9. Do you like school uniform and school supplies?
10. If you are allowed to wear a school uniform at home and use school supplies, and you will be allowed to go to school, then it will suit you? Why?
11. If we are going to play school now, who you want to be a student or teacher?
12. In the game to school that we will have longer - lesson or change?

Test Lestenka.

Show the baby to the ladder and ask him to place all children familiar to you on this ladder. On the three upper steps, children are good: smart, good, strong, obedient - the higher, the better ("good", "very good", "the best") and on the three lower steps - bad. The lower, the worse ("bad", "very bad", "the worst"). On the mid-step, children are not bad and bad. What step do you put yourself on? Why?

Then ask the child question: "Are you so really or would like to be like that? To make what you really and what I would like to be." After that, ask: "What step would be a mother (dad, grandmother, teacher, etc.) would put you on what step.

Analysis of the results.

Pictogram

Method for studying indirect memory, figurative thinking. A child is given a sheet of paper, a simple pencil.

Test. Adult reads the word, and the child draws. Each drawing is given to 1-2 minutes. Adult looks attentively while the child wrote the letters, and painted. After the end of the work, the adult should numbered the drawing so that it can be seen what drawing to what word to treat. After 20-30 minutes after the end of drawing, children presented their sheets of paper with drawings and asked them to, looking at their drawings. They remembered the words that adult dictated them. The number of correctly reproduced words, as well as the number of errors count and record. If, instead of the word "separation", the child says "parting" or instead of a "delicious dinner" - "Sweet dinner" is not considered a mistake.

For children, 6-7 years old will reproduce 10-12 words from 12. On the development of figurative thinking, the character of the drawings is indicated, namely: the connection is with the theme, the reflection of the essence of the subject.

Execution levels:

• Below the average - drawings are little related to with the topic, or this connection is superficial (but the word "cold" child draws a tree and explains that he is also cold).
• Middle level - adequate drawings for simple words and failure or literal, specific reflection of complex words (for example, development).
• High level - drawings reflect the essence of this item. For example, for a "delicious dinner" can be drawn or cake, or a table with some kind of dish, or a plate with food.

It is necessary to note those cases when the child draws practically the same type, few unrelated with the content of the word drawings, but at the same time correctly reproduces words. In this case, this is an indicator of good mechanical memory, which compensates for an insufficient level of thinking.

The most disliked

L.A. Wagner

Allows you to study the thinking and perception of children.

Test. In front of the child, 8 geometric shapes are laid out:

• 2 blue circles (small and large) 2 red circles (small and big),
• 2 blue squares (small and large), 2 red squares (small and large).

Children 6-7 years old are delayed by the following parameters: Color, quantity, shape - and focus on weighing these parameters when choosing figurines.

The level of completion of the task is determined by the number of signs that the child is focused when choosing the "most unlike" figures and which he called.

• Below the average - The prevalence of choice one sign without the name is a sign.
• Average level -the predominance of selection on two features and the clogging of one.
• High level -the predominance of selection by three features and the recording of one - two.

Sequential pictures

The technique is aimed at studying verbal and logical thinking. The child is offered a series of pictures (5-8), which tells about some event. Sequential pictures of D. Vexler test: Sonya, fire, picnic.

Test. In front of the child in random order laid out pictures.

Analysis of the results. When analyzing the results, it is primarily taken into account, primarily the correct order of the pictures, which must comply with the logic of the development of the narration.

The child must be located not only in logical, but also in the "everyday" sequence. For example, a child can put a card on which Mom gives the girl a medicine, ahead of the picture, on which the doctor inspects her, motivating this by the fact that the mother always treats the child herself, and the doctor calls only to write a certificate. However, for children over 6-7 years, this answer is considered not correct. With such mistakes, an adult can ask the child if he is sure that this picture (showing which one) is in its place. If a child can not put it correctly, the examination ends, but if it corrects the error, the task is repeated with another set of pictures.

Execution levels:

• Below average - The pictures are laid out in random order, and the story is drawn up.
• Average level - Pictures are declined and described by following everyday logic.
• High level - Children lay out and describe pictures, following the logic of the depicted content.

Graphic dictation.

The technique is aimed at identifying the ability to listen carefully and accurately perform the instructions of an adult, correctly reproduced on a sheet of paper a predetermined line direction, independently act as an adult instruction.

The technique is carried out as follows. Each child is issued a tetrad sheet into a cell with four points deposited on it (see Fig.). In the upper right corner, the name and name of the child are recorded, the date of the survey, if necessary, additional data is recorded. After the children are distributed to all children, checking gives preliminary explanations.

Processing results.

The results of the execution of the training pattern are not estimated. In each of the subsequent patterns, a reconnaissance of the dictation and the independent continuation of the pattern is estimated. Evaluation is made on the following scale:

• The exact playback of the pattern is 4 points irregularity of lines, "trembling" line, "dirt", etc. Not taken into account and the rating is not reduced).
• Playback containing an error in one line - 3 points.
• Playback with multiple errors - 2 points.
• Reproduction in which there is only the similarity of individual elements with a dictate pattern, - 1 point.
• No similarity even in separate elements - 0 points.
• For the independent continuation of the assessment pattern is set on the same scale.
• Thus, for each pattern, the child receives two estimates: one - for the execution of dictation, the other - for the independent continuation of the pattern. Both they range from 0 to 4.

The final assessment of the work under dictation is derived from three appropriate estimates for individual patterns by summing up the maximum of them with the minimum, there is an estimate that occupies an intermediate position or coinciding with the maximum or minimum, is not taken into account. The resulting estimate may vary from 0 to 7.

Similar to the three estimates for the continuation of the pattern, the final one is output. Both final estimates are summed up, giving a total score (Sat), which can vary in the range from 0 (if 0 points were obtained for the dictation, and for independent operation) to 16 points (if there are 8 points for both types of work).

Test questionnaire on determining the formation of the "inner position of the schoolchild".

Answers to Questions No. 1, 2, 3, 4, 5, 10, 11, 12 are taken into account.

With the formed "internal position of the schoolchildren," answers to questions will be such.

№ 1 - I want to go to school.

No. 2 - Does not want to stay in kindergarten for a year (at home).

№ 3 - those classes on which they taught (letters, numbers, etc.)

No. 4 - I love when books read me.

No. 5 - I ask me to read me.

No. 10 - no, it does not suit, I want to go to school.

№ 11 - I want to be a student.

No. 12 - Let it be longer lesson.

Test Lestenka.

In the process of performing this task, watch the child: whether he fluctuates, hesitates, argues his choice, asks questions, etc.

If the child is not thinking, puts himself at the highest step, believes that Mom (another adult) estimates him as well as arguing his choice, referring to an adult's opinion: "I am good. Good and no more, this mother said," then you can It is suggested that he has inadequately overestimated self-esteem.

You can talk about high self-esteem, if, after some thoughtful and oscillations, the child puts himself at the highest step, calling his shortcomings and mentioned perfect misses, explains them by external, independent of him. The causes and believes that the assessment of adults in some cases may be somewhat lower than its own: "I, of course, is good, but sometimes I'm lying. Mom says that I am inaccurate."

If, by thinking about the task, he puts himself at the 2nd or 3rd step, explains his actions referring to real situations and achievements that an adult assessment is the same or lower, then we can talk about adequate self-esteem.

If the child puts himself to the lower steps, does not explain his choice either refers to an adult's opinion: "Mom said so", then this testifies to the underestimated self-esteem.

If the child puts himself on the mid-step, it can say that he did not understand the task or does not want to perform it. Children with understated self-esteem due to high anxiety and insecurity often refuse to fulfill the task, all questions answer "I don't know.".

Inadequately overestimated self-esteem is characterized by children 4-5 years old: they do not see their mistakes, they can correctly appreciate themselves, their actions and actions. Senior preschool children are able to analyze their activities and relate their opinions, experiences and action with opinions and assessments of others, so self-esteem is 6-7 years old becomes more realistic, in the usual situations, the usual activities is approaching adequate. In an unfamiliar situation and unusual activities, their self-esteem may be overestimated.

An understated self-esteem in preschool children is considered as evidence of the dysfunctional emotional personality development.

Literature.

1. The program of upbringing and learning in kindergarten. Pedagogical diagnosis of children's development before entering school. Ed. TS Komarova and O.A. Solomennikova Yaroslavl, Development Academy 2006)

2. Handbook of primary school psychologist. IS HE. Istratova, T.V. Esachatoy. Edition 4th. Rostov-on-Don "Phoenix" 2006

3. Preparation for school. Developing tests and exercises. M.N. Ilina Moscow, St. Petersburg, Nizhny Novgorod, Voronezh, Rostov-on-Don, Yekaterinburg, Samara, Novosibirsk, Kiev, Kharkov, Minsk. Peter 2004

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Ministry of Education and Science of the Russian Federation

federal State Budgetary Educational Institution of Higher Professional Education

"Omsk State Pedagogical University"

Faculty of Ndiso

Package of diagnostic techniques for determining the readiness of the child to school

comm 2013.

I. Diagnosis of child's intellectual readiness for school

1. Test for the study of arbitrary attention "Yes and No" N.I. Gutkina

The technique is designed to study arbitrary attention and memory when determining the readiness of children to school.

The progress of the task.

The teacher refers to children with the words: "Now we will play the game in which the words" yes "and no" cannot be pronounced. Repeat, please, which words cannot be pronounced. " (Child repeats them.) "Now be attentive, I will ask you questions, answering which the words" Yes "and" No "cannot be pronounced. Clear?". (The test confirms that he is all clear.)

1. Do you want to go to school?

2. Do you like when you read fairy tales?

3. Do you like to watch cartoons?

4. Do you want to stay for a year in kindergarten?

5. Do you like to walk?

6. Do you want to learn?

7. Do you like to root?

8. Do you like to play?

9. Are you sleeping now?

10. At night, the sun shines?

11. Do you like to go to the doctor?

13. Cows know how to fly?

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

15. Winter is hot?

16. Do you go to work?

17. Candies are bitter?

18. White grass?

19. Hairdresser treats children?

20. Your dad plays dolls?

Processing results.

The processing of the experimental material is carried out by counting the points accrued for errors, under which only the words "yes" and "no" are understood. For each error 1 point is accrued. If the child responds to all questions correctly, its result is 0. The worse the task is made, the higher the total score. The use of the children's spacious vocabulary (the words "Aha", "Na", etc.) is not considered as an error.

2. Diagnosis of an arbitrary sphere. Methods "courtesy" N.I. Gutkina

The technique is designed to diagnose the level of an arbitrary sphere and can be used when determining the readiness of children to school and is a well-known game, and which lead commands are performed only if he says the word "please". The content of the teams is associated with exercise: 1) "Hands ahead"; 2) "Hands on the belt, please"; 3) "Suc."; 4) "Hands to the sides"; 5) "Hands to shoulders, please"; b) "Jump"; 7) "Jump, please"; 8) "Stop jumping, please."

The success of the task is depends on arbitrary attention, memory, the implementation of the generated intention, i.e. all that determines the concept of "submission to rule"

Processing results is carried out by counting points accrued for errors under which the execution of the command without the word "please" is understood. Each error is estimated at one point. The worse the child coped with the game, the higher his total score.

3. Test for inspection of phonderatic hearing. "Find the sound" N.I. Gutkina

The technique serves to study the development of the speech sphere (inspection of phonmematic hearing). The experimenter tells the child that all words consist of sounds that we pronounce, and therefore people can hear and pronounce words. As an example, several vowels and consonant sounds are pronounced. Then he is offered to play "Hyperships" with sounds. The conditions of the game are as follows: each time agree, what kind of sound should be sought, after which the experimenter calls the test various words, and he must say, there is a wanted sound in the word or not (see Table).

Table 1

Words are pronounced very clearly, vowels are stretched. The desired vowel sound should stand under the stress. The subject is offered to repeat the word and listen to it. The protocol is recorded erroneous and correct answers. For each error 1 point is accrued. The smaller the total score, the better the phonderatic hearing is developed.

4. Diagnosis of the level of development of an arbitrary sphere. "Domik" N.I. Gutkina

The technique serves to diagnose the level of development of an arbitrary sphere and can be used in determining the readiness of children to school. Designed for children for 5-10 years.

The technique is a task to draw a picture depicting a house, the individual details of which are composed of elements of capital letters.

The task allows you to identify: the ability of the child to navigate in its work on the sample; The ability to copy it. These skills suggest a certain level of development of arbitrary attention; spatial perception; Senso motor coordination and fine motility hand.

A leaf with a "house" is put in front of the child. The teacher appeals to the child: "Do not hurry, be attentive, try so that the drawing is exactly the same as this sample. If you don't do something like that, it is impossible to wash the eraser. It is necessary to draw on top of the wrong pattern or relative to you. Task? Then proceed to work. "

Progress of work:

Before performing the task, the teacher refers to children with the words: "in front of you is a sheet of paper and pencil." On this sheet, they are asked to draw exactly what they see what they see in the picture.

Processing results:

The processing of the experimental material is made by counting points accrued for errors. As errors are considered:

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

b) an increase in individual parts of the drawing more than doubled with relatively proper preservation of the size of the entire drawing (points are accrued for each part) - 3 points;

c) incorrectly depicted element (smoke rings, fence - right and left side, hatching on the roof, window, pipe) - 2 points. The element is estimated in general. If part of it is copied correctly, 1 point is accrued. The number of elements in the details of the picture is not taken into account;

d) incorrect location of parts in space (fence is not on a common with the base of the lines of the line, the pipe offset, windows, etc.) - 1 point;

e) deviation of straight lines by more than 30 ° from a given direction (virtual and horizontal lines overlooking the fence) -1 score;

e) gaps between lines in those places where they must be connected (for each gap) - 1 point. In the event that the lines of hatching on the roof do not reach her line, 1 point is placed over all hatching in general;

g) if one line goes over another (for every seal), then put - 1 point. The hatching of the roof is estimated in general;

h) error-free copying of the pattern - 0 points. For a good execution of the figure exhibited "0". Thus, the worse it is set * the higher the total assessment obtained by the test. So, about the points is more developed arbitrary attention; 1-2 points - the average development of random attention; More than 4 points are a weak development of random attention. It is required to consider the age of the subject. Five-year-old children almost do not receive an assessment of "O", if the test for 10 years receives more than 1 point, then this indicates disadvantaged in development.

Some comments to the conduct of the technique.

If the child did not paint some elements, then it is proposed to reproduce them in the form of independent figures to check its ability to draw these elements. Their absence may not be associated with the development of arbitrary attention, but with the inability of their child to draw them - Tr., Circle, square, triangle, etc.). In the course of the child's work, a psychologist [fixes:

What hand he draws;

How it works with the sample: it often looks at it, performs air-line over the pattern of the sample, whether it becomes made with a sample or bows over memory;

Quickly (or slowly) conducts lines;

Is distracted during operation;

It is expressed or asked questions during drawing.

5. Methods "Graphic Dictation" D.B. Elkonina

Designed to study orientation in space. With it, it is also determined by the ability to listen carefully and accurately perform an adult instructions, correctly reproduced the specified direction of the line, independently act as an adult instruction. For the method of the method, the child is issued a tetrad sheet into a cell with a four-docks applied on it under each other. First, the child is preliminary explanation: "Now we will draw different patterns with you. We must try to get it beautiful and neat. To do this, you need to listen carefully, I will talk to how many cells and in which direction you have to carry out a line. Only the same line is held that I will say. The next line should be started where the previous one ends, without tearing a pencil from paper. " After that, the researcher, together with the child, find out where he has the right, where the left hand is shown on the sample how to spend the lines to the right and left. Then the drawing of the training pattern begins.

"We start drawing the first pattern. Put the pencil to the top point. Attention! Draw a line: one cell down. Do not tear off a pencil from paper. Now one cell is right. One cage up. One cage to the right. One cage down. One cage to the right. One cage up. One cage to the right. One cage down. Further continue to draw the pattern itself. "

When dictation, sufficiently long pauses are made. On the independent continuation of the picture of the child is given 1-1.5 minutes. During the execution of the training session, the researcher helps the child to correct the mistakes made. In the future, such control is removed.

"Now put the pencil at the next point. Attention! One cage up. One cage to the right. One cage up. One cage to the right. One cage down. One cage to the right. One cage down. One cage to the right. Now continue to draw this pattern myself. "

"Put a pencil to the next point. Attention! Three cells up. Two cells to the right. One cage down. One cell to the left (the word "left is highlighted by voice). Two cells down. Two cells to the right. Three cells up. Two cells to the right. One cage down. One cell left. Two cells down. Two cells to the right. Three cells up. Now keep yourself. "

"Now put a pencil at the lowest point. Attention! Three cells to the right. One cage up. One cell left. Two cells up. Three cells to the right. Two cells down. One cell left. One cage down. Three cells to the right. One cage up. One cell left. Two cells up. Now continue to draw the pattern itself. "

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

4 points - accurate patterns of the pattern (the irregularity of the line, "dirt" are not taken into account);

3 points - playback containing an error in one line;

2 points - playback containing several errors;

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

0 points - no similarity.

For independent task execution, the estimate goes on each scale. Thus, the child receives 2 estimates for each pattern, fluctuating from 0 to 4 points. The final assessment for the execution of the dictation is derived from the summation of the minimum and maximum assessment for performing 3 patterns (the average is not taken into account). Similarly, the average score for independent work is calculated. The sum of these estimates gives a final score that can vary from 0 to 16 points. In further analysis, only the final indicator is used, which is interpreted as follows:

0-3 points - low;

3-6 points - below average;

7-10 points - medium;

11-13 points - above average;

14-16 points - high.

6. Progressive matrices are equal

The battery of tests for visual thinking by analogy, developed by the English psychologist J. Equal. Each task consists of two parts: the main drawing (any geometric pattern) with a space in the lower right corner and a set of 6 or 8 fragments under the main pattern. Of these fragments, it is required to choose one, which, being put in place of the space, would definitely approach the drawing as a whole. P.M.R. We are divided into 5 episodes, 12 matrices in each.

P.M. P is widely used in many countries as non-verbal tests of mental giftedness. According to supporters of the concept of independence of thinking from speech, P.M.R (like other non-verbal tests) allow you to study intelligence in "pure form", eliminating the influence of language and knowledge. However, such a conclusion is not confirmed by modern psychological and electrophysical studies, testifying to the participation of internal speech in solving complex matrix tasks.

This technique is intended to estimate visual-shaped thinking from a younger student. Here, under visual-shaped thinking it is understood as it is related to the operating of various images and visual representations when solving problems.

Specific tasks used to verify the level of development of visual-shaped thinking, in this technique are taken from the well-known test. They represent a specially selected sample of 10 gradually complicating matrices equal

The child is offered a series of ten gradually complicating tasks of the same type: to search for patterns in the location of parts on the matrix (presented in the upper part of the specified figures in the form of a large quadrilateral) and the selection of one of the eight data below the drawings as the missing insertion to this matrix corresponding to its drawing (This part of the matrix is \u200b\u200bpresented below in the form of flags with different drawings on them). Having studied the structure of a large matrix, the child should indicate that of the parts (one of the eight below flags), which is best suited to this matrix, i.e. It corresponds to its drawing or logic of the location of its vertical parts and horizontally.

For all ten tasks, a child is given for 10 minutes. After this time, the experiment stops and determined by the number of properly solved matrices, as well as the total amount of points scored by a child for their solutions. Each correct, solved matrix is \u200b\u200bestimated at 1 point.

The correct solutions of all ten matrices are the following (the first of the numbers given below indicates the matrix number, and the second - to the correct answer: 1--7,2-6.3--6.4--1.5-- 2.6--5,7 - 6, 8-1.9-3,10-5.

Conclusions on the level of development:

10 points - very high

8-9 points - high.

4-7 points - medium.

2-3 points - low.

0-1 score is very low.

7. Methods "Sequential pictures" (offered from 5 years)

Equipment: drawing of four consecutive images. (Below are two options for pictures). Pictures are cut on the lines. It should be noted that this series with an explicit plot is easy. More complex options are pictures with a hidden plot, with an incomplete action.

Research objectives: Studying logical thinking, the ability to establish causal dependencies in a visual situation, to make generalizations, make a story on a series of consecutive pictures.

The procedure: in front of the child on the table, there are four pictures on the table and offer to consider them within 20--30 sec. Instruction: "All these pictures about one boy. Split them in order, which was first, that later." If the child does not start work, clarify: "What did a boy do first? Put this picture here, the first"; "And what then?". After the child decomposes the pictures, it is proposed to make a story on them.

Analysis of the results.

Children with normal mental development consider pictures with interest, understand the instructions and perform the task. They independently install the sequence of events, lay out pictures in the desired order, accompany their actions by speech. The quality of the story is Miscellaneous: from the miser description to the detailed story. Some children contribute to the story elements of their own experience or observations.

Children mentally retarded coping with this task much later (by 7--8). At 5--6, they are limited to the name of individual pictures ("Boy", "still a boy", "eats") with the help of leading issues. The sequences of the picture shown in the pictures are not installed. Help is not used.

Children with mental retardation show interest in the task. By 6 years, they are available to understanding the sequence of depicted events. However, when placing, they often need leading issues. Difficult to draw up a detailed story.

Annex to the methodology

8. Methods "Exception of the Unsuitable Picture"

Option 1.

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

Research objectives: Analytics-synthetic activity is investigated in visually perceived objects (first and second options) and on the basis of a mental representation (third option). Ability to make generalizations. Logic validity and focus. Clarity of representations. Use help.

Equipment: three drawings of different complexity. In the figure (Appendix 1), three squares, each four figures, one of which is not suitable for one attribute (size, color, form). Offered for children from 5 years. In the figure (Appendix 2) three squares, each four items: three single generic groups, and the fourth - another generic group. Offered for children from 6 years. In the figure (Appendix 3), three squares, each four words, concepts, one of which is not suitable. Offered for children from 7 years. Procedure: Alternately offers applications 1, 2, 3. When working with Annex 1 Instruction: "Tell me, what is not suitable here?". When working with an application 2, first ask to call, which is drawn, and then ask: "What is not suitable here?". Help: "Here are three subjects (pictures), something the same, and one does not fit. What?". When working with Annex 3, the researcher himself reads words, and then asks the child to call inappropriate to the rest of the word. With the right answer, asked to explain the choice.

Result analysis:

Children with normal mental development understand the purpose of the task and independently identify a sign that distinguishes the figure from the rest. Give a speech justification for the principle of outcome figures. In working with pictures is also able to make an independent generalization and substantiate the allocation of an inappropriate picture. When highlighting words-concepts, it is sometimes necessary to re-read. Supporting questions are sufficient for proper execution. It is necessary to keep in mind that the level of development of generalization at this age in children is different. Some immediately allocate essential signs, others pay attention to adverse signs. This indicates an insufficient formation of the highest levels of generalization. Nevertheless, children with normal mental development have no cases of inadequate fulfillment of this task.

Children mentally retarded do not understand the instructions and independently do not fulfill tasks. By 6--7, they visually allocate the amount, color, but it is difficult to give a speech generalization even with leading issues. Task (Appendix 3) At this age they are not available.

Children with mental delay understand the instructions, perform tasks (Appendix 1). The task (Appendix 2) on the establishment of generic groups and their substantiation causes difficulties. Organizing assistance is effective. Work with the allocation of words-concepts (Appendix 3) is performed with leading issues, repeated readings, explanations. Children are hampered with the explanation of the principle of allocation. They have the greatest difficulties with a speech justification.

Attachment 1

Appendix 2.

Appendix 3.

Option 2.

Source: Nomov R.S. "Psychology in 3 volumes." - M.: Vlados, 1995. - Volume 3, p. 148.

This technique is designed for children from 4 to 5 years old and duplicates the previous one for children of this age. It is designed to explore the processes of figurative-logical thinking, mental analysis and generalization operations in the child. In the method of children, a series of pictures is offered (Appendix 4), which present different items, accompanied by the following instructions: "On each of these pictures, one of the four items depicted on it is superfluous. Close carefully at the pictures and determine which item and why is superfluous. " The problem of the task is allocated for 3 minutes.

Rating results:

10 points - the child decided the task set in front of him during the time less than 1 min, calling unnecessary items in all pictures and correctly explaining why they are superfluous. 8--9 points - the child correctly decided the task during from 1 min to 1.5 minutes. 6--7 points - the child coped with the task during from 1.5 to 2.0 min. 4--5 points - the child solved the task during from 2.0 to 2.5 minutes. 2--3 points - the child decided the task during from 2.5 minutes to 3 minutes. 0--1 Ball - the child for 3 minutes did not cope with the task.

Conclusions on the level of development:

10 points - very high 8--9 points - high 4--7 points - medium 2--3 points - low 0 - 1 score - very low

Appendix 4 A.

Appendix 4 B. Additional materials to the method "What is superfluous?"

9. Methods "General orientation of children in the environment and the reserve of household knowledge"

This option method is intended for children entering school. To evaluate general orientation in the outside world and to clarify the stock of their household knowledge uses other lists of questions that follow further. Procedures for processing answers to them, evaluating points in points and evaluations on this basis of the level of psychological development of the child are identical.

The overall orientation of children, only entering school, in the surrounding world and assessment of the reserve of their household knowledge is carried out on answers to the following questions:

1. What is your name?

(The name of the surname instead of the name is not a mistake.)

2. How old are you?

3. What is your name to your parents?

(Cancellation of diminutive names is not considered error.)

4. What is the name of the city in which you live?

5. What is the street in which you live?

6. What is your room at home and apartments?

7. What animals do you know? Which of them are wild and what are homemade?

(The right thing is the answer in which at least two wild and at least two pets are named.)

8. What time of year appear and what time of the year leaves leaves from trees?

9. What is the name of the day when you wake up, have dinner and preparing to sleep?

10. Name the objects of clothing and cutlery you use.

(The correct answer is the one in which at least three items of clothing and at least three different cutlery are listed.)

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

For a response to each of the questions, the child is allocated for 30 seconds. No response during this time qualifies as an error and is estimated at 0 points.

Fully psychologically ready for training at school (under this technique) is the child who correctly answered all the questions, that is, in the end he received 10 points. During the time drawn to the answer, the child can ask additional questions that facilitate, but do not prompt the correct answer.

11. Methods "Nelpitsy"

With the help of this technique, elementary figurative views, a child about the world and about logical connections and relations that exist between some objects of this world are estimated: animals, their lifestyle, nature. With the help of the same method, the child's skill is determined to reason logically and grammatically correctly express their idea. The procedure for carrying out the methodology is such. At first, the child show a picture. It has several rather ridiculous situations with animals.

During the viewing of the picture, the child receives the instructions of approximately the following content:

"Carefully look at this picture and tell me, whether everything is in place here and is correctly drawn. If something does not seem like this, not in place or incorrectly painted, then we indicate this and explain why this is not. Next, you will have to say how to actually be. "

Note. Both parts of the instructions are performed sequentially. At first, the child simply calls all the misfortunes and indicates them in the picture, and then explains how it actually should be. The exposure time of the picture and perform the task is limited to three minutes. During this time, the child should notice as much ridiculous situations as possible and explain that not so, why not how it should be.

Rating results:

10 points - such an assessment is placed in the case if for the allotted time (3 min) he noticed all 7 available on the picture of the nonlapits, managed to satisfactorily explain what is wrong, and, in addition, to say how to actually be.

8-9 points - the child noticed and noted all the available nonsense, but from one to three of them failed to fully explain or say how to actually be.

6-7 points - the child noticed and noted all the available nonlapitsa, but three or four of them did not have time to explain and say how to actually be.

4-5 points - the child noticed all the available nonsense, but 5-7 of them did not have time for the allotted time to the end to explain and say how it actually should be.

2-3 points - for the allotted time, the child did not have time to see 1-4 out of 7 on the picture of the nonlampic, and before the explanation did not come.

0-1 Ball - For allotted time, the child managed to detect less than four of the seven available nonlamps.

Comment. 4 and above the point in this task the child can only get if it fully fulfilled the first part of the task defined by the instruction, i.e., found all 7 nonsense in the picture, but did not have time or called them, or Explain how to actually be.

Conclusions on the level of development:

10 points are very high.

8-9 points - high.

4-7 points - medium.

2-3 points - low.

0-1 score is very low.

12. "Remembering and Practice Points"

With this technique, the amount of attention of the child is estimated. This uses the stimulus shown below. The sheet with points is pre-cut into 8 small squares, which are then folded into the stack so that the at the top is a square with two points, and at the bottom - the square with ninepoints (all the others go from top to bottom in order with the number of points that are consistently increasing on them) .

Instruction. "Now we will play with you in the game of attention. I will be one for another to show cards on which points are drawn, and then you will draw these points in empty cells in those places where you saw these points on the cards. "

Next, the child sequentially, by 1-2 second, shows each of the eight cards with points from top to bottom in the stack in turn and after each next card is proposed to play seen points in a blank card for 15 seconds. This time is given to the child so that he can remember where the points were seen, and mark them in an empty card.

Assessment of results.

The amount of attention of the child is considered the maximum number of points that the child was able to play correctly on any of the cards (one of the cards on which the accurate number of points was reproduced). The results of the experiment are estimated in points as follows:

10 points - the child properly played the time on the card 6 or more points.

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

6-7 points - the child properly restored the memory from 3 to 4 points.

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

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

Conclusions on the level of development.

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

13. "Using 10 words" A.R. Luria

The adaptation technique of ten words allows you to investigate memory processes: memorization, saving and playback. The technique can be used to assess the state of memory, random attention, the depletion of patients with neuropsychiatric diseases, as well as to study the dynamics of the course of the disease and accounting for the effectiveness of drug therapy. The technique can be used for both children (from five years) and adults.

Instructions for children. "Now we will check your memory. I will call you words, you listen to them, and then you will repeat how much you can, in any order. "

Words read the subject clearly, slowly.

"Now I will call the same words again, you will listen to them and repeat - and those who have already called, and those who remember now. You can call words in any order. "

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

"Now I will again read the same words to you, and you must again repeat them, - and those that you have already called, and those who missed the first time. On a row, words are not important. "

The experience is repeated without instructions. Before the following 3-5 readings, the experimenter simply says: "Once again." After 5-6 multiple words repetition, the experimenter says to the subject: "In an hour you call the same words to me again." At each stage of the study, the protocol is filled. Under each reproduced word in the line, which corresponds to the number of attempts, the cross is put. If the subject calls "unnecessary" word, it is fixed in the appropriate graph. An hour later, the subject at the request of the researcher reproduces without preliminaryly reading the words that are recorded in the protocol with circles.

Test material.

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

Interpretation of results.

On the basis of counting the total number of reproduced words after each presentation, a schedule may be built: the horizontal is postponed the number of repetitions, vertically - the number of correctly reproduced words. In the form of a curve, you can draw conclusions regarding the features of memorization. So, in healthy children with each reproduction, the number of correctly named words increases, weakened children reproduce fewer quantities, can demonstrate a jam on unnecessary words. A large number of "unnecessary" words indicates dismissal or disorders of consciousness. When examining adults to the third repetition, the test with normal memory usually reproduces correctly up to 9 or 10 words.

The memorization curve may indicate a weakening of attention to pronounced fatigue. Increased fatigue is recorded if the subject (adult or child) immediately reproduced 8-9 words, and then, even less less and less (the curve in the chart does not increase, and decreases). In addition, if the subject reproduces less and less words, it may indicate forgetfulness and absentia. The zigzag nature of the curve indicates instability of attention. The curve having the form "plateau" testifies to the emotional lethargy of the child, the absence of his interest. The number of words, withheld and reproduced an hour later, testifies to long-term memory.

Patients of different nosological groups show the specifics in performing this task:

With crank-brain injury or neuroinfection, patients reproduce and remember the first and last words; In this case, the volume of the stored material from repetition does not increase;

With neurosis, the memorization of the slowdown, patients require a greater number of repetitions (compared to healthy) to memorize the total material; The memorization schedule has a zigzag nature and in the volume of stored material from repetition to the repetition, the trend towards exhaustion is manifested, which indicates instability and fluctuations in attention.

14. Request

This technique (E. Zambazhaviene, L. Chuprov, etc.) allows you to explore the child's ability to make conclusions by analogy with the proposed sample. Setting the task requires the formation of the ability to establish logical connections and relationships between concepts. It is possible to diagnose the ability of the child to save and use the specified way of reasoning. Relationships between concepts in each task are different, and if the child is not able to allocate essential signs in the concepts, it will build a conclusion based on the previous analogy, which will lead to an erroneous answer. Thus, the success of the implementation of the tasks of the methodology allows to draw conclusions about the level of development of verbal-logical thinking in such an indicator as a logical action - "conclusion".

The survey is carried out in an individual form, the time of answers is not limited. In case of explicit difficulties, a child has a psychologist to insist on response and tactfully go to the next task. Task text printed (or written) large on a sheet of paper. The psychologist loud clearly reads the task, the child, if he is already able to read, can follow the text.

The task is performed in several stages. At the first stage, the child is reported as follows: "Now we will select words to each other. For example, the cucumber is a vegetable. We must choose to the word" carnation "that suitable as the word" vegetable "to the word" cucumber " . Words are: weed, dew, kindergarten, flower, land.

The second stage (after pause). "Let's try: cucumber - vegetable; carnation -?" After a pause, all the words are read. "What word is suitable?" - We ask the child. Additional questions and explanations should not be given.

When performing tasks, stimulating assistance is possible. If the child has uncertainty in response, you can suggest it to think also to give the right answer. Such assistance is taken into account when calculating points. The faster the child refuses to help and starts to independently perform the tasks, the higher its learningability, therefore, we can assume that it quickly remembers the problem solving algorithm and can act according to the sample.

Assessment of results.

1 point - performing a task from the first presentation;

0.5 points - the task is made from the second attempt, after the psychologist was assisted.

You can interpret quantitative results, according to L. Transfer, E. Mostyukova, L. Chuprov. A high level of success - 7 or more points, children have such a mental operation as "conclusion".

The average level is from 5 to 7 points: the implementation of the mental operation is carried out by children in the "zone of the nearest development". In the process of learning, in the initial period, it is useful to give such children individual tasks for the development of mental operations, providing minimal assistance.

Low level - less than 5 points, children have practically no skills of mental operations, which makes special requirements for the development of logical thinking skills in educational cognitive activities.

15. Adjustive perception of quantity

Two handguides of matches are laid on the table: near the child and naughty themselves.

Instruction: "You take from here as many matches as I will take. After that, we hide the matches into the cam, and at the expense of one-two or three open the palms. " At first one match is taken, a few seconds are shown a child, and the palm is compressed in a fist. The child does the same. Child errors are not corrected. Thus, the child is imposed up to five matches of the corrosion without repetitions.

Final level:

High - if the child is able to accept 4-5 matches one attendance

Average - if the child accepts 3 matches at once

Low - 1-2 matches

16. Methods "Riding on tracks"

Material: 2 drawing options, pencil

Instruction: "Let's imagine that you are a driver and you need to drive up to this house (show in option b)." At the same option, I draw, explaining: "You will go like this: the pencil should not be off the paper, otherwise it turns out that the car took off. Try to go carefully, so that the car does not move from the road. "

Final level:

High - there is no way out of the road, the pencil breaks away from paper for no more than 3 times;

Low - 3 or more outputs outside the road or an uneven, trembling line, very weak, invisible or vice versa is very strong push, taking paper and repeatedly at the same place;

Middle - all other options.

17. Test "What is missing?", Developed by R.S. Easy.

Task: The child is offered 7 drawings, each of which lacks some important detail, or something is painted incorrectly. Conducting diagnostics records the time spent on the performance of the task using the stopwatch.

Rating results:

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

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

4-7 points (medium) - the search time occupied from 31 to 40 seconds. 2-3 points (low) - search time amounted to 41-45 seconds. 0-1 score (very low) - search time for more than 45 seconds.

18. Test "Find Differences".

Resets the level of development of observation.

Prepare two identical pictures that differ from each other with 5-10 details (such tasks are found in children's magazines, in developing books, recrymeys).

The child considers pictures of 1-2 minutes, then talks about the differences found them. The child of preschool age with a high level of observation must find all the differences.

19. Methodology that detects the level of development of the systematization operation

To the whole sheet of paper, mark the square. Divide each side on 6 parts. Connect the markup so that it turns out 36 cells. Make 6 circles of different quantities: from the largest placed in the cell to the smallest. These 6 gradually decreasing circles place in 6 cells of the lower row from left to right. Do the same with the remaining 5 rows of cells, placing hexagons at first (descending sizes), and then pentagons, rectangles (or squares), trapezoids and triangles. As a result, a table with geometric shapes, located on a specific system (descending value: in the leftmost column, the greatest dimensions of the figures, and in the right - the smallest) are obtained.

Now remove the figures from the middle of the table (16 figures), leave only in the extreme rows and columns.

Instruction. "Clean the table carefully. It is divided into cells. In some of them, figures of different shapes and magnitude. All figures are located in a certain order: each figure has its own place, its cell. And now look at the middle of the table. There are many empty cells. You are at the bottom Under the table 5 of the figures. (Leave 5 from the removed 16). For them there are places in the table. Look and tell me, in which cell should this figure be standing in? Put it. And this figure in which cell should be? "Evaluation is conducted out of 10 Points. Each error reduces the rating by 2 points.

20. Methods for determining the ability to generalize, abstruct and classify

Prepare 5 cards depicting furniture, transport, flowers, animals, people or vegetables.

Instruction. "Look, there are many cards here. You need to carefully look at them and decompose according to groups so that each group can be called in one word." If the child did not understand the instruction, then repeat again, accompanying the show.

Evaluation: 10 points for performing a task without a prepar show; 8 points for performing the task after the show.

For each instended group, the assessment is reduced by 2 points. 21. Methods for determining the mental abilities of children 6 years. Prepare 10 sets (5 drawings):

1) 4 drawings of animals; one drawing of birds; 2) 4 drawing of furniture; one drawing of household appliances; 3) 4 drawing of games, one drawing of work; 4) 4 drawings of ground transport, one drawing of air transport; 5) 4 drawings of vegetables, one drawing with the image of any fruit; 6) 4 drawing of clothing, one drawing of shoes; 7) 4 drawings of birds, one insect pattern; 8) 4 drawing of educational supplies, one drawing of a children's toy; 9) 4 drawing with the image of food; one drawing with the image of something inedible; 10) 4 drawing with the image of different trees, one drawing with a picture of some flower.

Instruction. "Here are 5 drawings here. Clearing carefully each of them and find the drawing that there should not be there, which is not suitable for the rest." The child should work in a tempo convenient for him. When he can cope with the first task, give him the second and subsequent.

If the child does not understand how to perform the task, repeat the instruction again and show how to perform.

Of the 10 points for each unfulfilled task, the estimate is reduced by 1 point.

intellectual Motivational Emotional School

II. Diagnosis of the child's motivational readiness for school

1. "Flower-sevenceticism"

The technique is intended for preschoolers and younger schoolboy. The technique is aimed at identifying the content and latitude of the scope of the mainly aware of their own needs and desires.

For the technique, a sheet of paper with a "magic flower" with seven colorful petals will be required. The size of the petals should be such that the child can write its desire in it.

With preschoolers and first-graders who have no free letter skills formed, the technique is carried out individually. With older students she. It can be carried out both individually and frontal. For more younger children, as well as for children with a delay in mental development and pedagogically launched, the number of petals can be reduced to three. At the same time, it should be borne in mind that the number of desires expressed by the child can be in itself a valuable diagnostic indicator.

"Flowers" can be prepared in advance, but if time and conditions make it possible, it is better to offer them to make them children themselves, because in this they are fully incorporated into the situation and the validity of the technique increases.

Instruction. "Imagine that to each of you, as a girl's wife from the fairy tale V.Katayev" Flower-Semicetik "got a magic flower with seven magic petals. Each petal will perform one desire. This flower is drawn on a sheet. Write on each petal one wish. And every one of you can write seven most cherished wishes. Everyone understood what to do? "

After the message of the instruction, the psychologist answers children's questions.

"So, start ..."

Processing results and interpretation.

The focus on the fulfillment of their own desires, focused on the benefit of other people (peers, educators, parents, brothers, sisters, etc.), and wide "universal" ("I want people never sick," " So that no one kill other people, "found all the useful fossils" etc.).

Since the structure of the methodology orienses children primarily to the actualization of their own desires, then the allocation of desires "for others" indicates the latitude of motivation, output beyond personal experience, the availability of broad sense-forming motives and / or the formation of the need for other people. At the same time, the options are unfavorable when the desires "for themselves" are completely absent.

Qualitative categories characterizing the prevailing sphere of preferences are defined.

The most often there are answers, about the desire to have certain material benefits, have some new qualities, abilities, acquire friends, increase performance, fulfill the requirements of educators, etc.

The unfavorable options are the fixation of all the answers in the field of adult requirements, as well as completely specific ("small") material products (for example, candy, chewing and ice cream).

Special attention should be paid to the answers associated with physical aggression: how to open aggressive trends ("I would like to beat everyone, destroy", "to take revenge on everyone," "To beat all those who offend me) and the victims of aggression: "To do not beat me," "To someone defended me, when I start to beat me again."

I don't know the answer is an unfavorable indicator that may indicate both the weakness of desires and needs, about the underdevelopment of their reflection, that the child is not used to to give himself a statement about his desires and the peculiar "refusal" from desires, their displacement As well as about a certain closedness in relation to an adult, sometimes having the nature of a negative protest. Which one of the options takes place in a particular case, you should find out in the process of an additional conversation.

The degree of "length" of desires in time is determined.

The modality of the statement ("I want", "I would like").

The use of the subjunctive inclination indicating the child's uncertainty in his "right to desire" is an unfavorable symptom.

2. "Child's attitude to school learning"

The task of this technique is to determine the initial motivation of the exercise in children entering school, i.e. Find out if they have an interest in learning. The child's attitude to the teaching along with other psychological signs of readiness for learning is the basis for the conclusion of whether the child is ready or is not ready to study at school. Even if everything is in order with his cognitive processes, and he knows how to interact with other children and adults in joint activities, it is impossible to say about the child that he is fully ready for school learning. Lack of desire to learn in the presence of two signs of psychological readiness - cognitive and communicative - allows you to take a child to school, provided that during the first few months of his stay at school, interest in the teaching will certainly appear. It is in mind the desire to acquire new knowledge, useful skills and skills associated with the development of the school program.

Practice has shown that in this technique concerning children of younger school age should not be limited only to estimates in 0 points and 1 point, since, first, there are also complex questions, one of which can answer correctly, and on the other - incorrectly; Secondly, the answers to the proposed questions can be partially correct and partly incorrect. For complex issues that the child is not fully answered, and questions allowing the partially correct answer, it is recommended to apply an estimate of 0.5 points.

It is considered correct and complete, which deserves estimates in 1 point, it is considered only enough unfolded, a rather convincing answer that does not cause doubts from the point of view of correctness. If the answer is unilateral and incomplete, it is estimated at 0.5 points. For example, a full answer to question 2 ("Why should I go to school?") It should sound like this: "To acquire useful knowledge, skills and skills." How incomplete the following answer can be estimated: "Learn." Incorrect is considered the answer in which there is no hint of the acquisition of useful knowledge, skills or skills, for example: "In order to be fun." If, after an additional, leading question, the child fully responded to the question registered, he gets 1 point. If the child partly answered this question and after an additional question I could not add anything to him, then he gets 0.5 points.

Taking into account the introduced intermediate estimate of 0.5 points, it should be considered that fully prepared for school training (according to the results of the survey with the help of this technique) is a child, which in the end of the answers to all questions scored at least 8 points.

And finally, the child, whose amount of points was considered not ready for learning.

For answers in this method, the child is offered the following series of questions:

Do you want to go to school?

Why do you need to go to school?

What will you do in school? (Option: What are the usually engaged in school?)

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

What are lessons? What do they do?

How to behave in school lessons?

What is homework?

Why do you need to perform homework?

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

What will happen in your life when you start learning at school?

The correct is considered such an answer that is quite fully and accurately corresponds to the meaning of the question. In order to be prepared ready for school training, the child must give the right answers to the absolute majority of questions asked him. If the resulting answer is not enough full or not quite accurate, the asking must ask the child additional, leading questions and only if the child responds to them, to make the final conclusion about the level of readiness for learning. Before you ask one or another question, it is necessary to make sure that the child understood the question correctly.

The maximum number of points that the child can get on this technique is 10. It is considered that it is practically psychologically ready to go to school if the right answers have been obtained at least half of all the questions asked.

3. Profile of school motivation Luskanova N.G.

Questionnaire to determine school motivation of primary school students. Designed by Luskanova N.G. Allows you to attribute a student to the following groups on the results.

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

II. Normal school motivation - 20-24 points.

III. Positive attitude to school, but the school attracts extracurricular parties - 15-19 points.

IV. Low school motivation - 10-14 points.

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

1. Do you like school?

Not really

Like

I do not like

2. In the morning, when you wake up, you always think you think about what you go to school or do you often want to stay at home?

More often you want to stay at home

It's not always the same

I go with joy

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

Would stay at home

Would go to school

4. Do you like when you cancel some lessons?

I do not like

It's not always the same

Like

5. Do you want you not to ask homework?

6. Do you want some changes in school?

7. Are you often telling about school to parents?

Do not tell

...

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The problem of readiness of children for school training. Transition from preschool age to younger school. The child's need to engage in educational activities as a socio-useful type of activity. The procedure for determining psychological readiness for school.

coursework, added 23.02.2012


Studying methods for determining the level of pedagogical and psychological readiness of a child for school training. The orientation test of the school maturity of Corene-Jiraseca. Program H. Broera. Methods "Pattern" L.I. Czech, "Graphic Dictation" D.B. Elkonin.

examination, added 05/05/2010


The concept of psychological readiness for school training, approaches to its definition in pedagogical literature. Study of psychological readiness of children 6-7 years old for school training. Formation of the readiness of the child to school by means of the didactic game.

thesis, added 03/21/2014


The complexity of determining the readiness of the child to school learning. The tendency to increase the number of children with deviations in the development caused by negative changes in human vital activity. Conditions for the formation of readiness for learning.

examination, added 07/26/2010


Psychological characteristics and features of preschool children. Modern approaches to the problem of psychological readiness of children for school training, analysis of special diagnostic methods. The program of psychological correction of the child's readiness.

course work, added 11/17/2009


Fundamentals of intellectual and personal readiness of a child for school learning. Psychological conditions for ensuring the intellectual and personal readiness of the child of the preparatory group. General psychological characteristics of children entering school.

thesis, added 07/18/2011


The main features of preparing for school children with speech impairment. The development of the child's speech is a component in the preparedness structure for school education. Criteria for formation of speech readiness. The meaning of speech in the formation of the highest mental functions of the child.

coursework, added 12.05.2011


Psychological and pedagogical foundations and specifics of the child's readiness for school learning. Features of motivational readiness for learning senior preschoolers. The complex of games aimed at the formation of the motivation of teachings from senior preschoolers.

I.V. Bagramyan, Moscow

The path of grieving is quite a thorny. For the child, the first school of life is his family that represents the whole world. In the family, the child learns to love, tolerate, rejoice, sympathize with many other important feelings. In the conditions of the family, the emotional-moral experience inherent only to it: beliefs and ideals, evaluations and value orientations, attitude towards people and activities. Priority in the child's education, belongs to the family (M.I. Rosenova, 2011, 2015).

Sleep

It says a lot about how important it is to be able to let go, completing the old-senior. Otherwise, they say, the new will not come (the place is occupied), and there will be no energy. Why do we climb, reading such motivating articles on cleaning, but still everything remains in their places? We find thousands of reasons to postpone postponed to emissions. Or do not start the dissemination of the bumps and storage rooms. And already habitually scold himself: "stumbled at all, you need to take yourself in hand."
To be able to easily and confidently throw away unnecessary things - becomes a mandatory program "Good Mistress". And often - the source of another neurosis for those who for some reason cannot do this. After all, the less we do "as needed" - and the better you can hear themselves, the happier we live. And the more correct it is for us. So let's figure it out if you need to be broken personally.

Art of communication with parents

Parents often love to teach their children, even when they become already quite adults. They interfere with their personal life advise, condemn ... It comes to the point that children do not want to see their parents, because they are tired of their morals.

What to do?

Making disadvantages. Children should understand that parents can not be transported, they will not change, no matter how you wanted it. When you reconcile with their shortcomings, you will be easier to communicate with them. You just stop waiting for a different relationship than it was before.

How to prevent

When people create a family, no one, with a rare exception, and does not think about raising relationships on the side. And yet, according to statistics, the family most often disintegrate precisely because of the change. Approximately half of men and women change their partners as part of a legal relationship. In a word, the number of faithful and incorrect people is distributed 50 to 50.

Before talking, how to protect your marriage from change, it is important to understand

Determination of the readiness of the child to school

I. Methodology A.R. Luria to determine the status of short-term memory

Prepare 10 single words that are not directly among themselves. For example: Needle, forest, water, cup, table, mushroom, shelf, knife, bunch, floor, bottle.

Instruction. "I will read the words to you, and then you will repeat everything that I remember. Listen to me carefully. Begin to repeat immediately, as soon as I finish read. Ready? I read."

Then clearly utter 10 words in a row, then offer to repeat in any order.

Such a procedure to make 5 times, each time, under these words, put crossings, enters the results in the protocol.

Remit, on what repetition, the child reproduces the greatest number of words, and then appreciate the following characteristics of the child:

A) If playback begins to increase first, and then decreases, this indicates the dedication of attention, forgetfulness;
B) the zigzag form of a curve indicates scattered, instability of attention;
B) The "curve" in the form of a plateau is observed in emotional lethargy, the absence of interest.

II. Jacobson technique to determine the amount of memory

The child you called the child must repeat in the same order.
Instruction. "I will call you numbers, you will try to remember them, and then you will call them."

The second column control. If the child is mistaken when playing some row, the task of this
The string is repeated from another column.

When playing:

III. Methods for determining the concentration and distribution of attention

Prepare 10x10 cells sheet sheet. In the cells, place in random order of 16-17 different figures: a circle, semicircle, square, rectangle, asterisk, check box, etc.

When determining the concentration of attention, the child should put a cross in the shape given by you. And when determining the switchability, put a cross in one figure, and on the other - zolik.

Instruction. "Different figures are drawn here. Now you will put a cross in the asterisks, but you will not put anything else."

When determining the focus switchability, the instruction turns on the task to put the cross in the figure you choose, and to another zolik. You do not put anything else.

The correctness is taken into account, completeness of the task. It is estimated on a 10-point system, reducing 0.5 points for each error. Pay attention to how quickly and confidently the child performs the task.

IV. Methodology revealing the level of development of the systematization operation

To the whole sheet of paper, mark the square. Divide each side on 6 parts. Connect the markup so that it turns out 36 cells.

Make 6 circles of different quantities: from the largest placed in the cell to the smallest. These 6 gradually decreasing circles place in 6 cells of the lower row from left to right. Do the same with the remaining 5 rows of cells, placing hexagons at first (descending sizes), and then pentagons, rectangles (or squares), trapezoids and triangles.

As a result, a table with geometric shapes, located on a specific system (descending value: in the leftmost column, the greatest dimensions of the figures, and in the right - the smallest) are obtained.

Now remove the figures from the middle of the table (16 figures), leave only in the extreme rows and columns.

Instruction. "Clean the table carefully. It is divided into cells. In some of them, figures of different shapes and magnitude. All figures are located in a certain order: each figure has its own place, its cell.

Now look at the middle of the table. There are many empty cells. You at the bottom under the 5 figures table. (Leave 5 from the removed 16). For them there are places in the table. Look and say, in which cage should this figure be standing? Put it. And this figure in which cell should be? "

The assessment is conducted from 10 points. Each error reduces the rating by 2 points.

V. Methods for determining the ability to generalize, abstragate and classify

Prepare 5 cards depicting furniture, Transport, Flowers, Animals, People, Vegetables.

Instruction. "Look, there are many cards here. You need to carefully look at them and decompose according to groups so that each group can be called in one word." If the child did not understand the instruction, then repeat again, accompanying the show.

Evaluation: 10 points for performing a task without a prepar show; 8 points for performing the task after the show. For each instended group, the assessment is reduced by 2 points.

Vi. Methods for determining the mental abilities of children 6 years

Prepare 10 sets (5 drawings):

1) 4 drawings of animals; one drawing of birds;
2) 4 drawing of furniture; one drawing of household appliances;
3) 4 drawing of games, one drawing of work;
4) 4 drawings of ground transport, one drawing of air transport;
5) 4 drawings of vegetables, one drawing with the image of any fruit;
6) 4 drawing of clothing, one drawing of shoes;
7) 4 drawings of birds, one insect pattern;
8) 4 drawing of educational supplies, one drawing of a children's toy;
9) 4 drawing with the image of food; one drawing with the image of something inedible;
10) 4 drawing with the image of different trees, one drawing with a picture of some flower.

Instruction. "Here are 5 drawings. Lily look carefully each of them and find the drawing, which should not be there, which is not suitable for the rest."

The child should work in a tempo convenient for him. When he can cope with the first task, give him the second and subsequent.

If the child does not understand how to perform the task, repeat the instruction again and show how to perform.

Of the 10 points for each unfulfilled task, the estimate is reduced by 1 point.

VII. Methods for identifying the level of development of shaped representations

The child alternately gives 3 cut pictures. The instruction is given for each crazy picture. The collection time of each picture is controlled.

A) boy. The child is lying on the 5-part drawing of the boy.
Instruction. "If you correctly fold these parts, then you will get a beautiful drawing of the boy. Do it as quickly as possible."

B) Bear. The child is part of the drawing of a bear cut into part.
Instruction. "It is cut on the part of the Bear Figure. Speak it as quickly as possible."

C) kettle. The child is 5 pieces of the kettle. Instruction. "Speak drawing as quickly as possible" (the object name is not given).

Of the three estimates, the average arithmetic is calculated.

VIII. Title color

Prepare 10 cards of different colors: red, orange , yellow, green , blue, saint , purpleWhite, black, brown.

Showing the child a card, ask: "What color card?"

For 10 correctly named cards - 10 points. For each error to reduce 1 point.

IX. Research the quality of sound suspension

Offer the child to call what is depicted in the pictures, or repeat the words in which there are sounds related to groups:

A) whistling: [s] - solid and soft, [s] - solid and soft

Airplane - Beads - Kolos Hare - Goat - WHO
Sieve - Geese - Elk Winter - Newspaper - Vityaz

B) hissing: [g], [sh], [sh], [h], [C]

Heron - Egg - Knife Cup - Butterfly - Key
Beetle - Ski - Knife Brush - Lizard - Knife
Bryer - Cat - Mouse

C) pacifices: [k], [g], [x], [th]

Mole - Cabinet - Halva Castle - Ear - Moss
Goose - angle - friend iodine - bunny - May

D) sonorny: [p] - solid and soft, [l] - solid and soft

Cancer - Bucket - Ax Blank - Squirrel - Chair
River - Mushroom - Louka Lantern - Deer - Salt

When selecting other words, it is important that the sound met at the beginning, middle and end of the word.

Evaluation 10 points - for the net pronunciation of all words. Non-fragrating one sound reduces the rating by 1 point.

X. Methods for determining the level of mobilization of the will (by Sh.N. Chkhatashvili)

The child is offered an album of 12 sheets, in which 10 tasks. On the left side (with a turn of each position) at the top and bottom of 2 mug with a diameter of 3 cm, on the right - color pictures (landscapes, animals, birds, cars, etc.).

Instruction. "Here's the album, it has pictures and mugs. You need to look carefully alternately for each circle, first to the top. And so on every page. You can not watch on the pictures." (The last word intonation is emphasized.)

Performing all 10 tasks without distracts on the pictures is estimated at 10 points. Each unfulfilled task reduces the estimate by 1 point.

Xi. The technique that determines the level of development of shallow motors of the hands, analytical and synthetic functions of the brain (studied by the graphic dictation and the Kern method - Yerasek)

Sample graphic dictation

The child gives a piece of paper into the cell and pencil. Show and explain how to carry out lines.

Instruction. "Now we will draw different patterns. At first I will show you how to draw, and then I will dictate you, and you listen carefully and draw. Let's try."

For example: one cell right, one cell up, one cell right, one cell up, one cell right, one cell down, one cell to the right, one cell down.

"You see what figure it turned out? I understand it? Now to take the task for my dictation, starting from this point." (Put the point at the beginning of the line.)

First graphic image

Instruction. "Now carefully listen to me and draw only what I will dictate:

One cell up, one cell to the right, one cell down, one cell right, one cell up. One cell right, one cell down, one cell right, one cell up, one cell to the right, one cell down. "

Evaluation: For all task - 10 points. 1 point is removed for each error.

Second graphic dictation

Instruction. "Now draw another drawing. Listen to me carefully:

One cell right, one cell up, one cell right, one cell down, one cell right, one cell down, one cell right, one cell up, one cell to the right, one cell up, one cell right, one cell down, one cell Right, one cell down, one cell right, one cell down, one cell right. "

Evaluation: For all tasks - 10 points. 1 point is removed for each error.

Third graphic dictation

Instruction. "Now draw another pattern. Listen to me carefully:

One cell right, three cells up, one cell right, two cells down, one cell right, two cells up, one cell right, three cells down, one cell right, two cells up, one cell right, two cells down, one cell Right, three cells up, one cell right. "

Evaluation: For all task - 10 points. 0.5 points are removed for each error.

XII. Methods for studying and evaluating motor travelery (i.e. template repetition of movement)

Instruction. "Look carefully on this pattern and try to draw the same. Here's here (specify where)."
The child must continue the pattern shown on the letterhead. Alternately offers 10 blanks.
For each correctly performed task - 1 point. Maximum - 10.

XIII. Caran - Yerasek

All three tasks of the methodology are aimed at determining the development of thin motility hands, coordination of movements and vision. All this is necessary so that the child in school learned to write. In addition, with the help of this test, in general terms, the intellectual development of the child can be determined, the ability to imitate the sample and the ability to concentrate, the concentration of attention.

The technique consists of three tasks:

1. Sweeping written letters.
2. Sweeping a group of points.
3. Drawing a male figure.

The child gives a leaf of unlike paper. Pencils put so that the child is equally convenient to take it and right and left hand.

A. Copying the phrase "She is given tea"

A child who has not yet can write to write, offered to copy the phrase "she is given tea", written in writing (!) Letters. If your child is already able to write, then you should propose to copy a sample of foreign words.

Instruction. "Look, something is written here. You still do not know how to write, so try to draw it. Watch it well, as it is written, and in the top of the sheet (show where) write the same way."

10 points - the cristed phrase can be read. Letters no more than 2 times more sample. The letters form three words. The string is deflected from a straight line for no more than 30 °.

7-6 points - letters are separated by no less than two groups. You can read at least 4 letters.

5-4 points - at least 2 letters are similar to samples. The whole group has a letter of writing.

3-2 points - doodle.

B. Crying a group of points

The child is given a blank with a group of points. The distance between the vertical and horizontal points -1 cm, the diameter of the points - 2 mm.

Instruction. "There are dots here. Try to draw the same here" (show where).

10-9 points - accurate sample playback. Dated points, not mugs. Any minor deviations of one or more points from the string or column are allowed. There may be any reduction in the figure, the increase is possible not more than twice.

8-7 points - the number and location of the points corresponds to the specified sample. The deviation of no more than three points from the specified position can not be taken into account. Permissible image of circles instead of points.

6-5 points - the drawing as a whole corresponds to the sample, no more than twice the exceeding in length in length and width. The number of points does not necessarily correspond to the sample (however, they should not be greater than 20 and less than 7). The deviation from the specified position is not taken into account.

4-3 points - the contour of the pattern does not match the sample, although consists of separate points. Sample sizes and numbers are not taken into account at all.

1-2 points - doodle.

B. Drawing man

Instruction: "Here (indicate where) Draw some man (uncle)." No explanations or instructions are given. It is also forbidden to explain, help, make comments about errors. You need to answer any child's question: "Draw the way you know." It is allowed to pick up a child. To the question: "Is it possible to draw aunt?" - It is necessary to explain that it is necessary to draw uncle. If the child began to draw a female figure, it is possible to allow her to draw it, and then ask for a man next to the man.

When evaluating a person's drawing, it is taken into account:

The presence of the main parts: head, eyes, mouth, nose, hands, legs;
- availability of secondary parts: fingers, neck, hair, shoes;
- Method of image of hands and legs: one feature or two, so the form of limbs is visible.

10-9 points - there is a head, torso, limb, neck. The head is not more torso. On the head hair (hat), ears, on the face of the eye, nose, mouth. Hands with five fingers. There is a sign of men's clothing. The drawing is made by a continuous line ("synthetic" when the arms and legs "leak" from the body.

8-7 points - compared to the above described above, there may be no neck, hair, one finger, but there should be no any part of the face. The drawing is not "synthetic method". Drawn separately head and torso. They are "stripped" hands and legs.

6-5 points - there is a head, torso, limb. Hands, legs should be drawn by two lines. There are no neck, hair, clothes, fingers on their hands, feet on the legs.

4-3 points - primitive picture of the head with limbs, is depicted on the same line. According to the principle of "Stick, Stick, Okuchechik - that man came out."

1-2 points - no clear image of the body, limbs, heads and legs. Scribble.

XIV. Methodology for determining the level of development of the communicative sphere

The level of development of the child society is determined in kindergarten as an educator during general children's games. The more active the child in communicating with peers, the higher the level of development of the communicative system.

10 points - superchactive, i.e. Constantly brazing peers, engaging in games, communication.
9 points are very active: involves and actively participates in games and communication.
8 points are active: it goes to contact, participates in games, sometimes involves peers in games, communication.
7 points - rather active than passive: participates in games, communication, but it does not understand others.
6 points - it is difficult to determine, active or passive: they will call to play - it will not be called - it does not take place, the activity itself does not show, but also does not refuse to participate.
5 points are passive rather than active: sometimes refuses to communicate, but participates in games and communication.
4 points - passive: only sometimes participates in games when it is insistently invited.
3 points - very passive: not participating in games, only observes.
2 points - closed, does not respond to peer games.

XV Methodology for determining the status of long-term memory

Ask a child to call previously donated words in an hour. Instruction. "Remember those words that I read you."

Evaluation of 10 points - if the child reproduced all those words. Each unproved word reduces the estimate by 1 point.

Assessment of results

The psychological readiness ratio (CPG) of the child to school is determined by the ratio of the amount of estimates to the number of techniques. At the same time, the CPGs up to 3 points evaluates unsatisfactory readiness, up to 5 points - weak, up to 7 points - secondary, up to 9 points - good and up to 10 points - very good readiness.

The article was prepared on the methodological development of A.I. Fukina and TB Kurbat