Analysis of preliminary children's readiness for schooling. The topic of the research activity is “research on children’s readiness for schooling”

The topic of research into children's readiness to learn at school is based on the works of L.S. Vygodsky, L.I. Bozhenko, A.V. Zaporozhets, D.B. Elkonina. This issue first arose in the late 40s, when it was decided to switch to teaching children from the age of 7 (before this decision, education began at the age of 8). It is from this time that the question of determining a child’s readiness for learning has not faded away. A new surge of interest in this issue arose in 1983, when they decided to educate children from the age of 6. stood before society new question– about the maturity of the child and the formation of his prerequisites for educational activities.

A child entering school must be mature mentally and socially, he must reach a certain level of mental and emotional-volitional development. Educational activity requires a certain amount of knowledge about the world around us and the formation of elementary concepts. The child must be able to generalize and differentiate objects and phenomena of the surrounding world, master mental operations, be able to plan his activities and exercise self-control. Also important are a positive attitude towards learning, the ability to self-regulate behavior and the manifestation of volitional efforts to complete assigned tasks, arbitrariness cognitive activity and the level of development of visual-figurative thinking; skills verbal communication, developed fine motor skills and hand-eye coordination.

Object of study: children's readiness for school.

Subject of research: study of children's readiness for schooling.

The purpose of this study: determination of children's psychological readiness for school.

Objectives of this study:

• define psychological characteristics readiness for schooling.
• consider the main components of children's readiness for school;
• consider how research is carried out on children's readiness for school.

Junior school age

In modern periodization of mental development, it covers the period from 6-7 to 9-11 years.

The anatomical and physiological capabilities of a junior schoolchild allow them to perform quite serious work.

The active working time of a 6-7 year old schoolchild does not exceed 20 minutes. Educational activity becomes the leading one for the younger student. This is facilitated by the social atmosphere of his life. If before the child they could call him good because he has a smart jacket or a bow, now everyone he meets asks how things are at school, what are his grades. Stands out in the family special time classes, a special place, buy what the school requires, school theme constantly present in the conversation. The teacher becomes the main person for the child, school marks begin to determine his “value” in the eyes of others, determine self-esteem and self-acceptance.

Everything related to completing lessons becomes a point of growth and development. This is a new level cognitive processes, and strong-willed personality traits, the desire to follow the prescribed rules and achieve success, and a new level of self-control and self-esteem. The desire to be in school, the desire to earn the teacher’s praise helps not only to accept school requirements, but also to proudly carry out everything to the smallest detail.

Psychological characteristics of readiness to study at school

The problem of readiness to learn becomes especially acute and practically significant due to the fact that there is a choice of when to send a child to school, and a choice of the type of school, class and nature of educational services that will be available to him. Premature inclusion in school life makes it difficult for a child to adapt to new conditions and can cause disturbances in personal development: uncertainty, anxiety, loss of interest in learning, the desire to avoid failures instead of trying to achieve success, etc. However, a late start to school life is also dangerous due to loss interest in learning.

Psychological readiness for learning is divided into general and specific.

Specific readiness includes educational skills necessary for initial school success: the ability to read, write, and count. Gymnasiums, elite educational institutions, organizing the education of children before enrolling in school. However, for sustainable school success, the child’s overall readiness for learning is more important. It consists of three components: social readiness, intellectual and personal.

Social readiness for school is expressed in the fact that the child internalizes the internal position of a schoolchild. He stops liking children's activities; a need arises for activities that would be valuable and significant in the eyes of adults. In modern conditions, school is such an important matter, and even strangers increasingly ask the child: “Well, are you going to school soon?” School life in the eyes of children is so adult and important that they sometimes don’t like drawing lessons - “It’s like being in kindergarten!”

Fine developed child wants to go to school, do assignments, get grades. His social environment pushes him to do this.

Readiness to learn includes both physiological components—school maturity—and psychological components. At school, a child has to maintain a static sitting position for a long time and perform intense mental work; Many learning activities, especially writing, require fine coordinated movements of the fingers and hand, while the child develops mainly gross motor skills. Physically strong children with sufficiently developed physiological systems adapt more easily to school conditions.

Study of children's psychological readiness for school

In this regard, psychological techniques may be more useful in diagnosis. Within psychological approach to diagnostics school maturity Two main directions clearly stand out:
– the first involves the use of psychodiagnostic methods for determining the level of school maturity (Kern-Jirasek test, Witzlak test, etc.).
– the second involves determining school maturity through diagnosing the level of development of the child’s mental processes.

Diagnostic complex:

1. Assessment of the intellectual component of school maturity.

Orientation in environment, stock of knowledge.

The data is revealed in a conversation with the child, during which the child’s general erudition, the level of his knowledge and ideas about the world around him are determined. The conversation is conducted in a calm, confidential tone. To successfully conduct the examination and obtain reliable results, it is important to establish contact with the child during the conversation and gain his trust. If the child finds it difficult, you need to encourage him; you should also not express dissatisfaction or scold the child for the wrong answer.

The next stage of the study is related to determining the social and emotional maturity of the child. It can be qualitative in nature and based on data from a psychologist’s observation of the child’s behavior during the examination. In some cases, it is possible to use special techniques aimed at assessing these components of school maturity.

2. Evaluation social component school maturity

During the observation process, the psychologist notes how sociable the child is, whether he easily makes contact, and whether he himself takes the initiative to communicate. For a more subtle diagnosis of social maturity, you can use the methods proposed by G.A. Uruntaeva and Yu.A. Afonkina, for example, the “Study social emotions"etc. (see Appendix B).

3. Diagnosis of the emotional component of school maturity

Based on the results of observation, the characteristics of the child’s emotional response to success and failure, the presence of impulsive emotional reactions, the child’s interest in completing the task, etc. are determined and assessed. It is especially important for admission to school to have volitional manifestations behavior and development of the ability to voluntarily regulate one’s activities. In this regard, during the observation process special attention is devoted to the study of volitional manifestations in the process of activity.

Based on the analysis of observation data, a conclusion is made about the development of volitional behavior, the formation of volitional qualities and habits.

To make a conclusion about the level of school maturity of the child and determine the program and nature of his further education, the child’s indicators are analyzed according to all the methods used. The conclusion is drawn up in in writing, in the form of characteristics psychological development child.

Conclusion

In this work, an attempt was made to get acquainted with the basic psychological methods for determining the level of school maturity, the rules for compiling a psychological and pedagogical characteristics of a child, as well as the features of organizing an examination of a child before entering school.

As we have already learned, preparing a child for school is one of the most important problems educational psychology This problem has become especially relevant in connection with the transition to teaching children starting from the age of 6 and the introduction of new, largely alternative education programs. The success of starting school, as well as the characteristics of a child’s adaptation in the initial period, largely depends on the extent to which the age-psychological and individual characteristics of the preschooler will be taken into account during the preparatory period. No less important is the issue of diagnosing a child’s readiness for school. According to many researchers (L.I. Bozhovnch, A.L. Venger, L.V. Zaporozhets, J. Jirasek, N.V. Nizhegorodtsev, etc.), the main difficulties that arise in children during the adaptation period are related, in in most cases with insufficient school maturity. Therefore, the problem of diagnosing school maturity, determining the level mental development child is especially relevant.

In conclusion, let us once again highlight the main points:

1. Psychological readiness to school, first of all, is manifested in the child’s educational motivation, which allows him to effectively engage in educational process. At the same time, the motivation to learn indicates the necessary and sufficient development of the intellectual and voluntary sphere of the future student for starting school.

2. Psychological readiness for school appears as a new formation at the turn of preschool and primary school age, which, according to domestic periodizations of a child’s mental development, occurs at approximately 7 years.

3. Psychological readiness for school appears as a result of the full development of a preschool child who has approached primary school age. It is important to note that attempts to artificially accelerate the onset of school age lead to a slowdown in the development of learning motivation and, consequently, to a later emergence of psychological readiness for school. The latter grows not out of the purposeful preparation of children for schooling, but out of traditional children's activities, in which play occupies the main place.

And so, in During the research on the topic of this work, we learned what psychological readiness for school is, and examined different approaches to this problem; studied methods of psychological diagnostics of children’s readiness for schooling .

We also learned that there is a wide variety of diagnostic programs for determining psychological readiness for school.

As a result of the examination, children are identified who need correctional and developmental work, which allows them to form the necessary level of readiness for school.

It is advisable to carry out developmental work with children in need in development groups. In these groups, a program is implemented that develops the psyche of children. There is no special task to teach children to count, write, or read. The main task is to bring the child’s psychological development to the level of readiness for school. The main emphasis in the development group is divided into the motivational development of the child, namely the development of cognitive interest and learning motivation. The task of an adult is to first awaken in the child a desire to learn something new, and only then begin work on the development of higher psychological functions.

Tambov Regional Institute of Advanced Studies

qualifications of education workers

readiness of children

to school

Practical guide

Tambov

Reviewers:

Vice-Rector for scientific and methodological work TOIPKRO, Ph.D.

E.I. Agarkova

candidate psychological sciences, associate professor

T.V. Overseas

Compiled by: Kazakova G.M. Methods for studying children's readiness for school. Practical guide. – Tambov: TOIPKRO, 2007

IN practical guide material is presented that makes it possible to identify the characteristics of a child’s development during the transition from preschool to primary school age, and to obtain reliable indicators of children’s readiness for schooling.

The manual is addressed to specialists ( preschool teachers, teachers primary classes, teachers of additional education), organizing the activities of pre-school groups for children aged 5.5-7 years; parents, as well as all interested parties involved in the problems of pre-school education.

BBK

INTRODUCTION
The diagnostic problem is key in determining the readiness of a 5-7 year old child to study at school, as well as possible forecasts adaptation. It concerns today not only parents whose children enter first grade, but also teachers of educational institutions. When a child arrives at school, he finds himself in a new social situation development and faces new activity, which becomes the main one. On how successfully he gets involved in the situation systematic training, success will depend not only on school, but also in later life. Comprehensive assessment of children's development to predict maladaptation risks (risks of school difficulties); identifying the reasons that make it difficult for a preschooler to advance to higher levels high level development; choosing the most adequate program and learning conditions, as well as developing recommendations for teachers and parents to reduce the risks of maladjustment are the main goal of a diagnostic examination.

It should be noted that modern approach to consider the problem of diagnosing psychological and pedagogical readiness for school is directly related to the problem of providing children with equal starting opportunities on the eve of entering school. The beginning of training and preparation for it are associated with the need to take into account important psychological patterns children's development. A six-year-old first-grader remains a preschooler in terms of mental development: the peculiarities of his thinking, attention, memory require the use of adequate technologies of education, training and development in his traditional types of activities, taking into account forms of thinking specific to preschoolers. In relation to the education of children under 5 years of age, as well as children who have not attended preschool educational institutions, these positions are even more relevant. In this case, we can only talk about the prerequisites for the emergence of educational activity. The child must finish playing, “ripe” for schooling, that is, he must be psychologically ready for it.

The results of research by the IVF RAO show that a significant proportion of modern children entering first grade do not correspond to their passport age in their morphofunctional development. Up to 60% of children 5-6 years old are characterized by immaturity in the organization of activity, which is associated with the immaturity of the regulatory structures of the brain; in 60% of children, speech is unformed and, above all, its regulatory function; up to 30% of children demonstrate immaturity of motor skills associated with immaturity of neuromuscular regulation; up to 35% of children have immature visual and visual spatial perception And visual memory, which is associated with the immaturity of the brain systems of control and regulation of activity; up to 30% of children have underdeveloped auditory-motor and visual-motor coordination, which is associated with immaturity of integrative brain activity. There has been a steady increase in preschoolers with low educational motivation or its complete absence, an increase among junior schoolchildren quantities underperforming students, as well as those lagging behind in psychophysical development, which is often caused by their premature inclusion in studies.

The lack of formation of school-significant functions leads to the emergence of a whole complex of problems of maladjustment in initial stages learning, as well as difficulties in learning basic educational skills: reading, writing, counting, which is expressed in facts of academic failure, school neuroses, increased anxiety. A shortening of the play period of childhood, acceleration of development, a one-sided “intellectual” bias in the educational process most often lead to the fact that the child in whom it was invested in preschool age huge amount strength and resources, not only fails at school, but also demonstrates all the signs of neurotic changes in personality. Sometimes these phenomena soften by the end of the second year of study, but most often they persist and are consolidated for a long time.

To prevent the introduction of pre-school education as a systematic one from aggravating the situation and leading to many problems for both the child himself and parents and teachers, all these factors should be taken into account when preparing for school and organizing the education of children 5.5-6 years old using technologically advanced psychological and pedagogical diagnostics to determine the child’s overall readiness for school and planning the educational process based on its results.

Early diagnosis (prediction) of risk factors that can cause maladaptation and school difficulties, at the senior stage preschool age(a year before school) allows you to build an adequate system of preschool education, covering all aspects of the child’s development: personal, social, cognitive, physical. The very logic of life dictates that it is necessary to develop criteria and indicators of children’s readiness for school, and not focus only on the physical or passport age of children.

Readiness for school is considered as an integral characteristic of morphofunctional, psychological, cognitive and social development child. To examine a child’s readiness for school education in its entirety means to diagnose its various aspects: motivational, intellectual, strong-willed readiness; identify the degree to which each child’s capabilities meet the requirements of school education, and the child’s developed attitude towards the teacher as an adult with special social functions; development of necessary forms of communication with peers, etc.

This determines a set of psychological and pedagogical diagnostic techniques, the content and procedure of which corresponds to age characteristics children 5.5-7 years old, and are universal remedy control over the quality and effectiveness of preparation for school education. It is important not only to choose an interesting and entertaining material for activities with the child, but also to be aware of whether the child is ready to perceive and understand it. The success of the study largely depends on the methodological ingenuity of the researcher, on his ability to select a combination of techniques that exactly corresponds to the tasks assigned.

Diagnostics involves a broader and more deep meaning than in the traditional test of knowledge and skills of students. The test only states the results without explaining their origin. Diagnostics examines results in connection with the paths and methods of achieving them, identifies trends, the dynamics of the formation of learning products, including control, verification, evaluation, accumulation of statistical data, their analysis, identification of dynamics, trends, forecasting further development events. Thus, diagnostics is designed to optimize the process individual training, provide correct definition learning outcomes; guided by the developed criteria, minimize errors when transferring students from one study group to another.

Diagnostics for improvement educational process, should focus on the following goals:

• 
  internal and external correction in case of incorrect assessment of learning outcomes;
• 
  identifying learning gaps; confirmation of successful learning results;
• 
  planning subsequent stages of the educational process;
• 
  motivation through rewards for success in learning and regulation of the complexity of subsequent steps;
• 
  improving learning conditions.

The practical manual offers a number of diagnostic techniques that allow us to identify the characteristics of a child’s development during the transition from preschool to primary school age; obtain reliable indicators of children's readiness for school. The proposed tasks take into account the characteristics and capabilities of older preschoolers as much as possible, ensure children adequately understand the content, are based on their real experience, and do not depend on the level of reading and writing skills. The materials presented will help you overcome many pitfalls and errors that arise during the testing process and learn a lot of new and important things about children.

Using various diagnostic techniques It must be remembered that the age standards associated with most methods are not absolute and unchangeable, suitable for assessing the level of development at all times and for all children without exception. Norms are almost always relative and reflect the state of a particular sample of children from which these samples were obtained. In each specific case, when, as a result of a survey, a characteristic is given to a child, including an assessment of the level of his psychological development, it is indicated which sample or category of children the norm with which the development indicator of this child is compared belongs to. In addition, it should be borne in mind that the norms themselves are changeable: as progress social development is changing intermediate level intellectual, personal and behavioral development of children. Consequently, it is impossible to use standards that were established more than ten years ago, since they require mandatory re-checking and correction every three to five years.

The study of readiness for schooling of children of senior preschool age is carried out using scientifically proven research methods, the quality of which is subject to strict requirements. Only valid, accurate and reliable methods should be used, otherwise there is a serious risk of obtaining unreliable data and making errors in conclusions. The user of the method is responsible for the quality of the method used and for obtaining results that can be trusted.

There are a number of moral and ethical requirements for conducting diagnostic examinations of children. The main ones are the following:

• 
  the results of a diagnostic examination should under no circumstances be used to harm the child;
• 
  diagnostics of children can and should be carried out (with the exception of special occasions from the field of medical or legal practice) only with the consent of the children themselves and their parents;
• 
  parents, with the exception of those who have been deprived of parental rights by law, can know the results of a diagnostic examination of their children, as well as the conclusions that a specialist made based on them;
• 
  the results of a diagnostic examination without taking into account many other factors and without taking into account the opinions of teachers and parents cannot serve as a basis for determining the fate of the child and making a conclusion about the possibility of his education and upbringing;
• 
  Psychodiagnostics of children should be carried out in close cooperation of a psychologist, educator, and teacher.

Individual tests are designed to work with each subject individually; group tests allow simultaneous testing of several subjects. Verbal tests are based on the analysis of the subjects’ own statements, non-verbal tests use signs other than speech to make generalizations and conclusions. Quantitative tests make it possible to obtain numerical indicators of the degree of development of the property being studied, and qualitative tests provide its detailed descriptive characteristics. Gradual tests make it possible to express in numbers the degree of development of the property being studied using a certain scale; alternative ones allow only two mutually exclusive conclusions such as “yes” or “no”. General tests are designed to examine any psychological properties general, such as general intelligence. Special tests evaluate some special property that distinguishes a person from other people, for example, verbal or figurative thinking.

In pedagogy, group tests dominate, since they are the most economical for a specialist. However, it should be remembered that data from group tests is never absolutely reliable, especially in the case of a low result. There are many reasons leading to an inadequate decrease in test indicators: unfavorable neuropsychic state of the child at the time of the examination (confusion, excitement or anxiety associated with the examination, with being in new environment or caused by previous random impressions, the child may have a headache on that very day, he may be upset about something, etc.); random distractions caused by the behavior of other children, etc. Consequently, based on the test results, final conclusions that negatively characterize the assessed level should not be drawn.

The practice of determining “readiness” and selecting children should not contain as diagnostic criteria only a set of indicators characterizing the stock of information, knowledge, operational skills, multiplied by the speed of reaction. In turn, methods should evaluate not only “learning” (“training”). The use of such techniques has a double negative effect: firstly, it directs parents and educators towards “active training”, and secondly, for most children it creates a situation of inadequate demands. Methods of psychological and pedagogical diagnostics must be adequate specific tasks surveys and are aimed primarily at differentiating the qualitative originality individual development, as well as the identification of “risk factors” in development, for a comprehensive assessment of the child’s development by comparing data from observations of parents and analysis of the child’s activity when performing a set of tasks.

Examinations can be carried out in the presence of parents. The only exceptions are those methods during which no, even accidental, influence on the child’s choice is allowed (for example, determining the dominance of a cognitive or play motive). In other cases, when completing tasks, the presence of parents is desirable. This gives children greater confidence, and, in addition, when parents personally see what tasks their children are performing, they do not have any doubts about the bias and inadequacy of the examination. If necessary, parents are given recommendations on what games, exercises, and activities can be done at home to prepare their child for school.

Children must be at least 5 years 6 months old at the time of examination. The procedure for determining readiness for school is carried out in the first half of the day from 9 to 12 o'clock, preferably on Tuesday or Wednesday, when the maximum level of children's performance during the week is observed. Total duration Children’s work in one lesson is no more than 40-45 minutes. Tasks that children did not have time to complete during this time are transferred to the second lesson. If a child cannot cope with the general pace of work or refuses to perform it during a frontal examination, it is recommended to subject him to an individual check.

A prerequisite for a successful diagnostic examination is the transition of an adult from the position of a teacher to the position of a person conducting diagnostics. This inevitably entails a change in its activities. If in the process of everyday work the main goal is to teach, to achieve the correct answer in at the moment, then in the process of diagnostics - to obtain reliable data on the state of readiness of the child for school.

From the very beginning of the examination, it is important to analyze the child’s reaction to the examination situation: how open he is to contact, whether he is active (for example, studying the situation in the room, examining toys and objects in it with interest), or whether he is disinhibited (fussing, trying to get up, twirls something in his hands, etc.). It should also be noted the manifestation of lethargy, tension, reluctance to draw attention to oneself, and fear of entering into a conversation. All these facts can be associated both with the psychodynamic (innate) characteristics of the child, for example, impulsivity or rigidity, and with such qualities of his personality as anxiety or demonstrativeness. The observations obtained are subsequently compared with test data, which helps to understand the nature of the preschooler’s intellectual or emotional deviations.

During the examination, one should alternate techniques so that the study of memory follows the analysis of thinking, and the study of perception follows the study of creativity. It is recommended to start diagnostics with tasks that involve drawing (both on a free and on a given topic), giving the child time to enter into the examination situation. During the interview, it is necessary to establish friendly, relaxed contact with the child, create favorable conditions for him, a familiar, comfortable environment. All tasks must be carried out in game form and are perceived by children as games. Game situation allows children to relax and helps reduce stress. In a situation where a child is afraid to answer and does not communicate well with an adult, he should be emotionally supported; if necessary, apply tactile contact: pat the head, hug, accompanying the actions verbal expression confidence that the baby will cope well with all the games. Such support and constant confirmation as the tasks progress that the child is doing everything correctly contributes to the establishment of contact between the experimenter and the subject, and ultimately guarantees the purity of the results. It should be noted that the approval tactics, regardless of actual result It is recommended in communication with all children, since a positive assessment from an adult is especially important to them.

During the examination, it is not recommended to rush children or rush with a hint; show your displeasure, dissatisfaction; highlight negative results and analyze the results with parents in the presence of the child.

The examination results may be complicated due to:

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  difficulties in contacting unfamiliar adults (sometimes this depends not on the child, but on his interlocutors);
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  fear of bad results (parents are often very worried themselves and scare their children with the “exam”);
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  inability of the subject (by various reasons) concentrate, concentrate attention;
• 
  individual characteristics of activity (in particular, slow tempo work).

If the diagnostic results show low level readiness for school and the child needs special correctional and developmental work, all the headings reflecting his development at the time of the examination are filled out in the psychological map, the main problems of the child are recorded and a plan of appropriate measures is outlined. However, it should be remembered that it is unacceptable to make a diagnosis based on one or even several indicators. By themselves, in isolation, poor memory or a high level of imagination do not indicate anything. Bad memory can be compensated by good arbitrariness, and very developed imagination may also be with a diagnosis of schizophrenia. If, when checking psychological and pedagogical readiness for school, particularly serious deviations in the child’s activities are discovered, parents should be tactfully recommended to contact the appropriate specialists.

Methodology for conducting pedagogical diagnostics

Pedagogical diagnostics of readiness for schooling consists of checking the formation of prerequisites for mastering literacy and mathematics. At the same time, there is no need to find out the ability to read, write, count, that is, to test those subject knowledge and skills that are taught in the 1st grade. The tasks proposed to determine children’s readiness for school take into account the characteristics and capabilities of 6-year-old children as much as possible, ensure children’s adequate understanding of their content, are based on their real experience, and do not depend on the level of reading and writing skills.

During pedagogical diagnostics the following is checked:

• 
  state of spatial perception;
• 
  state visual perception;
• 
  state of motor skills and hand-eye coordination;
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  the ability to carry out classification and identify the characteristics by which it is made;
• 
  the presence of intuitive pre-numerical representations;
• 
  mastery of the concepts underlying counting; the counting itself (within 6), ideas about the operations of addition and subtraction;
• 
  the ability to compare two sets by the number of elements;
• 
  development phonemic hearing and perception;
• 
  the formation of prerequisites for successful mastery sound analysis and synthesis;

Proposed pedagogical diagnostics includes two interrelated stages. The first stage is a group examination, during which children work on the sheets provided to them.

At the same time, data from a group survey cannot be absolutely reliable, especially in the case of a low result (due to personal characteristics a child may be very confused in a new environment, he may have a headache that day, he may be upset about something, etc.).

The second stage - individual examination - is carried out only with those children who made mistakes when completing any tasks in the group examination. The teacher observes the child’s activities, records on the same examination sheet the level of assistance provided to him, and immediately enters the results of the implementation into the examination form. Individual examination is carried out the next day after the group examination. Parents and child are informed of the designated time for this.

Group work includes examination:

– states of visual perception, fine motor skills and hand-eye coordination (task 1);

– level of spatial representations (tasks 2, 4);

– the ability to classify objects, highlight the characteristic by which the classification is carried out (task 6);

– the ability to compare two sets by the number of elements and complete the task in strict accordance with the instructions (task 5);

– the ability to select and perform addition and subtraction operations and move from a number to a finite set of objects (task 3);

– the formation of prerequisites for successful mastery of sound analysis (tasks 7, 8).

When conducting a group survey, the following rules should be followed.

1. If the work is carried out without an assistant, then the number of children in the group should not exceed 10–12 people.

2. On each desk for one child, the necessary sheets and a set of pencils for the examination must be prepared in advance: red, blue, green, yellow and simple.

3. Children are invited to class without their parents. Parents must be notified in advance that the work will be carried out in this way.

4. Children are invited to sit at their desks one at a time. If you know that one of the children has difficulty seeing or hearing, put him at the first desk.

5. The work begins with a brief explanation: “Children, prepare your sheets and pencils. I will read the tasks to you in order. Be careful. Listen to the first task."

6. The tasks are read loudly enough, at an even and calm pace. You can repeat the text of the task if you clearly see that the children did not understand you, but you must not deviate from the text. There is no need to add any words “from yourself”.

7. On average, no more than 3 minutes are allotted to complete each task. You should move on to reading the next task only when most of the children have completed the previous one. If someone did not have time to complete the task, invite this child, together with everyone else, to proceed to the next one. When moving on to reading the next task, you should warn the children about this with the words: “We have finished working on this task. Listen to the next task."

8. The total duration of the group examination should not exceed 25 minutes.

9. During work, it is important to maintain trust, friendly atmosphere, do not express your dissatisfaction with the incorrect actions of children, do not point out mistakes, do not make value judgments, often say the words: “Very good!”, “You are great!”, “I see that you are doing great.”

Individual examination includes tasks offered to children who made mistakes during the group examination:
– clarification of the ability to compare sets by the number of elements – clarification of task 5 of the first stage (task 5-I);

– identifying the ability to make classification – clarifying task 6 of the first stage (task 6-I);

– clarification of the level of development of phonemic hearing and perception – clarification of task 7 (tasks 7-I-1, 7-I-2);

– determination of the formation of prerequisites for successful mastery of sound analysis and synthesis – clarification of task 8 (task 8-I);

When conducting individual examination It is important to fulfill the following conditions.

1. An individual examination must be carried out with the child so that his answers cannot be heard by other children.

2. An individual examination can be carried out both in the presence of parents and without them. You should ask the child himself how he will feel calmer: if his parents wait outside the door or go into the office with him. Having invited one of the parents to be present in the class, it is worth warning that there is no need to interfere in the conversation, give hints, comment on answers, or make comments to the child.

3. When inviting a child to class, it is better to call him by name and invite him to sit comfortably near his desk. Before starting the conversation, it is important to give the child the opportunity to get used to the new environment, at this time try to determine the child’s state (anxiety, lethargy, overexcitement, etc.)

4. The duration of an individual examination should not exceed 15 minutes.

The results of a diagnostic examination of each child (both his group and individual form) are recorded on the class survey form. On vertical axis The children's names and points for completing each task are given. On the horizontal - numbers of diagnostic tasks: 1 - level of development of visual perception, fine motor skills and hand-eye coordination;

2 – level of development of spatial concepts;

3 – level of ability to select and perform addition and subtraction operations and move from a number to a finite set of objects;

4 – level of formation of intuitive topological ideas;

5 – level of ability to compare two sets by the number of elements;

6 – ability to carry out classification;

7 – level of development of phonemic hearing and perception; 8 – the formation of prerequisites for mastering sound analysis and synthesis.

The purpose of our study was to study the characteristics of children’s psychological readiness for school. The study was conducted on the basis of the Municipal budgetary educational institution ‹‹Secondary secondary school No. 20›› Belgorod.

Pupils of the first "A" grade took part in the study. Total quantity There were 22 subjects. The following results were obtained:

Table 1

The result of the methodology, which involves identifying the number of conditions that a child can maintain when performing listening tasks, showed that 67% coped with the task at a good level, and 34% had difficulties.

Table 2

Orientation to a model, copying it, development of voluntary attention, and formation of spatial perception are sufficiently developed in 66.5% of children. 33% of tested children require correction and development of these skills.

Table 3

A high rate of ability to immediately take into account several rules was formed in 8% of class students. In 6 people (50%), the ability to act according to the rules is not fully developed; they can maintain an orientation to only one rule when working.

3 (25%) people showed a low level of ability to act according to the rule; they constantly got confused and violated the rule, although they tried to follow it. 2 people (16.5%) do not have the ability to act according to the rule at all.

Table 4

This technique made it possible to reveal that 2 people (16.5%) have a high level of development of the child’s voluntary sphere, as well as high capabilities in the field of perceptual and motor organization of space; 6 people (50%), 2 people (16.5%) are average and 2 people (16.5%) have a low level of development of the voluntary sphere.

The diagnosis of the child’s psychological readiness for school revealed the need for correction and development.

Objectives of correctional and developmental work:

• 1. develop the ability of self-control in learning activities;
• 2. develop creativity and imagination, form ideas about the world around us, creating interest in cognitive activity;
• 3. develop intellectual abilities.

Development of self-control: Self-control - component any type of human activity. Self-control prevents possible or detects mistakes that have already been made. By controlling, a person realizes the correctness of his actions, be it a game, educational or work process.

To develop self-control skills in preschoolers, we used the following exercises:

Exercise No. 1. Students are given cards with painted colored rings of different sizes.

Children must put on the rings according to the pattern, and then write on a card what the ring of each color was, counting from the top or bottom. Then the task becomes more complicated, now the circles are no longer filled in.

Students must color them based on the example:

• 5 - red
• 4 - blue
• 3 - yellow
• 2 - brown
• 1 - black

Children compare the results of their work with the model.

Exercise No. 2. " Keep your word a secret." The teacher names the words, the child must clearly repeat them. But there is one condition? names of colors? This is our secret, they cannot be repeated.

Instead, when encountering the name of a flower, the child should silently clap his hands once.

The purpose of the exercise is to teach the child to be guided during the work process for a long time. given rule, which will allow you to develop the skills of arbitrariness and self-regulation. When the child becomes good and constantly holds the rule, you can move on to a game with the simultaneous use of two rules.

For example:

• 1. you cannot repeat the names of the fish, you must mark them with one clap;
• 2. You cannot repeat the names of objects that have a square shape ( blue), you need to mark them with two claps.

You can arrange competitions (for mistakes? one penalty point). The results of the exercise are recorded and compared with the previous ones. The test taker should know that the longer he plays, following the rules, the better he gets.

Formation of interest in cognitive activity: To create interest in cognitive activity, we resorted to the development of imagination and creative abilities.

Imagination is based on images.

Images of imagination are based on images of memory, but they have differences.

Memory images? these are unchangeable images of the past.

Images of the imagination change and differ from real images.

Methods for developing imagination are varied. For correctional work We took the following tasks to develop imagination:

• 1) Draw birds from another planet;
• 2) A fairy tale in reverse (the fairy tale “Kolobok”);
• 3) Combine these two sentences into a coherent story. “Mom bought fish at the store, so I had to light candles in the evening.”

Development intellectual abilities: To develop intellectual abilities we used games such as:

1. “Similarities and differences.” The child needs to determine the similarities and differences between the following pairs of words:

Book? notebook Day - Night

Horse? cow Tree - bush

Telephone? radio Tomato - cucumber

Airplane? rocket Table - chair

2. “Search for the opposite object.” When naming an object (for example, salt), you need to name as many others as possible that are opposite to the given one.

At the same time, the child needs to be able to identify opposite objects according to the functions “edible - inedible”, “useful - harmful” and other examples and according to other criteria (by characteristics, size, shape, condition, etc.).

• 3. "Damaged phone." This game is for children to overcome speech imperfections. Children don't see each other. The task of one child is to describe to a friend what picture or object he has in his hands. You cannot name the object, you can only list its size, shape, color and other characteristics of the object.
• 4. Another child must guess the object and reproduce its copy from any material (plasticine, mosaic, etc.). With the complete illusion of understanding, what needs to be made is not always obtained. After some time, the children themselves come to that social form speech that is understandable to others.

After correction and development, diagnostics were carried out again using the same methods, and the following results were obtained:

Table 5

Rice. 1.

In the formative experiment, the indicators of the high and good levels increased slightly, and accordingly, the indicators of the average level decreased, the low level remained unchanged. Overall, there was an increase in quality by 17%.

Table 6

Rice. 2.

The indicator of the ability to focus on a model, copy it accurately, the degree of development of voluntary attention, and the development of spatial perception to a sufficient extent increased from 16.5% of children to 41.6%. The quality increase was 25.1%.

Table 7

Rice. 4.

Determining the level of development of the child’s voluntary sphere, as well as studying capabilities in the field of perceptual and motor organization of space, we found that 2 people (16.5%) have a high level of development, 7 people (58.3%) have a good level of development, which 1 person (8.3%) more compared to the ascertaining experiment. The average level was 25%, which is 8.5% more than the previous stage. There is no low level at all. The quality increase is 8.5%.

Thus, as a result of the experiment, we can conclude that the hypothesis put forward by us was completely confirmed and the experiment was carried out successfully.

To diagnose the formation of psychological prerequisites for mastery educational activities The “Pattern” technique of L.I. was used. Tsekhanskaya. After carrying out the following results were obtained.

When completing tasks, the child was awarded penalty points for various errors:

- "gaps" - 0.5 points

Extra connections - 1 point

omissions of “connection zones” - 1 point.

To determine the level of formation of psychological prerequisites for mastering educational activities, we introduce conventional scale to determine the results of the technique:

high level - the child correctly learned the rule and completed the task flawlessly, made no mistakes when making connections, one interruption of the line connecting the figures is allowed (no more than 0.5 points);

average level - the child has no more than three errors when completing the task, such as extra connections not provided for in the dictation, “breaks”, or omissions of “connection zones” between correct connections from (no more than 3 points);

low level - the child has more than three mistakes (more than 3 penalty points).

The research results are presented in Appendix 1.

Let us present the results of the technique in a diagram.

Rice. 1.

In the group of six-year-old children, 13.3% of children have a high level, 66.7% have an average level, and 20% of children have a low level;

In the group of seven-year-old children, 33.3% of children have a high level, 53.4% ​​have an average level, and 13.3% of children have a low level.

As we see, in six-year-old children the formation of psychological prerequisites for mastering educational activities is at an average level. For seven-year-olds, the prerequisites for mastering educational activities are formed at a fairly high level. Six-year-old children did not fully understand the connection rules and, as a result, made more mistakes than seven-year-olds.

In general, we can say that completing the task did not cause any particular difficulties for the children, and the results we obtained were positive and consistent age standards. However, during the research, children were identified who required special attention from preschool teachers. Of course, these are primarily two children from a group of seven-year-old children. It is quite possible that children require additional classes or corrective work.

The next stage of the study was diagnosis educational motivation. To do this, we used a technique to determine the dominance of a cognitive or play motive in the child’s motivational sphere.

The results of the study are presented in Appendix 2. Let us present the results of the methodology in a diagram.

Rice. 2. Results of a study on methods for determining motive in a child’s motivational sphere

Analyzing the results obtained after carrying out the technique, we can say that

In the group of six-year-old children, 26.7% of children had a cognitive motive, game motive - 73,37%;

In the group of seven-year-old children, 46.6% of children had a cognitive motive, and 53.4% ​​of children had a play motive.

Of course, children in whom the cognitive motive dominates between the cognitive and play motives are more common among seven-year-old children. However, both in the group of seven-year-olds and in the group of six-year-olds, the play motive dominates over the cognitive one. Children remain children, and despite the fact that some of them already have sufficiently formed prerequisites for learning, they still want to play.

At the next stage of the study, the intellectual and speech spheres of the children were diagnosed. To conduct the study, we used the “Boots” and “Sequence of Events” methods.

The “Boots” technique allows you to study children’s learning ability, as well as the features of the development of the generalization process.

To analyze the results of the study, we will present a comparative scale for assessing the level of learning of children in a similar way as used in the first method. So,

High level - children have well learned the rule by which the task should be completed, the task is completed correctly, children generalize objects well and are attentive when completing the task;

Intermediate level - children have learned the rule, but when completing the task they make mistakes, but the nature of the errors is insignificant, for example, there are mistakes when a horse is designated by the number "4", a girl by the number "2", and a stork by the number "1" and explain such answers based on the number of legs these characters have.

Low level - the child does not understand the rule well, even after additional explanation, he confuses “0” and “1”. At the third stage, the child has difficulties, since he does not cope well with generalization and therefore he has to return to the second stage several times in order to understand the hint.

The results of the study are presented in Appendix 3. Let us present the results of the methodology in a diagram.

Rice. 3. Results of the study using the “Boots” method

Analyzing the results obtained after carrying out the technique, we can say that

In the group of six-year-old children, 6.7% of children have a high level, 66.7% have an average level, and 26.6% of children have a low level;

In the group of seven-year-old children, 40% of children have a high level, 53.3% have an average level, and 6.7% of children have a low level.

Based on the results obtained, we can conclude that seven-year-old children have a higher level of learning ability and mastery of the principles of generalization than six-year-olds. That is, the network of children with a high level of learning ability is larger among seven-year-old children. In general, in the groups of tested children the average level prevails, but the level of learning becomes higher with age.

In the process of conducting this study, children with a low level of learning ability and who did not know the principles of generalization were also identified in groups. As we noted earlier, these children require attention from teachers, as well as parents.

For a comprehensive study of intellectual and speech sphere For children, we used the “Sequence of Events” technique.

The technique is intended to study the development logical thinking, speech and generalization abilities.

For statistical processing results we will reduce the levels to the following scale.

The level of development of logical thinking and speech is high - the children arranged the pictures in correct sequence, children have a high level of speech development, a large vocabulary of words, when telling stories they use all parts of speech and nouns, adjectives, verbs, adverbs, and conjunctions. Children are active in the task. They recognize emotions well and describe the states accompanying certain emotions.

The level of development of logical thinking and speech is average - the children arranged the pictures in the correct sequence, the children have an average level of speech development, a sufficient vocabulary of words, but when telling a story they do not use all parts of speech. Children are active in the task.

The level of development of logical thinking and speech is low - the children arranged the pictures incorrectly and their level of speech development is lower. When speaking, children use mostly nouns, fewer verbs, and little use of other parts of speech. They use words inappropriately. When constructing a coherent statement, children use simple common sentences. The story is inconsistent and inconsistent.

The results of the study are presented in Appendix 4. Let us present the results of the methodology in a diagram.

Analyzing the results obtained after carrying out the technique, we can say that

In the group of six-year-old children, 26.6% of children have a high level, 60% have an average level and 13.3% of children have a low level;

In the group of seven-year-old children, 53.3% of children have a high level, 40% have an average level, and 6.7% of children have a low level.

Rice. 4. Results of the study using the “Sequence of Events” method

Based on the results obtained, we can conclude that the results we obtained are at a fairly high level, both in the group of six-year-olds and seven-year-olds. The children did not have any difficulties with the task.

In the group of seven-year-olds, a high level of development of logical thinking and speech prevails, the children arranged the pictures in the correct sequence, the children have a high level of speech development, a large vocabulary of words, when telling a story they use all parts of speech and nouns, adjectives, verbs, adverbs, and conjunctions. Children are active in the task.

In the group of six-year-olds, the average level of development of logical thinking and speech prevails; the children arranged the pictures in the correct sequence, but the children have an average level of speech development, a sufficient vocabulary of words, but when telling a story they do not use all parts of speech. Children are also very active in the task.

The results of our study of children’s readiness for school allow us to draw the following conclusion:

All the children studied, both from the seven-year-old and from the six-year-old groups, are ready for learning; they are sufficiently formed psychological preconditions to learning, a sufficient level of learning ability and development of logical thinking and speech;

During the study, children were identified, both in one and the other group, in need of increased attention, help and support from teachers and parents that require additional tasks.

M.Yu. Buslaeva

Issues of aggression and aggressive behavior are relevant in scientific literature and are considered from the point of view of philosophy, pedagogy and psychology. Until the beginning of the 19th century, any active behavior, both benevolent and hostile, was considered aggressive. Later, the meaning of this word changed and became narrower. But, nevertheless, in modern psychology There is a problem of defining aggression and aggressiveness, because these terms imply a wide variety of actions.

Development of independence of children of senior preschool age in research activities

A.S. Mikerina
The relevance of the problem under consideration is explained by the fact that modern society needs citizens who are distinguished by purposefulness, observation, erudition, and the ability to find a way out difficult situation, mobility. In this regard, education is aimed at developing in children independence, activity in understanding the world around them, and a subjective position in activity. Federal State educational standard preschool education emphasizes the need to develop the independence of preschool children in activities specific to them: gaming, communicative, motor, visual, cognitive research, etc.

Educational activities in preschool educational organizations

I.Yu. Ivanova

One of current problems modern preschool education is the formation of parental competence in matters of development and education of preschool children. This is reflected in the “Strategy for the Development of Education in Russian Federation for the period until 2025", where the creation of conditions for educating and consulting parents on legal, economic, medical, psychological, pedagogical and other issues family education named one of the strategic goals. However, despite the increased attention of the state to solving this problem, there is a tendency in society to reduce the spirituality and cultural level of adults and children, and the collapse of the system of family values ​​for raising children.

Preparing parents for productive communication with children of senior preschool age

L.I. Savva

Family and, first of all, parents, their behavior and life values are the main source of transmission to the child social experience, as well as the knowledge, skills and abilities necessary to design social contacts and relationships between people. Through the system of intrafamily relationships, a preschool child develops his own views, attitudes, ideas, masters moral standards and learns to understand social situations.

Theoretical and methodological foundations of personal development of children of senior preschool age in the process of organized communicative activities

O.G. Filippova

The existing transformations in the country have led to changes in the modern goals and values ​​of education. The information and communication era of today's world has made it possible to determine the need for every linguistic personality to strive for communicative and creative development and personal development. Starting from preschool age, it is important to develop in children the ability to establish positive relationships between people, to adequately perceive and evaluate ongoing relationships and events, as well as to know themselves and others in communication through their own speech actions and awareness of their role and place in the multicultural environment.