Methodology of children's psychological readiness for school. Methods for diagnosing school readiness

Diagnosis of a child's readiness for school

(N.Ya.Kushnir).

The concept of “readiness for school” in developmental and educational psychology is quite common, which is due to several options for children entering school life (from six or seven years old), as well as the selection of preschoolers for gymnasium, lyceum, specialized and specialized classes. In this regard, the problem arose of developing indicators, criteria for a child’s readiness for school and, as a consequence, diagnostic methods, tests that allow one to determine the degree of his readiness and predict development in the learning process.

We have identified two approaches to studying this issue (see Diagram 2). The first approach can be called pedagogical, according to which readiness for school is determined by the presence of educational skills in children 6-7 years old (the ability to read, count, write, tell stories).

However, using only subject tests, test tasks, and diagnostic techniques for diagnosis provides one-sided information about the child. Unresolved questions remain related to his actual and potential mental development, compliance with psychological age, possible lag or advance. In this regard, the pedagogical approach does not have predictive validity: it does not allow one to predict the quality, pace, and characteristics of knowledge acquisition by a particular child in kindergarten or primary school.

The psychological approach to the problem of school readiness cannot be called universal. Nevertheless, with a wide variety of diagnostic tools used by psychologists to determine readiness for school, there is a general theoretical idea, which is that readiness for school is the result of the general mental development of a child throughout his preschool life.

Psychologists have developed many special tests, samples, and methods to determine the readiness of children to study at school. Researchers identify different aspects of mental development as the most important indicators of such readiness.

Summarizing empirical data on the problem of psychological readiness in domestic psychology, experts identify four parameters (affective-need, voluntary, intellectual and speech readiness), on the basis of which diagnostic methods are created, tasks, tests, etc. are developed.

INTELLECTUAL DEVELOPMENT OF SIX-YEAR-OLD CHILDREN WITHADMISSION TO PREPARATORY CLASS

Analysis of diagnostic tools for studying the psychological readiness of six-seven-year-old children for school made it possible to identify the following parameters: the level of development of motivational, intellectual, voluntary, speech readiness, the formation of the necessary prerequisites for educational activity.

One of the methods for obtaining information about the level of development of children 6-7 years old when admitted to Skoda can be rapid diagnostics, the main purpose of which is to determine which children need correctional and developmental work.

"Test in pictures" helps determine preferred type of activity

“Draw yourself” technique helps determine the level of formed figurative ideas (group test).

Test "Cubes" helps determine the level of visual-figurative thinking

Methodology "Classification" helps to identify the level of formation of concepts through the classification operation

“Third Suitable” Method helps determine the level of concept development

Test "Right - left hand" reveals the child’s ability to position, the ability to adjust his point of view and the opinions of others

Pieron-Ruzer technique helps determine the level of development of self-regulation and learning ability (group test)

EXPRESS DIAGNOSTICS OF MENTAL,INTELLECTUAL DEVELOPMENT OF SEVEN-YEAR-OLD CHILDREN

Methodology “Test in pictures” helps determine the preferred type of activity.

Test "Personification of motives" identifies the most significant motives for studying at school

Method “Choose a figure” helps determine the level of development of visual-figurative thinking

Methods for determining the level of verbal-logical thinking

4.1. Classification. The psychologist tells the child: “Out of five words, choose the one that you consider unnecessary.”

4.2. Analogies.

Test "Right - left hand" helps determine the ability to position, the ability to adjust your point of view and the opinions of other people

"Kugler Test" helps determine the level of development of analytical and synthetic activities

Wechsler's Encryption Test helps determine the level of development of self-regulation and learning ability (group testing)

DIAGNOSTIC TECHNIQUES FOR PSYCHOLOGICAL EXAMINATIONCOGNITIVE SPHERE OF SIX-SEVEN YEAR-OLD CHILDREN

Task 1 “Draw circles” reveals the ability to remember and follow instructions when performing a task.

Task 2 “Graphic dictation” reveals the ability to follow the instructions of a psychologist, helps to independently solve the problem

Task 3 “Four Rules” reveals the child’s ability to plan his actions according to the rule, to exercise self-control

Task 4 “Coding” helps determine the level of learning, self-regulation

Task 5 “Wand and cross” helps determine the level of self-regulation

Task 6 “Complete the figure” helps determine the level of perception

Task 7 “Find the words”(Munsterberg test) helps determine the level of stability and selectivity of attention

Task 8 “Search for samples” helps to determine the characteristics of selectivity of attention

Task 9 “Figure recognition”(Bernstein test) helps to identify features of figurative memory

Task 10 “Nine geometric shapes” helps to determine the characteristics of figurative memory

Task 11 “Pair connections” helps determine the level of voluntary memorization using functional connections

Task 12 “Pictogram” reveals the ability for associative visual-verbal memorization

I. Methodology of A.R. Luria on determining the state of short-term memory

Prepare 10 monosyllabic words that are not directly related to each other. For example: needle, forest, water, cup, table, mushroom, shelf, knife, bun, floor, bottle.

Instructions. “I will read the words to you, and then you will repeat everything that you remember. Listen to me carefully. Start repeating as soon as I finish reading. Ready? Reading.”

Then clearly say 10 words in a row, after which you offer to repeat them in any order.

Perform this procedure 5 times, each time placing crosses under the named words, recording the results in the protocol.

Find out on which repetition the child produces the most words, and then evaluate the following characteristics of the child:

A) if reproduction first begins to increase and then decreases, then this indicates exhaustion of attention, forgetfulness;
B) the zigzag shape of the curve indicates absent-mindedness, instability of attention;
B) a “curve” in the form of a plateau is observed with emotional lethargy and lack of interest.

II. Jacobson's method for determining memory capacity

The child must repeat the numbers you named in the same order.
Instructions. “I’ll tell you the numbers, try to remember them, and then tell me them.”

The second column is control. If the child made a mistake when reproducing a certain line, the task for this
row is repeated from another column.

When playing:

III. Methodology for determining concentration and distribution of attention

Prepare a sheet of paper 10x10 squares. Place 16-17 different shapes in random order in the cells: circle, semicircle, square, rectangle, asterisk, flag, etc.

When determining the concentration of attention, the child should put a cross on the figure you specified. And when determining the switchability of attention, put a cross on one figure and a zero on the other.

Instructions. “Various figures are drawn here. Now you will put a cross in the stars, but you will not put anything in the rest.”

When determining the switchability of attention, the instructions include the task of placing a cross in the figure you have chosen, and a zero in the other. Don't put anything in the rest.

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

IV. A technique that reveals the level of development of the systematization operation

Draw a square on the entire sheet of paper. Divide each side into 6 parts. Connect the markings to make 36 cells.

Make 6 circles of different sizes: from the largest that fits in the cage to the smallest. Place these 6 gradually decreasing circles in 6 cells of the bottom row from left to right. Do the same with the remaining 5 rows of cells, placing hexagons in them first (in descending order of size), and then pentagons, rectangles (or squares), trapezoids and triangles.

The result is a table with geometric shapes arranged according to a certain system (in descending order: in the leftmost column are the largest dimensions of the shapes, and in the right column are the smallest).

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

Instructions. “Look carefully at the table. It is divided into cells. In some of them there are figures of different shapes and sizes. All the figures are arranged in a certain order: each figure has its own place, its own cell.

Now look at the middle of the table. There are a lot of empty cells here. You have 5 figures below the table. (Out of the 16 removed, leave 5). They have their places in the table. Look and tell me in which cell this figure should stand? Put it down. What cell should this figure be in? "

The assessment is based on 10 points. Each mistake reduces the score by 2 points.

V. Methodology for determining the ability to generalize, abstract and classify

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

Instructions. “Look, there are a lot of cards here. You need to look at them carefully and put them into groups so that each group can be called in one word.” If the child does not understand the instructions, then repeat again, accompanying the demonstration.

Score: 10 points for completing the task without prior screening; 8 points for completing the task after the show. For each unassembled group, the score is reduced by 2 points.

VI. Methodology for determining the thinking abilities of 6-year-old children

Prepare 10 sets (5 drawings each):

1) 4 drawings of animals; one drawing of a bird;
2) 4 furniture drawings; one drawing of household appliances;
3) 4 drawings 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 clothing designs, one shoe design;
7) 4 drawings of birds, one drawing of an insect;
8) 4 drawings of educational supplies, one drawing of a children's toy;
9) 4 drawings depicting food products; one drawing depicting something inedible;
10) 4 drawings depicting different trees, one drawing depicting a flower.

Instructions. “There are 5 drawings shown here. Look carefully at each of them and find the one that shouldn’t be there, that doesn’t fit with the others.”

The child should work at a pace that is comfortable for him. When he completes the first task, give him the second and subsequent ones.

If the child does not understand how to complete the task, repeat the instructions again and show how to do it.

Out of 10 points, for each uncompleted task the score is reduced by 1 point.

VII. Methodology for identifying the level of development of figurative ideas

The child is given 3 cut pictures one by one. Instructions are given for each cut picture. The collection time of each picture is controlled.

A) Boy. In front of the child lies a drawing of a boy cut into 5 parts.
Instructions. "If you put these parts together correctly, you will get a beautiful drawing of a boy. Do it as quickly as possible."

B) Teddy bear. In front of the child are parts of a drawing of a bear cub, cut into pieces.
Instructions. "This is a drawing of a teddy bear cut into pieces. Put it together as quickly as possible."

B) Kettle. In front of the child are 5 parts of a teapot drawing. Instructions. “Fold the picture as quickly as possible” (The name of the object is not given).

The arithmetic mean is calculated from the three estimates obtained.

VIII. Color name as shown

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

When showing your child the card, ask: “What color is the card?”

For 10 correctly named cards - 10 points. For each mistake, deduct 1 point.

IX. Study of the quality of sound pronunciation

Invite your child to name what is shown in the pictures or repeat after you words that contain sounds related to groups:

A) whistling: [s] - hard and soft, [h] - hard and soft

Airplane - beads - spike Hare - goat - cart
Sieve - geese - elk Winter - newspaper - knight

B) hissing: [zh], [sh], [sch], [h], [ts]

Heron - egg - knife Cup - butterfly - key
Beetle - skis - knife Brush - lizard - knife
Cone - cat - mouse

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

Mole - wardrobe - castle Halva - ear - moss
Goose - corner - friend Yod - bunny - May

D) Sonorous: [p] - hard and soft, [l] - hard and soft

Cancer - bucket - ax Shovel - squirrel - chair
River - mushroom - lantern Lake - deer - salt

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

Score 10 points - for clear pronunciation of all words. Failure to pronounce one sound reduces the score by 1 point.

X. Methodology for determining the level of will mobilization (according to Sh.N. Chkhartashvili)

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

Instructions. “Here is an album, there are pictures and circles in it. You need to look carefully at each circle in turn, first at the top one. And so on every page. You can’t look at the pictures.” (The last word is emphasized intonationally.)

Completing all 10 tasks without being distracted by pictures is worth 10 points. Each failed task reduces the grade by 1 point.

XI. A technique that determines the level of development of fine motor skills of the hands, analytical and synthetic functions of the brain (studied through graphic dictation and the Kern-Jerasek method)

Sample graphic dictation

The child is given a piece of squared paper and a pencil. Show and explain how to draw lines.

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

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

“You see how the drawing turned out? Do you understand? Now complete the task under my dictation, starting from this point.” (A period is placed at the beginning of the line.)

First graphic image

Instructions. “Now listen carefully to me and draw only what I will dictate:

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

Score: for the entire task - 10 points. For each mistake, 1 point is deducted.

Second graphic dictation

Instructions. "Now draw another picture. Listen to me carefully:

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

Score: for all tasks - 10 points. For each mistake, 1 point is deducted.

Third graphic dictation

Instructions. "Now let's draw another pattern. Listen to me carefully:

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

Score: for the entire task - 10 points. For each mistake, 0.5 points are deducted.

XII. Methodology for studying and assessing motor perseveration (i.e. patterned repetition of movement)

Instructions. "Look carefully at this pattern and try to draw the same one. Here (indicate where)."
The child must continue the pattern shown on the form. 10 forms are offered in turn.
For each correctly completed task - 1 point. Maximum - 10.

XIII. Kern-Jerasek technique

All three tasks of the method are aimed at determining the development of fine motor skills of the hand, coordination of movements and vision. All this is necessary for a child to learn to write at school. In addition, with the help of this test, you can generally determine the child’s intellectual development, the ability to imitate a model and the ability to concentrate and concentrate.

The technique consists of three tasks:

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

The child is given a sheet of unlined paper. The pencil is placed so that it is equally comfortable for the child to take it with both the right and left hand.

A. Copying the phrase “She was given tea”

A child who does not yet know how to write is asked to copy the phrase “She has been given tea,” written in written(!) letters. If your child already knows how to write, then you should invite him to copy a sample of foreign words.

Instructions. “Look, there’s something written here. You don’t know how to write yet, so try to draw it. Take a good look at how it’s written, and at the top of the sheet (show where) write the same.”

10 points - the copied phrase can be read. Letters are no more than 2 times larger than the sample. The letters form three words. The line is deviated from a straight line by no more than 30°.

7-6 points - the letters are divided into at least two groups. You can read at least 4 letters.

5-4 points - at least 2 letters are similar to the samples. The whole group looks like a letter.

3-2 points - doodles.

B. Drawing a group of points

The child is given a form with a picture of a group of dots. The distance between the points vertically and horizontally is 1 cm, the diameter of the points is 2 mm.

Instructions. “The dots are drawn here. Try to draw the same ones here yourself” (show where).

10-9 points - exact reproduction of the sample. Dots are drawn, not circles. Any minor deviations of one or more points from a row or column are allowed. There can be any reduction in the figure, but an increase is possible no more than twice.

8-7 points - the number and location of points corresponds to the given pattern. Deviation of no more than three points from a given position can be ignored. It is acceptable to depict circles instead of dots.

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

4-3 points - the outline of the drawing does not correspond to the sample, although it consists of individual dots. The dimensions of the sample and the number of points are not taken into account at all.

1-2 points - doodles.

B. Drawing of a man

Instructions: “Here (indicate where) draw some man (uncle).” No explanations or instructions are given. It is also prohibited to explain, help, or make comments about errors. Any child’s question must be answered: “Draw as you know how.” You are allowed to cheer up the child. To the question: “Is it possible to draw an aunt?” - it is necessary to explain that you need to draw your uncle. If the child begins to draw a female figure, you can allow him to finish drawing it, and then ask him to draw a man next to him.

When assessing a person’s drawing, the following is taken into account:

Presence of main parts: head, eyes, mouth, nose, arms, legs;
- presence of minor details: fingers, neck, hair, shoes;
- a way of depicting arms and legs: with one or two lines, so that the shape of the limbs is visible.

10-9 points - there is a head, torso, limbs, neck. The head is no larger than the body. On the head there is hair (hat), ears, on the face there are eyes, nose, mouth. Hands with five fingers. There is a sign of men's clothing. The drawing is made in a continuous line (“synthetic”, when the arms and legs seem to “flow” from the body.

8-7 points - compared to those described above, the neck, hair, one finger of the hand may be missing, but no part of the face should be missing. The drawing was not made in a “synthetic way”. The head and torso are drawn separately. Arms and legs are “stuck” to them.

6-5 points - there is a head, torso, limbs. Arms and legs should be drawn with two lines. There is no neck, hair, clothes, fingers, or feet.

4-3 points - a primitive drawing of a head with limbs, depicted on one line. According to the principle “stick, stick, cucumber - here comes the little man.”

1-2 points - lack of a clear image of the torso, limbs, head and legs. Scribble.

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

The level of development of a child’s sociability is determined in kindergarten by the teacher during general children’s games. The more active a child is in communicating with peers, the higher the level of development of the communication system.

10 points - overactive, i.e. constantly disturbs peers, involving them in games and communication.
9 points - very active: engages and actively participates in games and communication.
8 points - active: makes contact, participates in games, sometimes involves peers in games and communication.
7 points - more active than passive: participates in games and communication, but does not force others to do so.
6 points - it’s difficult to determine whether he’s active or passive: if he’s called to play, he’ll go, if he’s not called, he won’t go, he doesn’t show any activity, but he doesn’t refuse to participate either.
5 points - more passive than active: sometimes refuses to communicate, but participates in games and communication.
4 points - passive: only sometimes participates in games when he is persistently invited.
3 points - very passive: does not participate in games, only observes.
2 points - withdrawn, does not react to the games of peers.

XV. Methodology for determining the state of long-term memory

Ask your child to name previously memorized words after an hour. Instructions. "Remember the words I read to you."

Score 10 points - if the child reproduced all those words. Each unreproduced word reduces the score by 1 point.

Evaluation of results

The coefficient of psychological readiness (PRC) of a child for school is determined by the ratio of the sum of grades to the number of methods. At the same time, the CPG evaluates unsatisfactory readiness up to 3 points, weak readiness up to 5 points, average readiness up to 7 points, good readiness up to 9 points, and very good readiness up to 10 points.

The article was prepared according to the methodological development of A.I. Fukina and T.B. Kurbatskaya

When a child enters school, a new age period begins - primary school age, and educational activity becomes the leading one. Radical changes occur in the life of a recent preschooler, and the main change concerns the social environment outside the family. This has a particularly strong impact on those children who have not attended kindergarten and who will thus have to become members of a children’s team for the first time.

In the family, the child’s position also changes, he has new responsibilities, and demands on him increase. In connection with formal assessments of the child’s successes and failures, parents react to them in one way or another. Relationships that are new for the primary school student emerge—complex mediation between the institutions of family and school. As already mentioned, educational activity at this age becomes leading, and work activity also now comes to the fore. But the play form of activity is still of great importance in a child’s life. Preparing a child for school is a serious issue that is studied by psychologists, teachers, and medical professionals, which always worries parents. In this article we will talk about diagnostic methods that allow us to assess the degree of psychological preparation of a child for school.

Let us recall that the word “diagnosis” came to us from the Greek language and means “the science of methods for recognizing diseases and the process of making a diagnosis.” Psychological diagnostics, therefore, is the formulation of a psychological diagnosis, that is, a qualified recognition of a person’s psychological state.

Child’s readiness for school from a psychological point of view

Psychological readiness for systematic learning at school is understood as a level of psychological development of the child sufficient to master the school curriculum, taking into account learning in a group of peers. This is the result of a child’s development in the preschool period of his life, formed gradually and depending on the conditions in which this development took place. Scientists highlight intellectual and personal readiness for learning. Personal readiness, in turn, implies a certain degree of development of the child’s moral and volitional qualities, as well as social behavioral motives. The studies also identified three aspects of school maturity - intellectual, emotional and social. Let's look at each aspect in more detail.

The intellectual aspect of school maturity

Reflects the functional maturity of the brain structure. The child must be able to concentrate attention, distinguish figures from the background, think analytically, comprehending the basic connections between phenomena, demonstrate sensorimotor concentration, subtle hand movements, the ability to reproduce patterns and remember logically.

The emotional aspect of school maturity

It implies the child’s ability to perform not very exciting tasks for a long time, restrain his emotions and control his will. At an early age, as is known, excitation processes prevail over inhibition processes. But by the school years, the psyche of a little person changes, and the arbitrariness of his behavior develops. The child already knows how to recognize emotions based on various signs (intonation, gestures, facial expressions) and regulate them. To determine readiness for schooling, this aspect is especially important, since at school the child will have to face various life situations that are not always pleasant for him (relationships with classmates, teachers, failures, grades, etc.) If the child is unable to control his emotions and manage them, then he will not be able to correct his own behavior and establish social connections. It is necessary to teach a child to respond adequately to the emotions of other people from preschool age.

Social aspect of school maturity

Expresses the child’s readiness to accept his new social position as a student who has certain rights and responsibilities. The child must feel the need to communicate with peers, must be able to correlate his behavior with the laws of the children's group and correctly perceive his role as a student in a school setting. This also includes the area of ​​motivation for learning. A child is considered ready for school when it attracts him not from the external side (the opportunity to wear a beautiful backpack, use bright accessories, notebooks, pencil cases, pens, etc.), but from the content side (the opportunity to gain new knowledge). If a child’s hierarchical system of motives is formed, he will be able to manage his cognitive activity and his behavior. Developed educational motivation is thus an important sign for determining the degree of readiness of a child for school.

The child’s readiness for school in terms of physical development

The child’s way of life changes when he starts school, old habits are broken, mental stress increases, relationships are formed with new people - teachers, classmates. All this contributes to an increase in the load on the child and on all functional systems of the body, which cannot but affect overall health. It also happens that some children cannot adapt to the new regime during the entire first year of school. This suggests that in the preschool period of life, the physical development of the baby was not given enough attention. The child’s body must be in an active and alert state, the baby must be hardened, his functional systems must be trained, his work skills and motor qualities must be sufficiently developed.

Specifics of educational activities

To study successfully, a child must have a number of specific skills and abilities that he will need in various lessons. There are specific and generalized skills. Specific skills are necessary for certain lessons (drawing, reading, addition, writing, etc.) Generalized skills will be useful to the child in any lesson. These skills will develop fully at an older age, but their prerequisites are laid already in the preschool period. The following skills are of greatest importance for educational activities:

It is highly desirable that by the time the child starts school, the following five motives have been formed.

1. Informative. This is the desire to read in order to learn interesting and new facts about the world around us (about space, dinosaurs, animals, birds, etc.)
2. Perspective. The desire to read to make school more interesting and easier.
3. The motive of personal growth. A child wants to read to become like adults, or to make adults proud of him.
4. Active. Read so that later you can play games with inventing fairy tales, exciting stories, etc.
5. Motive for communication with peers. The desire to read and then tell friends about what you read.

The level of a child’s speech development also determines the degree of his readiness or unpreparedness for school. After all, the system of school knowledge is acquired precisely through oral and written speech. The better a child’s oral speech is developed by the time he enters school, the easier and faster he will master writing, and his written speech will be more complete in the future.

Determination of psychological readiness for schooling

This procedure varies depending on the conditions in which the psychologist works. The most favorable time for diagnosis is April and May.. In advance, a sheet is placed on the notice board in the kindergarten, where parents can see information about the types of tasks offered to the child during an interview with a psychologist. In general, these tasks usually look like this. A preschooler should be able to:

1. Work according to the rule
2. Play samples
3. Recognize individual sounds in words
4. Lay out plot illustrations sequentially and compose a story based on them

As a rule, a psychologist conducts examinations in the presence of parents in order to eliminate their concerns about the specialist’s bias or severity. Parents see with their own eyes what tasks are offered to their child. When the child completes all the tasks, parents, if necessary, receive comments from a psychologist and advice on how to better prepare the child for school in the remaining time.

Friendly contact should be established with the preschooler during the interview, and the interview itself should be perceived by him as a game, which will allow the child to relax and reduce stress. An anxious child requires special emotional support. The psychologist can even hug the baby, pat him on the head, and gently convince him that he will definitely cope with all the games. In the process of completing tasks, you need to constantly remind the child that everything is fine and he is doing everything correctly.

Some practical methods for diagnosing a child’s readiness for school

The level of everyday knowledge and orientation of children in the world around them can be checked by asking the following questions:

1. What is your name? (If a child says a last name instead of a first name, do not consider this a mistake)
2. What are your parents' names? (The child can name diminutive names)
3. How old are you?
4. What is the name of the city where you live?
5. What is the name of the street where you live?
6. Give your house number and apartment number
7. What animals do you know? Name wild and domestic animals (The child must name at least two domestic and at least two wild animals)
8. At what time of year do leaves appear on trees? At what time of year do they fall?
9. What is the name of that time of day when you wake up, have lunch, and get ready to sleep?
10. What cutlery do you use? What items of clothing do you use? (The child must list at least three cutlery items and at least three items of clothing.)

For each correct answer the child receives 1 point. According to this method, the maximum number of points a preschooler can score is 10. The child is given 30 seconds for each answer. Failure to answer is regarded as an error and in this case the child receives 0 points. According to this method, a child is considered completely psychologically ready for school when he answers all questions correctly, that is, he receives a total of 10 points. You can ask your child additional questions, but do not prompt the answer.

Assessing a child’s attitude towards learning at school

The purpose of the proposed methodology is to determine the learning motivation of children entering school. A conclusion about a child’s readiness or unpreparedness for school cannot be made without this type of diagnosis. If a preschooler knows how to interact with other people (adults and peers), if everything is in order with his cognitive processes, one cannot make a final conclusion that he is completely ready for school. If the child has no desire to learn, he, of course, can be accepted into school (subject to cognitive and communicative readiness), but, again, with the condition that interest in learning must certainly manifest itself within the first few months.

Ask your child the following questions:

1. Do you want to go to school?
2. Why do you need to study at school?
3. What do you usually do at school?
4. What are lessons? What do they do in class?
5. How should you behave in class?
6. What is homework? Why does it need to be done?
7. When you come home from school, what will you do?
8. When you start school, what new things will appear in your life?

The answer will be considered correct if it accurately and completely corresponds to the meaning of the question asked. You can ask additional guiding questions. Be sure to make sure that the child understands the question correctly. A child will be considered ready for school if he answers most of the questions asked (at least half of them) as consciously, clearly and succinctly as possible.

Introduction…………………………………………………………………………………...2

Chapter 1. Psychological diagnostics…………………………………4

1.1. The concept of psychological diagnostics……………………….....4

1.2. Basic methods of psychological diagnostics……………….7

Chapter 2. The problem of children’s readiness for school………………………….11

2.1. The concept of readiness for school education……………………...11

2.2. Forms of school readiness……………………………………………………13

2.3. Methods for diagnosing children’s readiness for school……………….….16

Chapter 3. Experimental part.

3.1. Experimental application of methods of psychological diagnostics of children’s readiness for school using the example of children from the preparatory group of a preschool educational institution…………………………………………21

Conclusion…………………………………………………………….25

Glossary……………………………………………………………27

Bibliography………………………………………………………...29

Appendix A. Scheme “Classification of psychodiagnostic methods”………………………………………………………………..….30

Appendix B. Methodology “Drawing a male figure from an idea”………………………………………………………………………………….31

Appendix B. Methodology “Imitation of written letters”……….32

Appendix D. Methodology “Drawing a group of points”………….…33

Appendix E. Questionnaire for the orientation test of school maturity by Jaroslav Jirasik……………………………………………………………………………….…..34

Appendix E. Methodology “Graphic dictation”………………………36

AppendixG. “The child’s attitude towards learning at school”……….….38

Appendix H. Table “Results of psychological diagnostics of children for school”………………………………………………………..…………39

Introduction

This course work is devoted to the study of psychological diagnostics of children’s readiness for schooling.

The problem of preschoolers' readiness for upcoming schooling has always been the focus of attention of educators and psychologists since public educational institutions appeared. Entering school marks the beginning of a new period in a child’s life - the beginning of primary school age, the leading activity of which is educational activity. Scientists, teachers and parents make every effort to make their child’s schooling not only effective, but also useful, enjoyable and desirable for children. Particular attention is paid to the mental health of students and the harmonious development of their personality. These trends are clearly visible in the formation of new areas of psychological science: practical child psychology, school psychology, and the preventive direction of child medical psychology.

Adequate and timely determination of the level of psychological readiness for school will make it possible to take appropriate steps for the child’s successful adaptation to a new environment and prevent the occurrence of school failure. Therefore, the study of this problem is relevant.

The concept of “psychological readiness of a child for schooling” was first proposed by A.N. Leontiev in 1948. Among the components of intellectual and personal readiness, he identified such an essential component of this readiness as the development in children of the ability to manage their behavior. L.I. Bozhovich expanded the concept of personal readiness, which is expressed in the child’s attitude towards schooling, the teacher, and learning as an activity.

His further development and success in mastering the school curriculum depend on the degree of readiness of the child for learning. According to I.Yu. Kulagina “a child’s psychological readiness for schooling is one of the most important results of psychological development during preschool childhood.”

The problem of a child’s readiness to study at school is quite acute for teachers, psychologists, doctors and parents.

Purpose of the study: to consider the use of methods of psychological diagnostics of children’s readiness for school, to analyze the results obtained.

Object of the course work: psychological diagnostics of children’s readiness for schooling.

Subject of the course work: methods of psychological diagnostics of children’s readiness for schooling.

Coursework objectives:

1. Study the basic methods of psychological diagnostics.

2. Reveal the main forms of psychological readiness for school.

3. Study methods of psychological diagnostics of children for school.

4. Demonstrate, using the example of children from the preparatory group of a kindergarten, the experimental use of methods of psychological diagnostics of children’s readiness for school.

The practical significance of the course work lies in the possibility of using this material by a practical psychologist in a preschool educational institution in diagnosing readiness for schooling, as well as in preparing children for school.

Chapter 1. Psychological diagnostics

1.1 . The concept of psychological diagnostics

Psychodiagnostics is a field of psychological science and the most important

a form of psychological practice that is associated with the development and use of various methods for recognizing the individual characteristics of a person (group of people)

Psychodiagnostics in a practical sense can be defined as the establishment of a psychological diagnosis - a description of the state of objects, which can be an individual, group or organization. Psychological diagnostics is carried out on the basis of special methods; it can be an integral part of an experiment or act independently as a research method, or as a field of activity of a practical psychologist.

In practice, psychodiagnostics is used in a variety of areas of activity of a psychologist: even when he acts as an author or participant in applied psychological and pedagogical experiments. And then when he is busy with psychological counseling or psychological correction. But most often, at least in the work of a practical psychologist, psychodiagnostics acts as a separate, completely independent field of activity. Its goal is to make a psychological diagnosis, i.e., to assess the current psychological state of a person.

Psychological diagnostics is understood in two ways:

1. In a broad sense - it is close to the psychodiagnostic dimension in general and can relate to any object that is amenable to psychodiagnostic analysis, acting as the identification and measurement of its properties.

2. In a narrow sense, more common, it is the measurement of individual psychodiagnostic properties of a person.

There are 3 main stages in a psychodiagnostic examination:

1. Data collection.

2. Processing and interpretation of data.

3. Making a decision – psychodiagnostic diagnosis and prognosis.

Psychodiagnostics as a science is defined as a field of psychology that develops methods for identifying and measuring individual psychological characteristics of a person.

As a theoretical discipline, psychodiagnostics deals with variable and constant quantities that characterize a person’s inner world. Psychological diagnostics, on the one hand, is a way of testing theoretical constructs, and on the other, a concrete embodiment of theoretical constructs - a way of moving from an abstract theory, from a generalization to a concrete fact.

Psychological diagnostics solves the following problems:

1. Establishing whether a person has one or another psychological property or behavioral characteristic.

2. Determination of the degree of development of a given property, its expression in certain quantitative and qualitative indicators.

3. Description of the diagnosable psychological and behavioral characteristics of a person in cases where this is necessary.

4. Comparison of the degree of development of the studied properties in different people.

All four listed tasks in practical psychodiagnostics are solved either individually or comprehensively, depending on the goals of the examination. Moreover, in almost all cases, with the exception of a qualitative description of the results, knowledge of quantitative analysis methods is required.

Theoretical psychodiagnostics is based on the basic principles of psychology:

1. The principle of reflection - an adequate reflection of the surrounding world provides a person with effective regulation of his activities.

2. The principle of development - guides the study of the conditions for the emergence of mental phenomena, trends in their changes, qualitative and quantitative characteristics of these changes.

3. The principle of the dialectical connection between essence and phenomenon - allows us to see the mutual conditioning of these philosophical categories on the material of mental reality, provided that they are not identical.

4. The principle of the unity of consciousness and activity - consciousness and psyche are formed in human activity, activity is simultaneously regulated by consciousness and psyche.

5. Personal principle - requires the psychologist to analyze the individual characteristics of a person, take into account his specific life situation, his ontogenesis.

These principles form the basis for the development of psychodiagnostic methods - methods for obtaining reliable data on the content of variables of mental reality.

Thus, psychodiagnostics is a field of psychological culture and the most important form of psychological practice, the purpose of which is to make a psychological diagnosis, that is, to assess a person’s psychological state.

1.2. Basic methods of psychological diagnostics

The classification of psychodiagnostic methods is intended to make it easier for the practical worker (psychologist) to choose a technique that best suits his task. Therefore, the classification should reflect the connection of methods, on the one hand, with the mental properties being diagnosed and, on the other hand, with the practical problems for which these methods are developed.

Methods of practical psychodiagnostics can be divided into separate groups according to the following criteria:

1. According to the type of test tasks used in the methodology:

1) questionnaires – a set of psychodiagnostic techniques using questions addressed to the subjects;

2) approvers – a set of psychodiagnostic techniques that use certain judgments with which the subject must express his agreement or disagreement;

3) productive – a set of psychodiagnostic techniques that use one or another type of the subject’s own creative activity: verbal, figurative, material;

4) effective – a set of psychodiagnostic techniques in which the subject is given the task to perform a certain set of practical actions, the nature of which is used to judge his psychology;

5) physiological – a set of techniques that allow one to evaluate and analyze involuntary physical or physiological reactions of the human body.

2. To the recipient of the test material:

1) conscious (appeal to the consciousness of the subject);

2) unconscious (aimed at unconscious human reactions).

3. According to the form of presentation of the test material:

1) blank – methods that present test material in written form or in the form of drawings, diagrams, etc.;

2) technical – methods that represent material in audio, video or film form, as well as through other technical devices;

3) sensory – methods that present material in the form of physical stimuli directly addressed to the senses.

4. According to the nature of the data used for psychodiagnostic conclusions, a distinction is made between objective methods - methods that use indicators that do not depend on the consciousness and desire of the experimenter or subject - and subjective – methods in which the data obtained depend on the characteristics of the experimenter or subject.

5. Based on the internal structure, a distinction is made between monomeric methods (a single quality or property is diagnosed and assessed) and multidimensional methods (intended to identify and evaluate several psychological qualities at once).

The same technique can be simultaneously considered and qualified according to different criteria, and therefore can be assigned to several classification groups at once. The most commonly used approach is in which all psychodiagnostic techniques are divided into standardized (formalized) and expert (low-formalized, clinical).

Standardized (formalized) methods include tests, questionnaires, questionnaires and psychophysiological examination procedures. Standardization of methods means that they must always and everywhere be applied in the same way, starting from the situation and instructions received by the subject, and ending with the methods of calculating and interpreting the obtained indicators.

Validity – one of the main psychometric properties of the technique, indicating its validity and indicating the degree of correspondence of the information received to the diagnosed mental property. In a broad sense, validity includes information about behavior and mental phenomena that are causally dependent on the property being diagnosed. There are constructive, internal, external, and empirical validity.

The reliability of a psychodiagnostic technique is the quality of the technique associated with the ability to obtain fairly stable results with its help, which have little dependence on a random combination of circumstances. Closely related to these indicators is such a characteristic of methods as accuracy. The accuracy of the technique reflects its ability to subtly respond to the slightest changes in the assessed property that occur during a psychodiagnostic experiment.

Less formalized methods include such techniques as observations, surveys, and analysis of activity products. These methods provide very valuable information about the subject, especially when the subject of study is such mental phenomena that are difficult to objectify (for example, subjective experiences, personal meanings) or are extremely changeable (the dynamics of goals, states, moods, etc.). At the same time, it should be borne in mind that poorly formalized methods are very labor-intensive (for example, observations of the subject are sometimes carried out over several months) and are largely based on professional experience and the psychological intuition of the psychodiagnostician himself. Only the presence of a high level of culture in conducting psychological observations and conversations helps to avoid the influence of random and side factors on the results of the examination.

Slightly formalized diagnostic tools should not be opposed to strictly formalized methods. As a rule, they complement each other. A full-fledged diagnostic examination requires a harmonious combination of formalized techniques with less formalized ones. Thus, the collection of data using tests should be preceded by a period of familiarization with the subjects according to some objective and subjective indicators (for example, with the biographical data of the subjects, their inclinations, motivation for activity, etc.). For this purpose, interviews, surveys, and observations can be used.

The general classification of psychodiagnostic methods can be presented in the form of a diagram (Appendix A).

Chapter 2. The problem of children's readiness for school

2.1. Concept of school readiness

Psychological readiness for school is a necessary and sufficient level of mental development of a child to master the school curriculum in a peer group environment.

Psychological readiness for systematic learning at school is the result of the child’s entire previous development in preschool childhood. It is formed gradually and depends on the conditions in which the organism develops. Readiness for schooling presupposes a certain level of mental development, as well as the formation of the necessary personality qualities.

Readiness for school in modern conditions is considered, first of all, as readiness for schooling or educational activities. This approach is justified by looking at the problem from the perspective of the periodization of the child’s mental development and the change of leading types of activity. According to E.E. Kravtsova, the problem of psychological readiness for school learning is specified as a problem of changing the leading types of activity, that is, it is a transition from role-playing games to educational activities. This approach is relevant and significant, but readiness for educational activities does not fully cover the phenomenon of readiness for school.

L.I. Bozhovich pointed out back in the 60s that readiness for learning at school consists of a certain level of development of mental activity, cognitive interests, readiness for voluntary regulation, and one’s cognitive activity in the position of a schoolchild. Similar views were developed by A.V. Zaporozhets, noting that readiness for school is a holistic system of interconnected qualities of a child’s personality, including the characteristics of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of volitional regulation mechanisms.

Today, it is almost universally accepted that readiness for schooling is a multicomponent education that requires complex psychological research.

Traditionally, there are three aspects of school maturity: intellectual, emotional and social. Intellectual maturity is understood as differentiated perception (perceptual maturity), including the identification of a figure from the background, concentration of attention, analytical thinking, expressed in the ability to comprehend the basic connections between phenomena, the ability to remember logically, the ability to reproduce a pattern, as well as the development of subtle hand movements and sensorimotor coordination. We can say that intellectual maturity understood in this way largely reflects the functional maturation of brain structures.

Emotional maturity is generally understood as a reduction in impulsive reactions and the ability to perform a not very attractive task for a long time.

Social maturity includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school learning situation.

Thus, psychological readiness for schooling is understood as the necessary and sufficient level of mental development of a child to master the school curriculum in a learning environment with peers.

2.2. Forms of children's readiness for school

Today, it is almost universally accepted that readiness for schooling is a multi-complex education that requires comprehensive psychological research. It is customary to distinguish the following forms of psychological readiness for school (according to L.A. Venger, A.L. Venger, V.V. Kholmovskaya, Ya.Ya. Kolominsky, E.A. Pashko, etc.): personal, intellectual, social -psychological, physical, speech and emotional-volitional readiness.

Personal readiness includes the formation in a child of readiness to accept a new social position - the position of a schoolchild who has a range of rights and responsibilities. This personal readiness is expressed in the child’s attitude towards school, educational activities, teachers, and himself. Personal readiness also includes a certain level of development of the motivational sphere. A child who is ready for school is one who is attracted to school not by its external aspects (the attributes of school life - briefcase, textbooks, notebooks), but by the opportunity to acquire new knowledge, which involves the development of cognitive interests. The future schoolchild needs to voluntarily control his behavior and cognitive activity, which becomes possible with the formation of a hierarchical system of motives. Thus, the child must have developed learning motivation. Personal readiness also presupposes a certain level of development of the child’s emotional sphere. By the beginning of school, the child should have achieved relatively good emotional stability, against the background of which the development and course of educational activities is possible.

The child's intellectual readiness for school. This component of readiness presupposes that the child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, and semantic memorization. However, basically, the child’s thinking remains figurative, based on real actions with objects and their substitutes. Intellectual readiness also presupposes the development in a child of initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity. To summarize, we can say that the development of intellectual readiness for learning at school involves:

Differentiated perception;

Analytical thinking;

Rational approach to reality (weakening the role of fantasy);

Logical memorization;

Interest in knowledge and the process of obtaining it through additional efforts;

Mastery of spoken language by ear and the ability to understand and use symbols;

Development of fine hand movements and hand-eye coordination.

Social and psychological readiness for schooling. This component of readiness includes the formation in children of qualities through which they could communicate with other children and teachers. A child comes to school, a class where children are engaged in a common task, and he needs to have fairly flexible ways of establishing relationships with other people, the ability to enter the children's society, act together with others, the ability to give in and defend himself. Thus, this component presupposes the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, and the developing ability to cope with the role of a student in a school learning situation.

In addition to the above-mentioned components of psychological readiness for school, we will also highlight physical, speech and emotional-volitional readiness.

Physical readiness means general physical development: normal height, weight, chest volume, muscle tone, body proportions, skin and indicators corresponding to the norms of physical development of boys and girls of 6-7 years of age. Condition of vision, hearing, motor skills (especially small movements of the hands and fingers). The state of the child’s nervous system: the degree of its excitability and balance, strength and mobility. General health.

Speech readiness means the formation of the sound side of speech, vocabulary, monologue speech and grammatical correctness.

Emotional-volitional readiness is considered formed if

the child knows how to set a goal, make a decision, outline a plan of action, make efforts to implement it, overcome obstacles, he develops arbitrariness of psychological processes.

Summarizing the above, we can say that the psychophysiological readiness of a child for school is understood as his maturity in physiological and social terms; he must achieve a certain level of mental and emotional-volitional development. The child must master mental operations - be able to generalize and differentiate objects and phenomena of the surrounding world, be able to plan his activities and exercise self-control. It is important to develop school motivation, the ability to self-regulate behavior and demonstrate volitional efforts to complete assigned tasks. Thus, “a child’s readiness for school” is a complex and multifaceted concept.

2.3. Methods for diagnosing children's readiness for school

The procedure for determining the psychological readiness of children for school may vary depending on the conditions in which the psychologist works. The most favorable conditions are examination of children in kindergarten in April-May. A piece of paper is posted in advance on the notice board in kindergarten with information about what types of tasks will be presented to the child during an interview with a psychologist.

A child’s readiness for school is determined by a systematic examination of the state of the intellectual, speech, emotional-volitional and motivational spheres. Each of these areas is studied by a number of adequate methods aimed at identifying the level of mental development, the presence of the necessary skills and abilities, and the state of the motivational attitude towards schooling.

To get a general idea of ​​the level of development of a child’s readiness for schooling, you can use the Kern-Jirasik School Maturity Orientation Test. This test has a number of significant advantages:

Firstly, this test requires a short time to use;

Secondly, it can be used for both individual and group surveys;

Thirdly, the test has standards developed on a large sample;

Fourthly, it does not require special means and conditions for its implementation;

Fifthly, it allows the research psychologist to obtain information about the child.

The school maturity orientation test by J. Jirasik is a modification of the test by A. Kern. It consists of three tasks (subtests):

1. Drawing a male figure from an idea. This task makes it possible to identify the relationship between selective activity and the development of the second signaling system, abstract thinking, and an approximate assessment of general mental development.

2. Imitation of written letters.

3. Drawing a group of points.

The second and third tasks are related to the level of development of the child’s ability for certain behavior (he must show volitional effort, follow instructions in unattractive work within the required time), which is an important prerequisite for successful learning at school.

The drawing of the man must be done according to the presentation. When copying written words, the same conditions must be provided as when copying a group of points combined into a geometric figure. To do this, each child is given sheets of paper with examples of completing the second and third tasks. All three tasks place demands on fine motor skills. The procedure for performing and evaluating tests is presented in Appendices B, C, D.

After the subtests are completed, psychologists collect the forms and conduct a primary grouping of them based on test results, selecting children with very weak, weak, medium and strong levels of readiness for school.

Children who receive three to six points in the first three subtests are considered ready for school. The group of children who received seven to nine points represents the average level of readiness for school. Children who received 9-11 points require additional examination to obtain more objective data. Particular attention should be paid to the group of children who scored 12-15 points, which indicates development below normal. Such children need a thorough individual examination of intelligence, development of personal and motivational qualities.

The results obtained characterize the child in terms of general mental development: the development of motor skills, the ability to perform given patterns, i.e. characterize the arbitrariness of mental activity. As for the development of social qualities associated with general awareness and the development of mental operations, these properties are quite clearly diagnosed in J. Jirasik’s questionnaire.

J. Jirasik introduced an additional fourth task into this methodology, which consists of answering questions (each child is asked to answer 20 questions). Using this questionnaire, the development of social qualities associated with general awareness and the development of mental operations is diagnosed. After the survey is completed, the results are calculated based on the number of points scored on individual questions. The quantitative results of this task are divided into five groups:

Group 1 – plus 24 or more;

Group 2 – plus 14 to 23;

Group 3 - from 0 to 13;

Group 4 – from minus 1 to minus 10;

Group 5 – less than minus 11.

According to the classification, the first three groups are considered positive. Children who score from plus 24 to plus 13 are considered ready for school.

Thus, we can say that the Kern-Jirasik methodology provides preliminary guidance on the level of development of readiness for schooling.

In connection with the identification of various types of relationships in the psychological readiness of children that influence the development of educational activities, it makes sense to diagnose children entering school through indicators of mental development that are most important for the success of school.

The “Graphic Dictation” technique was developed by D.B. Elkonin and is aimed at identifying the ability to listen carefully and accurately follow the instructions of an adult, capabilities in the field of perceptual and motor organization of space, the ability to correctly reproduce the given direction of lines on a sheet of paper, and independently act on the instructions of an adult. Instructions for conducting the test and evaluation of the results are indicated in Appendix E.

To determine psychological readiness for schooling, it is also necessary to determine the initial motivation for learning in children entering school and find out whether they have an interest in learning. The child’s attitude towards learning, along with other psychological signs of readiness for learning, forms the basis for the conclusion about whether the child is ready or not ready to study at school. Even if everything is in order with his cognitive processes, it cannot be said about the child that he is completely ready for school. The lack of desire to learn with two signs of psychological readiness - cognitive and communicative - allows a child to be admitted to school, provided that during the first few months of his stay at school, an interest in learning appears. This refers to the desire to acquire new knowledge, useful skills and abilities related to mastering the school curriculum. In this technique, the child is asked to answer questions. When evaluating answers, you should not limit yourself only to ratings of 0 points and 1 point, since, firstly, there are complex questions here, one of which the child can answer correctly, and the other incorrectly; secondly, the answers to the proposed questions may be partly correct and partly incorrect. For complex questions that the child did not answer completely, and questions that allow a partially correct answer, it is recommended to use a score of 0.5 points. Taking into account the introduced intermediate score of 0.5 points, it should be considered that a child who, as a result of answering all questions, scored at least 8 points, is fully ready to study at school (based on the results of a survey using this method). A child who scores from 5 to 8 points will be considered not quite ready for learning. Finally, a child whose total score is less than 5 is considered not ready for learning. The maximum number of points that a child can receive using this method is 10. It is considered that he is practically psychologically ready to go to school if the correct answers are received at least half of all questions asked.

Thus, the most common and effective methods for diagnosing children’s readiness for school are the following:

1. “Kern-Jirasik School Orientation Test”, which includes:

Drawing a group of points;

Questionnaire by J. Jirasik.

Chapter 3. Experimental part.

3.1. Psychological diagnostics of children's readiness for schooling.

We carried out diagnostics of readiness for school on the basis of children of the preparatory group of kindergarten No. 98 in the city of Cherepovets in October 2009.

We examined 20 children of the preparatory group using a system of methods to conduct a survey of a child’s readiness for school:

1. Kern-Jirasik school maturity orientation test, including:

Drawing a male figure from an idea;

Imitation of written letters;

Drawing a group of points;

Questionnaire for the orientation test of school maturity by Jaroslav Jirasik.

2. Methodology “Graphic dictation” (D.B. Elkonin).

3. Questionnaire “Child’s attitude towards learning at school.”

These methods allowed us to determine, respectively:

The relationship between selective activity and the development of the second signaling system, abstract thinking, an indicative assessment of general mental development;

The child’s ability to demonstrate volitional effort, the ability to follow instructions in unattractive work within the required time;

Arbitrariness of mental activity;

Development of social qualities associated with general awareness, development of mental operations, verbal and logical thinking;

The ability to listen carefully and accurately follow the instructions of an adult, capabilities in the field of perceptual and motor organization of space, the ability to correctly reproduce the given direction of lines on a sheet of paper, and act independently according to the instructions of an adult;

The initial motivation for learning in children entering school is the presence of interest in learning.

Purpose of the study: to determine the level of readiness of children to study at school using all methods in order to identify children who are not ready (or not fully ready) to study at school and further correctional work with them.

For all methods (except for surveys), work was carried out in small groups of 5 people. Surveys were conducted with each child individually.

Before the start of psychological diagnostics, we carefully familiarized ourselves with the characteristics of each child and the products of the children’s activities.

The research results are presented in the table.

In general, we obtained the following results:

1) Three subtests (drawing a male figure from an idea, imitation of written letters, drawing a group of dots): 55% of subjects – high level of readiness for school, 35% – average, 5% – low, 5% – very low.

2) Questionnaire by J. Jirasik: 35% of children – high, 55% – average, 10% – low level of readiness for school.

3) “Graphic dictation” (D.B. Elkonin): 30% of children have a high level of readiness for school, 45% have an average level, 25% have a low level.

4) Questionnaire “Child’s attitude towards learning at school”: 85% - high, 15% - low level of readiness for school.

But children with a low level of readiness for school have also been identified.

Subject No. 5 scored 4 points using the “Drawing a Man” method

according to presentation." This may indicate communication problems, withdrawal, autism, or a low level of intellectual development. It is recommended to conduct a detailed diagnosis of the child’s intellectual abilities.

Subject No. 8 scored 4 points in the “Imitation of written letters” method, 5 points in the “Drawing a group of dots” method, -10 points in the “J. Jirasik Questionnaire” and 5 points in the “Graphic Dictation”.

This indicates an inability or unwillingness to follow an adult’s instructions, to listen carefully, and a low development of voluntary mental activity. Social qualities associated with general awareness, the development of mental operations, and verbal and logical thinking are poorly developed.

Subject No. 9 showed poor results in all tests (except for the “Child’s Attitude to Learning at School” questionnaire). This indicates a possible low level of intellectual development of the child, isolation, inability to act independently as directed by an adult, poor development of mental operations, verbal-logical thinking and poor general awareness.

Subject No. 3 scored 3 points using the “Graphic Dictation” method, which indicates a low level of development of the child’s voluntary sphere, as well as the weak development of his capabilities in the field of perceptual and motor organization of space.

Based on the results of diagnosing readiness to study at school, the following can be recommended:

a) enroll the child in first grade;

b) delay the start of training by one year;

c) transfer the child to a special kindergarten group or school leveling class;

d) send to the methodological and pedagogical commission;

e) carry out an individual approach to the child, taking into account certain identified features of his preparation, carry out psychocorrectional work with him.

Conclusion

Thus, while writing my course work, I was able to:

To study the accumulated theoretical material on the problem of psychological diagnostics of children’s readiness for school;

Expand the concept of “psychological diagnostics” and its main methods;

Reveal the forms of children's readiness for school;

Study the basic methods of psychological diagnostics of children’s readiness for school;

Conduct an experimental study of the use of methods of psychological diagnostics of children's readiness for school, identify children with a low level of readiness and make recommendations for increasing their level of readiness for school.

The first chapter of the course work is devoted to the disclosure of the concept of “psychological diagnostics” and the study of its basic methods. Psychodiagnostics is a field of psychological culture and the most important form of psychological practice, the purpose of which is to make a psychological diagnosis, that is, to assess a person’s psychological state.

There are many classifications of psychodiagnostic methods (by the type of test tasks used in the methodology, by the recipient of the test material, by the form of presentation of the test material, by the nature of the data used for psychodiagnostic conclusions, by the internal structure). But the most often used approach is in which all psychodiagnostic techniques are divided into standardized (formalized) and expert (low-formalized, clinical).

The second chapter of the course work is devoted to children's readiness for school. The first part of the second chapter examines the forms of children’s readiness for school: personal, intellectual, socio-psychological, emotional-volitional, physical and speech readiness. Thus, a child’s readiness for school is a complex and multifaceted concept.

The second part of the second chapter discusses methods of psychological diagnostics of children for school: the Kern-Jirasik school maturity orientation test (drawing a male figure from an idea, imitation of written letters, drawing a group of dots, J. Jirasik’s questionnaire), the “Graphic Dictation” technique (D.B. . Elkonin), questionnaire “Child’s attitude towards learning at school.”

The third chapter of the course work is devoted to conducting an experimental study “Psychological diagnostics of children’s readiness for schooling” using the example of children of the preparatory group of preschool educational institution No. 98 in the city of Cherepovets, identifying children with a low level of readiness for school and developing appropriate psychocorrectional measures for them to increase their level of readiness for school . Using a system of selected methods, we conducted a psychological diagnosis of the level of readiness of children for school among 20 people. The test results were as follows: 16 people (80%) have a high and average level of readiness for school, 4 people (20%) have a low level of readiness for school. The second part of the third chapter examines in detail psychocorrectional measures aimed at developing memory, thinking, speech, voluntary sphere and attention, that is, increasing the level of psychological readiness for school in children with a low level of readiness.

In my opinion, a more in-depth study of this problem is necessary to understand the psychological development of preschool children, optimize the educational process, find and eliminate the causes of difficulties that arise in a certain part of children when mastering the school curriculum, and also to avoid school maladaptation and prevent school failure.

Glossary

Psychodiagnostics is a field of psychological science and the most important form of psychological practice, which is associated with the development and use of various methods for recognizing the individual characteristics of a person (group of people).

Methods of psychological diagnostics are techniques for assessing individual psychological differences and determining, from the point of view of the norm in specific life situations of activity and communication, the state of psychological variables that characterize a specific individual or group.

Standardized (formalized) methods are psychodiagnostic methods that are distinguished by the regulation of the examination procedure (uniformity of instructions and methods of their presentation, forms, objects or equipment used during the examination, test conditions), methods of processing and interpreting results, standardization (the presence of strictly defined evaluation criteria : norms, standards), as well as the reliability and validity of methods.

Validity – one of the main psychometric properties of the technique, indicating its validity and indicating the degree of correspondence of the information received to the diagnosed mental property.

Psychological readiness for school is a necessary and sufficient level of mental development of a child to master the school curriculum in a peer group environment.

Analytical thinking is the ability to comprehend the main features and connections between phenomena, the ability to reproduce a pattern.

Standardized (formalized) methods are methods that should always and everywhere be applied in the same way, starting from the situation and instructions received by the subject, and ending with methods for calculating and interpreting the obtained indicators (tests, questionnaires, questionnaires and psychophysiological examination procedures).

The emotional maturity of the child is a decrease in impulsive reactions and the ability to perform a not very attractive task for a long time.

The social maturity of a child is the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school learning situation.

A child’s intellectual readiness for school is the child’s horizons and stock of specific knowledge.

The child’s personal readiness for school is expressed in the child’s attitude towards school, educational activities, teachers, himself, a certain level of development of the motivational sphere.

Socio-psychological readiness is the formation in children of qualities thanks to which they could communicate with other children and teachers (the need to communicate with others, the ability to obey the interests and customs of the children's group, the ability to cope with the role of a student in a school situation).

Bibliography

1. I.Yu.Kulagina. Developmental psychology (Child development from birth to 17 years). – M., 1996

2. General psychodiagnostics / Ed. A.A. Bondaleva, V.V. Stolin. - M., 1987

3. Gutkina N.I. Psychological readiness for school. - M., 2003

4. Kravtsova E.E. Psychological problems of children's readiness to study at school. – M., 1991

5. Rogov N.I. Handbook for a practical psychologist. - M., 1999

6. Zaporozhets A.V. Preparing children for school. Fundamentals of preschool pedagogy. – M., 1989

7. Wenger L. How does a preschooler become a schoolchild? // Preschool education, - 1995

8. Brief psychological dictionary / Under the general editorship. A.V. Petrovsky and M.G. Yaroshevsky. – Rostov-on-Don “Phoenix”, 1997

9. Kravtsov G.G., Kravtsova E.E. Six year old child. Psychological readiness for school. - M, Knowledge, 1987

10. Testing children / comp. T.G. Makeeva. – 2nd ed. – Rostov n/a: Phoenix, 2007

11. Khudik V.A. Psychological diagnostics of child development: research methods - K., Osvita, 1992

12. Elkonin D.B. Child psychology (Child development from birth to 7 years) - M: Uchpedgiz, 1960

13. Rybina E. Is the child ready for school? //Preschool education. 1995

14. Readiness of children for school. Diagnosis of mental development and correction of its unfavorable variants: Methodological developments for a school psychologist. / Ed. V.V. Slobodchikova, issue 2, Tomsk, 1992

Appendix A

Classification of psychodiagnostic methods

Appendix B

Methodology “Drawing a male figure from an idea”

Test performance assessment:

1 point exhibited in the following cases: the drawn figure must have a head, torso, limbs; the head and body are connected through the neck, the head does not exceed the body; there is hair on the head (or it is covered by a hat), there are ears, on the face there are eyes, a nose and a mouth; the hands are finished with a hand with five fingers; the legs are curved at the bottom; men's clothing used; the figure is drawn using the so-called synthetic method, that is, the figure is drawn immediately as a single whole (you can outline it without lifting the pencil from the paper); legs and arms seem to “grow” from the body.

2 points the child receives if all the requirements as in paragraph 1 are met, except for the synthetic image method; three missing parts (neck, hair, one finger, but not part of the face) may be excluded from the requirements if this is balanced by a synthetic image method.

3 points placed when the drawing shows the head, torso, limbs, and the arms or legs are drawn with a double line; absence of neck, ears, hair, clothing, fingers, feet is allowed.

4 points. Primitive drawing with a torso; limbs are expressed only by simple lines (one pair of limbs is enough).

5 points. There is a lack of clear image of the torso (head and legs) or both pairs of limbs.

If children over five years of age miss some parts of the face (eyes, mouth) in the drawing, this may indicate serious communication disorders, isolation, or autism.

This test does not have an independent diagnostic value, that is, it is unacceptable to limit yourself to examining a child with this technique: it can only form part of the examination.

Appendix B

Methodology “Imitation of written letters”

Each child is given sheets of paper with examples of completing a task (written word), which the child must copy or draw.

Assessment of task completion:

1 point the child receives in the following case: a completely satisfactory imitation of the written model; letters do not reach double the size of the sample; the initial letter has a clearly visible capital letter height; the rewritten word does not deviate from the horizontal line by more than 30 degrees.

2 points put if the sample is copied legibly, the size of the letters and compliance with the horizontal line are not taken into account.

3 points. The inscription is clearly divided into three parts; at least four letters can be understood.

4 points. In this case, at least two letters match the sample; the copy still creates the inscription line.

5 points. Scribble.

Appendix D

Methodology “Drawing a group of points”

Each child is given sheets with examples of completing the task, which he must copy, and blank sheets of paper. Instructions for the task: “Look, there are dots drawn here. Try to draw the same ones here next to each other.”

Assessment of task completion:

1 point. Almost perfect imitation of the model, only a very slight deviation of one point from a row or column is allowed; Reducing the picture is acceptable, but should not be enlarged.

2 points. The number and location of points must correspond to the sample; even three points can be allowed to deviate by half the width of the gap between the rows and columns.

3 points. The whole is similar in outline to the sample. It does not exceed the sample by more than 2 times in height and width. There should be no more than 20 points and no less than 7. Any rotation is allowed, even 180 degrees.

4 points. The outline of the drawing no longer resembles the sample, but it still consists of dots. The size of the picture and the number of dots do not matter; other shapes are not allowed.

5 points. Sketching.

Appendix D

Questionnaire for the orientation test of school maturity

Jaroslava Jirasik

1. Which animal is bigger - a horse or a dog?

Horse = 0 points; wrong answer = -5 points.

2. In the morning you have breakfast, and in the afternoon...

Let's have lunch. We eat soup, meat = 0 points;

We have dinner, sleep and other erroneous answers = -3 points.

3. It’s light during the day, but at night...

Dark = 0 points, wrong answer = - 4 points.

4. The sky is blue and the grass...

Green = 0 points, incorrect answer = -4 points.

5. Cherries, pears, plums, apples... what are they?

Fruit = 1 point, wrong answer = -1 point.

6. Why does the barrier go down before the train passes?

So that the train does not collide with the car, so that no one gets hit

under the train = 0 points, wrong answer = -1 point.

7. What are Moscow, Rostov, Kyiv?

Cities = 1 point, stations = 0 points, wrong answer = -1 point.

8. What time does the clock show (show on the clock)?

Well shown = 4 points; only a quarter, a whole hour, a quarter and an hour are shown, correct = 3 points; doesn't know the clock = 0 points.

9. A small cow is a calf, a small dog is..., a small sheep is...?

Puppy, lamb = 4 points, only one answer out of two = 0 points, incorrect answer = -1 point.

10. Is a dog more like a chicken or a cat? How is it similar? what do they have in common?

Like a cat, because it also has four legs, fur, tail, claws (one similarity is enough) = 0 points; for a cat (without giving similarities) = -1 point; for chicken = -3 points.

11. Why do all cars have brakes?

Two reasons (braking down a mountain, braking at a turn, stopping in case of danger of a collision, stopping altogether after finishing driving) = 1 point; 1 reason = 0 points; wrong answer = -1 point.

12. How are a hammer and an ax similar to each other?

Two common characteristics = 3 points; 1 similarity = 2 points; wrong answer = 0 points.

13. How are squirrels and cats similar to each other?

Determining that these are animals, or citing two common characteristics (they have 4 legs, tails, fur) = 3 points; one similarity = 2 points; wrong answer = 0 points.

14. What is the difference between a nail and a screw? How would you recognize them if they were lying here in front of you?

They have different characteristics: for a screw – threading (thread) = 3 points; the screw is screwed in and the nail is driven in = 2 points; wrong answer = 0 points.

15. Football, high jump, tennis, swimming... is this?

Sports, physical education = 3 points; games, exercises, gymnastics,

competitions = 2 points; wrong answer = 0 points.

16. What vehicles do you know?

Three land vehicles, aircraft or ship = 4 points; only

three land vehicles or a complete list, with an airplane or a ship, but only after explaining that vehicles are something that can be used to move somewhere = 2 points; wrong answer = 0 points.

17. What is the difference between an old man and a young man? What's the difference between them?

Three signs (gray hair, lack of hair, wrinkles, can no longer work like that, is sick more often, sees poorly, hears poorly) = 4 points; one or two differences = 2 points; incorrect answer (he has a stick, he smokes) = 0 points.

18. Why do people play sports?

For two reasons (to be healthy, hardened, strong, mobile, not to be fat, they want to achieve a record) = 4 points; one reason = 2 points; wrong answer = 0 points.

19. Why is it bad when someone avoids work?

The rest must work for him (or an expression that someone else suffers as a result of this), he is lazy, earns little = 2 points; wrong answer = 0 points.

20. Why do you need to put a stamp on the envelope?

So they pay for sending, transporting a letter = 5 points; the other one would have to pay a fine = 2 points; wrong answer = 0 points.

Appendix E

Methodology "Graphic dictation"

Instructions for carrying out:

To conduct the study, each child is given a notebook sheet in a square with four dots marked on it. Before the study, psychologists explain to children:

“Now you and I will draw different patterns. We must try to make them beautiful and neat. To do this you need to listen to me carefully. I will tell you how many cells and in which direction you need to draw the line. The next line must begin where the previous one ended, without lifting the pencil from the paper.”

After this, the psychologist proceeds to drawing a training pattern, dictation 1:

“We begin to draw the first pattern. Place a pencil on the topmost square. Draw a line without lifting the pencil from the paper: one cell down, one cell to the right, one cell up, one cell to the right, one cell down, one cell to the right. Then continue to draw the same pattern yourself.” Also conduct the following dictations:

Dictation 2:

Dictation 3:

Dictation 4:

You are given one and a half to two minutes to complete each pattern independently. The total time of the technique is about 15 minutes. The training dictation is not graded (the first one), each of the subsequent dictations is graded on the following scale:

Error-free reproduction of the pattern – 4 points;

For 1-2 mistakes they give 3 points;

For more errors – 2 points;

If there are more errors than correctly reproduced sections, then 1 point is given;

If there are no correctly reproduced sections, then 0 points are given.

Based on the data obtained, the following execution levels are possible:

10-12 points – high;

6-9 points – average;

3-5 points – low;

0-2 points – very low.

Appendix G

Questionnaire “Child’s attitude towards learning at school”

1. Do you want to go to school?

2. Why do you need to go to school?

3. What will you do at school? (Option: what do they usually do at school?)

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

5. What are lessons? What do they do on them?

6. How should you behave in class at school?

7. What are homework assignments?

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

9. What new things will appear in your life when you start school?

A correct answer is considered to be one that sufficiently fully and accurately corresponds to the meaning of the question. In order to be ready for school, a child must give correct answers to the vast majority of questions asked of him. If the answer received is not complete enough, then the questioner should ask the child additional leading questions.

Appendix 3

Table “Results of psychological diagnostics of children for school”

The procedure for determining the psychological readiness of children for school may vary depending on the conditions in which the psychologist works. The most favorable conditions are examination of children in kindergarten in April-May. A piece of paper is posted in advance on the notice board in kindergarten with information about what types of tasks will be presented to the child during an interview with a psychologist.

A child’s readiness for school is determined by a systematic examination of the state of the intellectual, speech, emotional-volitional and motivational spheres. Each of these areas is studied by a number of adequate methods aimed at identifying the level of mental development, the presence of the necessary skills and abilities, and the state of the motivational attitude towards schooling.

To get a general idea of ​​the level of development of a child’s readiness for schooling, you can use the Kern-Jirasik School Maturity Orientation Test. This test has a number of significant advantages:

• - firstly, this test requires a short time to use;
• - secondly, it can be used for both individual and group examinations;
• - thirdly, the test has standards developed on a large sample;
• - fourthly, it does not require special means and conditions for its implementation;
• - fifthly, it allows the research psychologist to obtain information about the child.

The school maturity orientation test by J. Jirasik is a modification of the test by A. Kern. It consists of three tasks (subtests):

• 1. Drawing a male figure from an idea. This task makes it possible to identify the relationship between selective activity and the development of the second signaling system, abstract thinking, and an approximate assessment of general mental development.
• 2. Imitation of written letters.
• 3. Drawing a group of points.

The second and third tasks are related to the level of development of the child’s ability for certain behavior (he must show volitional effort, follow instructions in unattractive work within the required time), which is an important prerequisite for successful learning at school.

The drawing of the man must be done according to the presentation. When copying written words, the same conditions must be provided as when copying a group of points combined into a geometric figure. To do this, each child is given sheets of paper with examples of completing the second and third tasks. All three tasks place demands on fine motor skills.

After the subtests are completed, psychologists collect the forms and conduct a primary grouping of them based on test results, selecting children with very weak, weak, medium and strong levels of readiness for school.

Children who receive three to six points in the first three subtests are considered ready for school. The group of children who received seven to nine points represents the average level of readiness for school. Children who received 9-11 points require additional examination to obtain more objective data. Particular attention should be paid to the group of children who scored 12-15 points, which indicates development below normal. Such children need a thorough individual examination of intelligence, development of personal and motivational qualities.

The results obtained characterize the child in terms of general mental development: the development of motor skills, the ability to perform given patterns, i.e. characterize the arbitrariness of mental activity. As for the development of social qualities associated with general awareness and the development of mental operations, these properties are quite clearly diagnosed in J. Jirasik’s questionnaire.

J. Jirasik introduced an additional fourth task into this methodology, which consists of answering questions (each child is asked to answer 20 questions)1. Using this questionnaire, the development of social qualities associated with general awareness and the development of mental operations is diagnosed. After the survey is completed, the results are calculated based on the number of points scored on individual questions. The quantitative results of this task are divided into five groups:

• 1 group - plus 24 or more;
• Group 2 - plus 14 to 23;
• Group 3 - from 0 to 13;
• Group 4 - from minus 1 to minus 10;
• Group 5 - less than minus 11.

According to the classification, the first three groups are considered positive. Children who score from plus 24 to plus 13 are considered ready for school.

Thus, we can say that the Kern-Jirasik methodology provides preliminary guidance on the level of development of readiness for schooling.

In connection with the identification of various types of relationships in the psychological readiness of children that influence the development of educational activities, it makes sense to diagnose children entering school through indicators of mental development that are most important for the success of school.

The “Graphic Dictation” technique was developed by D.B. Elkonin and is aimed at identifying the ability to listen carefully and accurately follow the instructions of an adult, capabilities in the field of perceptual and motor organization of space, the ability to correctly reproduce the given direction of lines on a sheet of paper, and independently act on the instructions of an adult. Instructions for conducting the test and evaluation of the results are indicated in Appendix E.

To determine psychological readiness for schooling, it is also necessary to determine the initial motivation for learning in children entering school and find out whether they have an interest in learning. The child’s attitude towards learning, along with other psychological signs of readiness for learning, forms the basis for the conclusion about whether the child is ready or not ready to study at school. Even if everything is in order with his cognitive processes, it cannot be said about the child that he is completely ready for school. The lack of desire to learn with two signs of psychological readiness - cognitive and communicative - allows a child to be admitted to school, provided that during the first few months of his stay at school, an interest in learning appears. This refers to the desire to acquire new knowledge, useful skills and abilities related to mastering the school curriculum. In this technique, the child is asked to answer questions 1. When evaluating answers, you should not limit yourself only to ratings of 0 points and 1 point, since, firstly, there are complex questions here, one of which the child can answer correctly, and the other incorrectly; secondly, the answers to the proposed questions may be partly correct and partly incorrect. For complex questions that the child did not answer completely, and questions that allow a partially correct answer, it is recommended to use a score of 0.5 points. Taking into account the introduced intermediate score of 0.5 points, it should be considered that a child who, as a result of answering all questions, scored at least 8 points, is fully ready to study at school (based on the results of a survey using this method). A child who scores from 5 to 8 points will be considered not quite ready for learning. Finally, a child whose total score is less than 5 is considered not ready for learning. The maximum number of points that a child can receive using this method is 10. It is considered that he is practically psychologically ready to go to school if the correct answers are received at least half of all questions asked.

Thus, the most common and effective methods for diagnosing children’s readiness for school are the following:

• 1. “Kern-Jirasik School Orientation Test”, which includes:
  • - drawing a male figure from an idea;
  • - imitation of written letters;
  • - drawing a group of points;
  • - questionnaire by J. Jirasik.
• 2. Methodology “Graphic dictation” (D.B. Elkonin).
• 3. Questionnaire “Child’s attitude towards learning at school.”