Checking readiness for school. Assessment of physical development

QUESTIONNAIRE

Reveals the general level of thinking, horizons, and development of social qualities. It is conducted in the form of a question-answer conversation. The task may sound like this: “Now I will ask questions, and you try to answer them.” If it is difficult for a child to answer a question right away, you can help him with several leading questions. The answers are recorded in points and then summed up.

1. Which animal is bigger - a horse or a dog? (horse = 0 points; incorrect answer = -5 points)

2. In the morning we have breakfast, and in the afternoon... (we have lunch, eat soup, meat = 0; have dinner, sleep and other incorrect answers = -3 points)

3. It’s light during the day, but at night... (dark = 0; incorrect answer = -4)

4. The sky is blue and the grass... (green = 0; incorrect answer = -4)

5. Cherries, pears, plums, apples - what are they? (fruit = 1; wrong answer = -1)

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 hurt, etc. = 0; incorrect answer = -1)

7. What are Moscow, Odessa, St. Petersburg? (name any cities) (cities = 1; stations = 0; incorrect answer = -1)

8. What time is it? (show on a clock, real or toy) (correctly shown = 4; only a whole hour or quarter of an hour is shown = 3; does not know the clock = 0)

9. A small cow is a calf, a small dog is..., a small sheep is...? (puppy, lamb = 4; only one correct answer = 0; incorrect answer = -1)

10. Is a dog more like a chicken or a cat? How? What do they have in common? (for a cat, because they have 4 legs, fur, tail, claws (one similarity is enough) = 0; for a cat without explanation = -1 for a chicken = -3)

11. Why do all cars have brakes? (two reasons are given: to slow down from the mountain, stop, avoid a collision, and so on = 1; one reason = 0; incorrect answer = -1)

12. How are a hammer and an ax similar to each other? (two common features: they are made of wood and iron, they are tools, they can be used to hammer nails, they have handles, etc. = 3; one similarity = 2; incorrect answer = 0)

13. How are a cat and a squirrel similar to each other? (determining that these are animals or giving two common characteristics: they have 4 legs, tails, fur, they can climb trees, etc. = 3; one similarity = 2; incorrect answer = 0)

14. What is the difference between a nail and a screw? How would you recognize them if they were lying on the table in front of you? (the screw has a thread (thread, such a twisted line around) = 3; the screw is screwed in, and the nail is driven in or the screw has a nut = 2; incorrect answer = 0)

15. Football, high jumping, tennis, swimming are... (sport (physical education) = 3; games (exercises, gymnastics, competitions) = 2; incorrect answer = 0)

16. What vehicles do you know? (three land vehicles + plane or ship = 4; only three land vehicles or a complete list with an airplane, ship, but only after explaining that vehicles are something you can move on = 2; incorrect answer = 0)

17. What is the difference between an old man and a young man? What's the difference between them? (three signs (gray hair, no hair, wrinkles, poor vision, often sick, etc.) = 4; one or two differences = 2; incorrect answer (he has a stick, he smokes...) = 0

18. Why do people play sports? (for two reasons (to be healthy, hardened, not to be fat, etc.) = 4; one reason = 2; incorrect answer (to be able to do something, to earn money, etc.) = 0)

19. Why is it bad when someone deviates from work? (others must work for him (or another expression that someone suffers a loss as a result of this) = 4; he is lazy, earns little, cannot buy anything = 2; wrong answer = 0)

20. Why do you need to put a stamp on a letter? (so they pay for forwarding this letter = 5; the other one who receives it would have to pay a fine = 2; incorrect answer = 0)

Let's sum up the points. Sum + 24 and above – high verbal intelligence (outlook). A sum from + 14 to 23 is above average. The sum from 0 to + 13 is the average indicator of verbal intelligence. From -1 to – 10 – below average. From -11 and less is a low indicator. If the verbal intelligence score is low or below average, additional examination of the child’s neuropsychic development is necessary.

Assessing the level of maturity. We check readiness for school using the Geraldine Cheney questionnaire.
Assessing Cognition Development
1. Does the child have basic concepts (for example: right/left, big/small, up/down, in/out, etc.)?
2. Can the child classify, for example: name things that can roll; name a group of objects in one word (chair, table, wardrobe, bed - furniture)?
3. Can a child guess the ending of a simple story?
4. Can the child remember and follow at least 3 instructions (put on socks, go to the bathroom, wash there, then bring me a towel)?
5. Can the child name most uppercase and lowercase letters of the alphabet?

Base Experience Assessment
6. Did the child have to accompany adults to the post office, store, or savings bank?
7. Was the baby in the library?
8. Has the child been to the village, to the zoo, to the museum?
9. Did you have the opportunity to regularly read to your baby and tell him stories?
10. Does the child show increased interest in anything? Does he have a hobby?

Assessment of language development
11. Can the child name and label the main objects around him?
12. Is it easy for him to answer questions from adults?
13. Can the child explain what different things are used for, for example, a vacuum cleaner, a brush, a refrigerator?
14. Can the child explain where objects are located: on the table, under the chair, etc.?
15. Is the baby able to tell a story, describe some incident that happened to him?
16. Does the child pronounce words clearly?
17. Is his speech correct in terms of grammar?
18. Is the child able to participate in a general conversation, act out any situation, or participate in a home performance?

Assessment of the level of emotional development
19. Does the child seem cheerful at home and among his peers?
20. Has the child formed an image of himself as a person who can do a lot?
21. Is it easy for the baby to “switch” when there are changes in the daily routine and move on to a new activity?
22. Is the child able to work (play, study) independently and compete in completing tasks with other children?

Assessment of communication skills
23. Does the child join in the play of other children and share with them?
24. Does he take turns when the situation requires it?
25. Is the child able to listen to others without interrupting?

Assessment of physical development
26. Does the child hear well?
27. Does he see well?
28. Is he able to sit quietly for some time?
29. Does he have developed coordination of motor skills (can he throw a ball, jump, go down and up the stairs without the help of an adult, without holding on to the railing,...)
30. Does the child seem cheerful and enthusiastic?
31. Does he look healthy, well-fed, rested (most of the day)?

Visual discrimination
32. Can a child identify similar and dissimilar shapes (find a picture that is different from the others)?
33. Can a child distinguish between letters and short words (cat/year, b/p...)?

Visual memory
34. Can a child notice the absence of a picture if he is first shown a series of 3 pictures and then removes one?
35. Does the child know his name and the names of objects encountered in his daily life?

Visual perception
36. Is the child able to put a series of pictures in order?
37. Does he understand that they read from left to right?
38. Can he put together a 15-piece puzzle on his own, without outside help?
39. Can he interpret a picture and write a short story based on it?

Hearing Ability Level
40. Can a child rhyme words?
41. Does it distinguish between words that begin with different sounds, for example, forest/weight?
42. Can he repeat several words or numbers after an adult?
43. Is the child able to retell a story while maintaining the main idea and sequence of actions?

Assessment of attitude towards books
44. Does the child have a desire to look at books on his own?
45. Does he listen attentively and with pleasure when people read aloud to him?
46. Does he ask questions about words and their meaning?

Summer is a well-deserved time of rest for schoolchildren and an exciting time for future first-graders and their mothers and fathers. Not everyone has decided on a school yet and not everyone has collected everything. We need to be on time! Buy the most beautiful backpack, school uniform and stationery. And the unknown is also a little scary: is yesterday’s kindergartener well prepared for school? The Nnmama.ru portal found out how a child’s readiness for school is checked, and what a future first-grader should be able to do.

Child's readiness for school: psychological

1. Developed perseverance. The child must quickly adapt to new activities and be able to work on a task for some time.

2. The skill of setting goals and drawing up an action plan. The future first-grader must understand the importance of certain matters. For example, in order to learn a poem, he needs to give up the game that interests him.

3. The child must be able to assimilate information himself and draw logical conclusions from it. For example, by the shape of an object he will be able to guess its purpose.

4. He must have a developed “eye-hand” connection: the ability to coordinate actions.

5. Ability to successfully interact with peers.

Child's readiness for school: intellectual

The beginnings of the ability to operate mentally with abstract concepts (what is happiness, pain, joy).
Elementary knowledge of the operations of analysis and synthesis in speech and visual forms (distinguish between vowels and consonants, the first and last sound in a word, etc.).
The ability to generalize, classify: apple, pear, orange are fruits.

Child's readiness for school: speech

1. Vocabulary within the age norm. A 6-7 year old child should have between 3500 and 7000 words in active use.

2. The child actively uses figurative expressions and metaphors (sunny smile, beautiful sunset). Builds grammatically correct sentences: inflects all members of the sentence according to gender, number and case. Moreover, the child can combine several simple sentences into one using the conjunctions “because”, “when”, “if”.

3. At this age, children love to tell stories, answer questions, and invent stories based on pictures. At the same time, during the retelling, minor details of the plot are often omitted, because all the child’s attention is concentrated on the main characters.

4. A 6-7 year old preschooler can not only explain the meaning of a familiar word, but also reason about the possible meaning of unfamiliar expressions.

5. The child is able to voice his emotional state and opinion about a certain situation in a conversation. Children 6-7 years old love to talk about the phenomena of life, observe what is happening and share their impressions with loved ones.

Three tests to determine your child's readiness for school

To find out how ready your child is for school, you can do the following tests. Just don’t load your child with them right away, take a break for at least one day.

Outlook test No. 1

The child must answer the following questions:

1. State your last name, first name, patronymic.

2. Give the last name, first name and patronymic of your father and mother.

3. Are you a girl or a boy? Who will you be when you grow up - an aunt or an uncle?

4. Do you have a brother, sister? Who's older?

5. How old are you? How much will it be in a year? In two years?

6. Is it morning or evening (afternoon or morning)?

7. When do you have breakfast - in the evening or in the morning? When do you have lunch - in the morning or in the afternoon?

8. What comes first - lunch or dinner?

9. Where do you live? Give your home address.

10. What does your dad and your mom do?

11. Do you like to draw? What color is this ribbon (dress, pencil).

12. What time of year is it now - winter, spring, summer or autumn? Why do you think so?

13. When can you go sledding - in winter or summer?

14. Why does it snow in winter and not in summer?

15. What does a postman, a doctor, a teacher do?

16. Why do you need a desk and a bell at school?

17. Do you want to go to school?

18. Show your right eye, left ear. What are eyes and ears for?

19. What animals do you know?

20. What birds do you know?

21. Who is bigger - a cow or a goat? Bird or bee? Who has more paws: a rooster or a dog?

22. Which is greater: 8 or 5; 7 or 3? Count from three to six, from nine to two.

23. What should you do if you accidentally break someone else’s thing?

Evaluation of answers

For the correct answer to all subquestions of one item, the child receives 1 point (with the exception of control questions). For correct but incomplete answers to subquestions, the child receives 0.5 points. For example, correct answers: “Dad works as an engineer,” “The dog has more paws than a rooster,” and incomplete answers: “Mom Tanya,” “Dad works at work.”

Test tasks include questions 5, 8, 15,22. They are assessed as follows: .

No. 5 – the child can calculate how old he is - 1 point, names the year taking into account the months - 3 points.
No. 8 – for a complete home address with the name of the city - 2 points, incomplete - 1 point.
No. 15 – for each correctly indicated use of school paraphernalia – 1 point.
No. 22 – for the correct answer - 2 points.
No. 16 is assessed together with No. 15 and No. 22. If in No. 15 the child scored 3 points, and in No. 16 - a positive answer, then it is considered that he has a positive motivation for learning at school.

Evaluation of results

The child received 24-29 points, he is considered school-mature, 20-24 - medium-mature, 15-20 - low level of psychosocial maturity.

Test “Find the differences” No. 2

Reveals the level of development of observation skills. Prepare two identical pictures, differing from each other in 5-10 details (such tasks are found in children's magazines and educational copybooks). The child looks at the pictures for 1-2 minutes, then talks about the differences he found.

Of course, parents with children of “preschool” age are interested in knowing whether the child is ready for school or not. And here it is not only the knowledge and mental abilities of the child that are important, on which parental attention is mainly focused. Of no small importance is child's psychological readiness for school. Agree, if a child really wants to learn, but when he comes to class, he cannot find a common language with his peers, his motivation will quickly dry up. The same thing will happen if the child is not ready to carry out certain commands, contrary to his wishes. Consequence psychological unpreparedness of the child for the educational process may be a long recovery with a school psychologist. Check how ready your child is for school using the tests below.

Child's motivational readiness for school

If, based on the test results, you discover that the child has weak and inaccurate ideas about school, you will need to work with him to build motivation.

Test: “Child’s motivational readiness for school» .

(according to T.D. Martsinkovskaya)

This test will allow you to understand your child’s internal position towards school.

There is no time limit for answers. Ask questions and record all the child’s answers on paper:

“Imagine a city with only two schools. I will tell you how these schools differ, and you must choose which one you want to study in.”

One school offers lessons in mathematics, singing, Russian, labor, drawing and physical education. At another school there are only lessons in singing, drawing and physical education.

In one school there are lessons and breaks. At the second school there are no lessons, there are only breaks.

In the first school, good answers are given marks of 5 and 4. And in the other they give candy and toys.

In one school you can do whatever you want, whenever you want. In another school you can’t get up from your desk without the teacher’s permission, and if you want to ask something you have to raise your hand.

In one school, the teacher assigns homework to the children. And in the other there is no homework.

In one school, the director replaces a teacher who falls ill with another teacher. In another school, instead of a sick teacher, a mother begins teaching the children.

In one school you can negotiate with a teacher, and he will teach you at home. You won't have to get up in the morning and go to school. In another, the teacher does not teach children at home; they must go to school.

Now imagine that your mother said: “You are still small, it will probably be difficult for you to do your homework and get up early in the morning. Stay in kindergarten for another year, and then you will go to school.” What would you answer?

If a boy you know asks: “What do you like most about school?”, how will you answer him?

Analysis of answers: The correct answer is 1 point, the wrong answer is 0 points. A child’s internal motivational attitude toward school is formed if, based on the results of his answers, he scored 5 or more points.

Test: “What type of motivation for school prevails in a child.”

1) Question : Do you want to go to school?

A) Yes I want

B) No, I don’t want to

Analysis of the answer: Everything is simple here, either motivation is present or not. If the child chose answer "A"- continue the test. If selected answer "B" you need to analyze the reasons for the lack of desire.

2) Question: Why do you want to go to school?

A) This category includes all answers that contain external attributes: “I want, because I will have the same portfolio as Petya”; “I want to wear a nice school uniform, like an adult,” etc.

Analysis of the answer: Answer "A"- indicates that the child has external motivation. In the first grade, children study much more successfully if they have external motivation. This happens because the child’s wishes are being realized, while at the same time the load on the intellect is still very small. Answer "B"- speaks about the child’s internal motivation. It will contribute to successful learning if the intellectual load is feasible for the child.

The child’s communicative readiness for school

With developed communicative readiness, the child is endowed with communication skills, a willingness to negotiate and cooperate. He is able to adhere to social rules.

Test: “The importance of communication and identifying sympathy for group members”

(Two Houses Methodology).

This test will reveal the attitude of a child (3.5-6.5 years old) towards individual people from his environment (family members, teachers, brothers and sisters, friends, etc.). For a more objective result, it is advisable that the test be conducted by a qualified psychologist, or at least not by parents. A prerequisite is that the test is carried out one on one (child + psychologist)

You will need a sheet of white paper, red and black markers.

The psychologist unobtrusively asks the child about his home: “What kind of house do you live in?”
The psychologist says: “Wonderful, let’s build another, wonderful and very beautiful house for you,” and draws a house on a piece of paper with a red felt-tip pen. During the drawing process, you need to constantly emphasize the attractiveness of the red house.
The psychologist suggests to the child: “Well, now we need to populate this beautiful house. Of course, you will be its first inhabitant, because we built it for you.” The psychologist writes down the child’s name next to the house. “Who else will live in this house? You can infuse it into whoever you want, both those who now live with you and those who live elsewhere. Infuse whomever you want.”
The psychologist writes down the name of each “new inhabitant” of the house under the child’s name. You can very gently ask who it is.
When 2-3 new residents appear in the house, the psychologist draws a black house next to it and says: “Someone probably won’t live with you in the red house, they also need to live somewhere. Let's put them in a house that will stand nearby." An important clarification - the black house is not characterized in any way in front of the child and is not described! It's just a neighboring house and it's no worse than red!
If a child does not move into the black house, the psychologist gently encourages him to do so: “Well, will the house remain empty?”
When the houses are already occupied, you can ask about some person who was forgotten (teacher, brother, etc.).
Then the psychologist says: “Let's see, maybe someone from the neighboring house wants to move to the red house to live. Who do you think this is?” Arrows on a piece of paper indicate “moving”.
“Or maybe someone wants to move out of the red house?” - says the psychologist and again marks “moving” with arrows.

Decoding test results not symbolic. Conclusions are drawn directly: people with whom the child sympathizes live in the red house, the child shuns the “residents of the black house” and is psychologically fenced off. When relocating “tenants” from one house to another, you need to take into account the child’s explanation or the wording of the question (whose desire influenced the relocation). The most important thing is where the child “settled” his parents, brothers and sisters. In which house is the teacher or educator located? And also whether the child’s peers are present in the red house.

Test: “Communicative readiness for school”

1) Question: When can you get up during class?

A) When you are tired of lessons and want to play.

B) If the teacher asked a question, you raised your hand to answer and the teacher called your name.

2) Question: What questions can you ask your teacher?

A) Can I not do my homework?

B) Can I go to the toilet?

Analysis of answers to questions No. 1 and 2 : The child must understand that there are certain rules for behavior in class and communication with the teacher. If such an understanding has not yet been formed in the child, work needs to be done on social and communicative preparation for school.

3) Question: If a boy in the same class as you got a better grade than you, what feelings will you have?

B) In this category include answers that carry aggressive emotions: “I’ll hit”, “I’ll get angry”, “I’ll call him names”, “I’ll laugh at him”, etc. And also answers with suffering emotions: “I’ll pay”, “I’ll pout”, “I’ll be offended”, etc.

Analysis of answer No. 3 : Answer "A"- the most adequate reaction, indicating a weak or absent experience. Psychological resistance to the situation. Self-confidence and ability to dominate. The child is calm about school competition. Answer "B"- the child’s reaction is either actively aggressive (anger, irritability, hostility). Or passive-passive, in which the child has no desire to acquire new communication skills. There is a return to more familiar forms of behavior (a small child cries, is offended and complains).

Child's readiness for school. Assessing a child’s level of readiness for school

Checking the child's readiness for school. Quests

How to check the development of thinking

We check the features of thinking development

Task No. 1

Offer your child pairs of words to compare:

truck and car;

city and village;

elephant and bear;

house and hut;

piano and harp;

water and milk;

diary and notebook.

It is useful to have a conversation with your child before you propose these pairs. The conversation can be structured as follows: “Have you seen a bear? And the elephant? Are bears and elephants similar? If similar, then in what way? If they differ, then in what way?” And so for each pair the child must identify similarities or differences and highlight the signs. You can evaluate your child's work on a 5-point scale.

5 points - complete comparison, signs of similarity and difference are highlighted;

4 points - the comparison is incomplete. Signs or only similarities or differences are highlighted;

3 points - the comparison is incomplete. Irrelevant features are highlighted.

Task No. 2

Select semantic series where words can be grouped and where there is an extra word. You can use pictures:

1. Hare, bear, fox, cow.

2. Nail, hammer, screw, curtains.

3. Saucepan, kettle, watering can, frying pan.

4. Carrots, chamomile, beets, turnips.

5. Notebook, doll, car, ball.

6. Man, woman, monkey, child.

7. Pants, sweater, coat, hanger.

8. Artist, astronaut, soldier, doctor.

9. Violet, carrots, chamomile, cornflower.

10. Rose, St. John's wort, peony, gladiolus.

Invite your child to remove the extra word (picture). Ask him why he removes this particular picture or word and how the ones he left are similar. Observe carefully whether the child identifies significant features when grouping objects. This study can be assessed in the same way as the previous one - on a 5-point scale.

Task No. 3

This exercise is similar to the previous one. You need to build a semantic series and invite the children to guess what the fourth word will be. Evaluate using the same criteria as the previous two assignments.

1. Tiger - cage; cow - ...

2. House - roof; book - ...

3. Water - tap; fire - ...

4. Morning - evening; autumn - ...

5. Rose - flower bed; cornflower - ...

Task No. 4

This exercise can be done as a game. You name one syllable, and the child finishes the word. The work is done on time. The evaluation criteria are as follows:

An excellent result - the child completes all 10 syllables and comes up with several words for one syllable.

A good result is guessing all 10 words.

Bad result - 1-3 words.

Syllables can be like this:

MA, MU, FOR, PO, CHE, KU, PRY, NA, LO, ZO.

Task No. 5

The child is offered three cut pictures. For example, these could be the following pictures: a plush toy, a teapot, a flower or a doll, a bear, a cup. The task is that the child must collect them as quickly as possible. The time can be set using a stopwatch.

Evaluation using the example of pictures of a doll, a bear, a cup:

Doll: The child is told that this is a picture of a doll. 10 points - 15 seconds; 9 points - 16 seconds; 8 points - 21-26 seconds; 7 points - 27-30 seconds; 6 points - 31 -40 seconds; 5 points - 41-50 seconds; 4 points - 51-70 seconds; 3 points - 71-90 seconds; 2 points - 91-110 seconds; 1 point - 111-130 seconds.

Teddy bear: The child is told that this is a bear cub. 10 points - 1-20 seconds; 9 points - 21-30 seconds; 8 points - 31-40 seconds; 7 points - 41-50 seconds; 6 points - 51 -60 seconds; 5 points - 61-80 seconds; 4 points - 81-100 seconds; 3 points - 101-120 seconds; 2 points - 121-150 seconds; 1 point - 151-180 seconds.

Cup: The child is not named the object. 10 points - 1-35 seconds; 9 points - 36-45 seconds; 8 points - 46-55 seconds; 7 points - 56-65 seconds; 6 points - 66-80 seconds; 5 points - 81-100 seconds; 4 points - 101-120 seconds; 3 points - 121-140 seconds; 2 points - 141-160 seconds; 1 point - 161-180 seconds.

How to test a child's memory

Testing your child's memory

A. Visual

To determine its level, you will need sets of pictures, small things, toys. Show your child one of 10 pictures, things or toys. The duration of the display must be at least 5 seconds. After the child

familiarize yourself with all the items, ask him to name the ones he remembers. If he made a mistake, show him again the items he forgot. After 10 minutes, let him try to name them again. Then ask them to remember their names after an hour. One set can be used for 1-2 days, and then replaced.

(The same exercises can also be used to develop memory by adding game elements to them).

B. Short-term memory capacity

Material: two cards with rows of numbers.

Progress of the task. The student is told that several rows of numbers will be read, which must be remembered and after finishing reading each row, at the teacher’s command, write them down in the same order.

The first row of numbers on the first card is read, after the student reproduces them, the same procedure is carried out with the second, third row, etc.

Work with the second card is structured similarly, except that the test subjects are asked to reproduce each series of numbers in reverse order. For example, when reading the numbers of the third row of the second card - 3 2 7 9 - the student must reproduce them in this way: 9 7 2 3.

Analysis of task completion. View the records of the reproduced rows of numbers on the card and find the longest row where the numbers are reproduced correctly and in the given sequence.

Find the same row when reproducing the numbers on card 2.

The capacity of short-term memory is characterized by the maximum number of digits reproduced in a given sequence.

Reproducing 7-8 digits is an excellent result;

6 digits - average level; less than 5 digits - short-term memory capacity is too small.

To identify the presence of prospects for memory development, it is interesting to compare this number with the number of digits produced in reverse order.

B. Long-term memory capacity

The wolf is very similar to a large dog. The wolf's fur is long and stiff. His eyes are slanted. The tail is usually carried down. Wolves live in forests, ravines, and sometimes in the steppes. In spring and summer they roam alone or in pairs. In autumn they live as a whole family.

In winter they travel in large flocks. The wolf attacks large domestic and some wild animals. It feeds on small animals or insects. In summer, the wolf finds a lot of food in the forest. In winter, he sometimes runs into villages, villages and kills livestock. The fight against wolves is carried out by teams of hunters. Traps and traps are also made to catch wolves. The caught wolves are killed.

Progress of the task. The child is informed that he will be read the text twice, which he needs to listen to carefully, remember and retell in two weeks.

The text is read slowly, with an interval of 10 seconds between the first and second reading.

After two weeks, the child is asked to retell the text, but no additional instructions are given.

His answer is recorded verbatim.

Analysis of task completion. In the protocol recording, the number of semantic units reproduced is counted.

The main skeleton of each phrase is taken as a semantic unit.

The volume of long-term memory is determined by the number of correctly reproduced semantic units: high level - 12-16 units, average level - 9-11 units, low level - less than 9 units.

D. Memory type

Material: four columns of words written on separate cards.

Progress of the task. The student is informed that words will be read to him, which he must try to remember and, at the teacher’s command, write down.

The first column of words is read with a 5-second interval after each word. The student must write down all the words 10 seconds after reading the column.

The teacher reads the words of column III, and the subject repeats each of them in a whisper and “writes it down” in the air. Then the student writes down the memorized words on a piece of paper. Rest - 10 minutes.

The teacher shows the student the words of column IV and reads them to him. The subject repeats each word in a whisper and “writes it down” in the air. Then he writes down the remembered words on a piece of paper.

Analysis of task completion. The number of words correctly remembered by the student in each of the four columns is counted.

The table is filled in and the coefficient for each memory type is calculated:

Table 1

The closer the coefficient is to 1, the better developed this type of memory is in the child.

How to check a child's attention

Checking the child's attention

Task No. 1

Children are offered pairs of words. Their task is to determine by ear which of the words is longer.

Handle - handle;

Flower - flower;

Chub - forelock;

Cat - cat;

Ear - ear.

Task No. 2

Place different objects on the table (about 6-10), cover them with a napkin for a few seconds, then open them.

The more objects a child names, the more attentive he is.

Task No. 3

The child is shown a card on which three geometric figures are depicted with single-digit numbers written in them:

The child is told the following: “You will be shown a card with numbers written on it. You must remember these numbers and find their sum (if the child does not yet know how to count within 20, then you can write numbers such as 2, 1, 3 sequentially). The card is shown for 2 seconds, after which the child is asked to: name the sum of the numbers; name the numbers themselves and the geometric figures in which they are inscribed.

The result is to count the correct answers to the second question: 2-3 correct answers indicate that the child has a high level of attention distribution; 1 correct answer - average level; absence of correct answers - low level.

How to test a child's observation skills

Checking the child's observation skills

Material: two images of geometric shapes; the images differ in the number of figures and their location (see Fig. 3, 4).

Progress of the task. The student is asked to carefully look at both images and answer the questions:

What has changed in the second picture compared to the first? What remains the same?

Analysis of task performance. The number of correctly found changes is calculated:

a) two new figures appeared - a rectangle and a circle, divided into two parts;

b) the square disappeared;

c) the circle, oval and hexagon are moved to another place;

d) the hexagon and the equilateral triangle are shown in a different position.

The number of images that remained unchanged is recorded: the preserved figures are two triangles, a circle, a hexagon, an oval and the location of one triangle.

Detecting 2-3 changes and 1-2 images that remain unchanged is average.

If the child detects 4-5 changes and 2-3 images that remain unchanged, this indicates a high level of observation.

Detecting 2-3 changes and 1-2 images that remain unchanged is average. A lower number of detections is an indication of a low level of surveillance activity.

Girls, we will go to school at 15, but I’m starting to get ready little by little. How did you prepare and what did you do? If possible, add your ideas and questions in the comments? Here's what they recommend to our future first-graders:

Tests and exercises for the future first-grader:

General preparation

Every child should know the answers to these questions:
1. State your full name and surname.
2. How old are you?
3. State your date of birth.
4. State your mother’s name and patronymic.
5. Where and who does she work for?
6. State your dad’s name and patronymic.
7. Where and who does he work for?
8. Do you have a brother or sister? How old are they? Are they older or younger than you?
9. Give your home address.
10. What city do you live in?
11. What is the name of the country in which you live?
12. Do you want to go to school? Why? Do you like working out?

The ability to act according to the rules.
“Yes” and “no” technique

You and I will play a game in which you cannot say the words “yes” and “no.” Repeat, what words should not be spoken? (“yes” and “no”). Now be careful, I will ask questions, and you will answer them, but without the words “yes” and “no.”
Trial questions (not scored):
Do you like ice cream? (I love ice cream)
Does the hare run slowly? (The hare runs fast)

Test
1. Is the ball made of rubber?
2. Can you eat fly agaric?
3. Is the snow white?
4. Is the fox red?
5. Is a crow smaller than a sparrow?
6. Does the frog crow?
7. Can pigeons swim?
8. Does the clock have one hand?
9. Are bears white?
10. Does a cow have two legs?

Evaluation of the results obtained:
High level – not a single mistake was made
Average level – one, two errors
Low level – more than two errors

Attention
Task 1: I will say the words, if you hear the name of the flower, clap your hands.

Carrot, poppy, tit, airplane, chamomile, pencil, notebook, comb, aster, grass, rose, birch, bush, leaf, branch, gladiolus, ant, peony, spy, pirate, tree, forget-me-not, cup, pencil case, cornflower.

Result:

Average level – 1-2 errors
Low level – more than 2 errors

Task 2: Clap your hands when you hear the sound A in the words I name.

Watermelon, bus, pineapple, iron, hat, bow, fox, wolf, bear.

Result:
High level - no errors
Average level – 1 error
Low level – 2 or more errors

Task 3: I will name four words, and you name two of them that sound similar.
Onion, bear, grass, beetle.
Donkey, sled, watering can, cans.
Bear, shirt, pine cone, birch.

Memory
A child's success at school largely depends on his memory. Using the tasks below (it is better to do no more than one task per day), you can evaluate your child’s memory. Don't be discouraged if the results aren't great. Memory can be developed!

Task 1: Listen carefully to 10 words and try to remember them.
Ball, cat, forest, window, mushroom, clock, wind, table, glasses, book.

Ask your child to repeat the words he remembers in any order.
Result:
At least 6 words – high level
4-5 words – intermediate level
Less than 4 words – low level

Task 2: Read the child one phrase at a time and ask him to repeat each one.
1. Mushrooms grow in the forest.
2. It was raining heavily in the morning.
3. Mom reads an interesting book to the children.
4. Vova and Sasha carried red and blue balloons.

Result: It’s good if the child repeated the phrase word for word the first time and did not change the words.
High level – repeated all 4 phrases accurately
Average level – only 1 phrase wrong
Low level – made a mistake in 2 phrases or more

Task 3: Listen and remember the poem.
Read this poem to your child and ask him to repeat it. If the child repeated it with errors, read it again and ask him to repeat it again. The poem can be read no more than 4 times.

The snowball is fluttering, spinning,
It's white outside.
And the puddles turned
In cold glass.

Result:
High level - repeated the poem verbatim after 1-2 readings
Intermediate level – repeated the poem verbatim after 3-4 readings
Low level – made mistakes after 4 readings

Task 4: Listen carefully to the pairs of words and try to remember them.
Read all 10 pairs of words to your child. Then tell the child only the first word of the pair, and let him remember the second word.
Autumn - rain
Vase - flowers
Doll - dress
Cup-saucer
Book - page
Water is a fish
Car - wheel
House - window
Kennel - dog
Clock - hands

Result:
High level – 8-10 pairs of words
Intermediate level – 5-7 pairs of words
Low level – less than 5 pairs of words

Task 5: Exercise to develop the volume of short-term auditory memory “Cascade of words”.
Ask your child to repeat the words after you. Start with one word, then say two words, the child must repeat in the same sequence, three words, etc. (intervals between words are 1 second).

When the child cannot repeat a certain word series, read to him the same number of words, but different ones (for this you should prepare another list of words).

If in the second attempt the child copes with this word series, then move on to the next series, and so on until the child is able to reproduce the specified number of words in the second reading.

Fire
Home, milk.
Horse mushroom, needle.
Rooster, sun, asphalt, notebook.
Roof, stump, water, candle, school.
Pencil, car, brother, chalk, bird, bread.
Eagle, game, oak, telephone, glass, son, coat.
Mountain, crow, clock, table, snow, book, pine, honey.
Ball, apple, hat, carrot, chair, butterfly, subway, chicken, socks.
Truck, stone, berries, briefcase, sled, hammer, girl, tablecloth, watermelon, monument.

Thinking
The child discovers the world and learns to think. He learns to analyze and generalize, to establish cause-and-effect relationships.

Your child may have difficulty completing these tasks. In this case, explain to him the principle of performing tasks, and then offer him similar exercises.

Task 1: Answer the questions:
1.What is there more in the garden - potatoes or vegetables?
2. Who are more in the forest - hares or animals?
3.What is there more in the closet – clothes or dresses? Answers: 1- vegetables, 2- animals, 3- clothes.

Task 2: Read stories to your child and ask him to answer a question after each story.
Sasha and Petya were dressed in jackets of different colors: blue and green. Sasha was not wearing a blue jacket. What color jacket was Petya wearing? (blue)
Olya and Lena painted with paints and pencils. Olya did not paint with paints. What did Lena draw with? (paints)
Alyosha and Misha read poems and fairy tales. Alyosha didn’t read fairy tales. What did Misha read? (fairy tales)
Three trees grow: birch, oak and pine. Birch is lower than oak, and oak is lower than pine. Which tree is the tallest? What's the lowest?
Seryozha, Zhenya and Anton competed to see who could run faster. Seryozha ran faster than Zhenya, and Zhenya came faster than Anton. Who was the first to arrive and who was the last?
Once upon a time there were three puppies: Kuzya, Tuzik and Sharik. Kuzya is fluffier than Tuzik, and Tuzik is fluffier than Sharik. Which puppy is the fluffiest? Which one is the smoothest?

Task 3: Answer the questions:
1. Which animal is bigger - a horse or a dog?
2. In the morning we have breakfast, and at noon...?
3. It’s light during the day, but at night...?
4. The sky is blue and the grass...?
5. Cherry, plum, cherry – is this...?
6. Why, before the train passes, are barriers lowered along the track?
7. What are Moscow, Kaluga, Kursk?
8. What is the difference between day and night?
9. A small cow is a calf, a small dog is...? The little sheep is...?
10. Is a dog more like a cat or a chicken? What do they have the same?
11. Why do all cars have brakes?
12. How are a hammer and an ax similar?
13. How are squirrels and cats similar to each other?
14. What is the difference between a nail and a screw? How would you recognize them if they were lying here next to you, on the table?
15. Football, tennis, swimming – is this...?
16. What types of transport do you know?
17. What is the difference between an old man and a young man?
18. Why do people play sports?
19. Why is it shameful to avoid work?
20. Why do you need to put a stamp on a letter?

Whenever possible, try to have your child give 2-4 answer options when asking him the question: “And also?”
The norm is at least 15 correct answers.

Task 4: Find the extra word:
Read a group of words to your child. 3 words in each are close in meaning and can be combined based on a common feature, and 1 word differs from them and should be excluded. Invite your child to find the extra word.

1.Old, decrepit, small, dilapidated.
2. Brave, angry, courageous, daring.
3.Apple, plum, cucumber, pear.
4.Milk, cottage cheese, sour cream, bread.
5. Hour, minute, summer, second.
6. Spoon, plate, bag, pan.
7.Dress, hat, shirt, sweater.
8. Soap, toothpaste, broom, shampoo.
9.Birch, oak, pine, strawberry.
10. Book, TV, tape recorder, radio.

Task 5: Exercise to develop mental flexibility.
Invite your child to name as many words as possible that denote a concept.
1. Name the words for trees.
2. Name words related to sports.
3. Name the words denoting animals.
4. Name the words for domestic animals.
5. Name the words denoting ground transport.
6. Name the words denoting air transport.
7. Name the words denoting water transport.
8. Name words related to art.
9. Name the words for vegetables.
10. Name the words for fruit.

Speech development
By the age of 6-7 years, a child’s speech should be coherent and logical, with a rich vocabulary. The baby must correctly hear and pronounce all the sounds of his native language. The development of oral speech is the main condition for successful mastery of writing and reading.
Talk to your child more, ask him to retell the cartoons he watches, the books he reads. Offer to compose stories based on pictures.
If your child has difficulty pronouncing certain sounds or has difficulty distinguishing sounds by ear, then you should seek help from a speech therapist.

Task 1: Determine by ear what sounds the words differ in.
Read a few words to your child. The child must give an answer after each pair.
A goat is a scythe, a game is a needle, a daughter is a dot, a day is a shadow, a kidney is a barrel.
Result:
High level - no errors
Average level – 1 error

Task 2: Clap your hands when you hear a different sound.
Read the chains of sounds to your child.
Sh-sh-sh-s-sh
G-g-g-g-k-g
Ssssssssss
R-r-r-l-r
Result:
High level - no errors

Average level – 1 error

Low level – 2 or more errors

Task 3: Clap your hands when you hear a word that has a different sound from the others.
Read a series of words to your child.
Frame, frame, frame, lama, frame.
Kolobok, kolobok, box, kolobok.
Braid, braid, braid, goat, braid.
Voice, voice, ear, voice, voice.

Result:
High level - no errors
Average level – 1 error
Low level – 2 or more errors

Task 4: Correctly select words that have opposite meanings.
The child must correctly choose the opposite word for each of the proposed ones. An error is considered to be an answer of the “loud – soft” type.

Slow – (fast)
Day - (night)
Hot – (cold)
Thick – (thin)
Good - (evil)

Result:
High level - no errors
Average level – 1 error
Low level – 2 or more errors

Task 5: Answer the questions.
Read the questions to your child. He must choose the right words for each of the proposed ones.
What happens: sour, fast, red, soft?
Who can: jump, swim, growl, sing?
What does it do: a fish, a plane, a frog, a car?

Result:
High level - no errors
Average level – 1-2 errors
Low level – 3 or more errors

Task 6: Explain the meaning of words.
Read the word to the child. Ask for an explanation of its meaning. Before performing this task, explain to your child how to complete it using the example of the word “chair”. When explaining, the child must name the group to which this object belongs (a chair is furniture), say what this object consists of (the chair is made of wood) and explain what it is needed for (it is needed in order to sit on it).

Notebook, plane, pencil, table.

Result:
High level – the child explained all the concepts correctly
Intermediate level – the child explained 2-3 concepts correctly
Low level – the child explained no more than one concept correctly

Task 7: Listen carefully to the story.
Read the story to your child and ask him to answer questions.

Blizzard
In the morning, first-grader Tolya left the house. There was a blizzard outside. The trees rustled menacingly. The boy got scared, stood under the poplar, thinking: “I won’t go to school. Scary".
Then he saw Sasha standing under a linden tree. Sasha lived nearby, he was also getting ready for school and was also scared.
The boys saw each other. They felt happy. They ran towards each other, held hands and went to school together.
The blizzard howled and whistled, but it was no longer scary.

V.A. Sukhomlinsky

Answer the questions:
1.Who was mentioned in the story?
2.What grade did the boys study in?
3.Why did the boys feel happy?

Result:
High level – the child answered all questions correctly
Intermediate level – the child answered 2 questions correctly
Low level – the child answered only 1 question correctly

The world around us
At the time of entering school, a child must have a certain amount of knowledge and ideas about the world around him. It’s good if he has basic knowledge about plants and animals, the properties of objects and phenomena, knowledge of geography and astronomy, and an idea of time. Listed below are the basic questions about the world around us that a child should be able to answer.

1. Nature
Name the seasons and signs of each season.
How are wild animals different from domestic animals?
What benefits do pets bring?
What predatory animals do you know?
What herbivores do you know?
Name the migratory and wintering birds. Why are they called that?
What herbs, trees, shrubs do you know?
How are herbs different from trees and shrubs?
Name garden and wildflowers.
What are the names of the fruits of pine, oak, and apple trees?
What natural phenomena do you know?

2. Time
Name the parts of the day in order.
What is the difference between day and night?
Name the days of the week in order.
Name the spring, summer, autumn, winter months of the year.
What is longer: a minute or an hour, a day or a week, a month or a year?
Name the months in order.

3. Geography
What countries do you know?
What cities do you know, in what countries are they located?
What is the difference between a city and a village?
What rivers do you know?
How is a river different from a lake?
What planets do you know?
What planet do we live on?
What is the name of the Earth's satellite?

4. World and man

Name the professions:
Who teaches the children?
Who heals people?
Who writes poetry?
Who composes the music?
Who paints the pictures?
Who builds houses?
Who drives cars?
Who sews the clothes?
Who plays in films and theater?

What item is needed to:
-measure time;
- talk at a distance;
-watch the stars;
-measure weight;
-measure temperature?

What sports do you know?
What sports require a ball? Skates?
What musical instruments do you know?
What writers do you know?
What is honesty, kindness, greed, cowardice, laziness, hard work?
Why do you need to study? Work?
How to cross the road correctly?

5. Properties of objects.
What is wood, glass, metal, plastic?
What is soft, hard, friable, smooth, liquid, sharp?