Levels of psychological readiness of children for school. Is the child ready for school: ways to check, recommendations for parents

Whether a child is ready for a new school life or not is determined by a combination of the following features:

• morphological;
• psychological;
• personal.

The degree of their formation depends on:

• proper maturation of the preschooler’s body (especially the central nervous system);
• the level of development of his mental processes;
• the social environment in which the baby was raised;
• personal qualities that he developed;
• availability of basic universal educational skills.

Let's present the main types of readiness for school and their characteristics in the table.

According to experts, readiness for schooling is formed in children between the ages of six and seven. However, each child has an individual pace of development. The decision about whether to send him to school should be made based on an assessment of the entire list of necessary qualities.

Physical fitness

This type of readiness for school learning, such as physical readiness, is determined on the basis of compliance of the level of development of the child’s body with basic age standards. A number of criteria need to be taken into account.

1. Level of biological development:

• height;
• weight;
• performance;
• system of conditioned verbal reactions;
• maturity of the digestive and urinary system.

1. State of health and analysis systems. To determine the state of health, before entering school, the child must undergo a medical examination and receive a conclusion that he is healthy and can study in a general education institution. Particular attention is paid to testing vision and hearing, which are of paramount importance for the perception of information.

If there are any medical deviations or contraindications, it is necessary to delay enrollment in first grade, undergo a course of treatment, or take care of creating special learning conditions for the child.

General physical development. Determined by the presence of basic physical qualities:

• dexterity;
• speed;
• force;
• coordination of movements.

Level of development of main types of movements:

• jumping;
• bends;
• squats;
• crawl.

Development of fine motor skills of the hands:

• hold a pen or pencil;
• draw clear lines;
• move small items;
• fold a sheet of paper.

Hygiene skills, self-care skills. The child must independently:

• wash;
• brush your teeth;
• to wash hands;
• use the toilet;
• dress;
• fasten and tie shoelaces;
• take care of your appearance;
• use cutlery;
• clean up after yourself;
• organize the workplace;
• collect, fold and put away your things.

Knowledge of basic health. The child has knowledge about:

• the importance of being healthy;
• the need to protect health;
• daily routine;
• the importance of sports.

A physically healthy and prepared child, a changed daily routine and level of stress.

Psychological readiness

Let's consider the types of psychological readiness for school, which covers several aspects.

Mental readiness includes:

• sufficient knowledge about the world around us;
• ability to operate with existing knowledge to solve various problems;
• curiosity, the need to gain new knowledge;
• level of mental activity that will ensure the assimilation of new knowledge;
• the presence of verbal, logical and figurative thinking;
• developed speech, sufficient vocabulary;
• developed sensory skills;
• sustained attention;
• strong memory.

Intellectual preparation for entering school is a necessary condition for successful mastery of the curriculum.

Social readiness is based on the following components:

• communication;
• the desire to communicate with peers and establish friendly relations with them;
• the ability to listen to the interlocutor;
• willingness to take turns;
• willingness to follow the leader or demonstrate leadership qualities yourself;
• understanding of social hierarchy, willingness to obey the demands of elders.

The foundations of a child’s relationship with the outside world are laid in the family and develop during the process of attending a preschool institution. Children at home find it more difficult to adapt to the conditions of the school community.

Personal readiness to enter school is associated with the degree of formation of the child’s internal attitude towards the fact that his role in society is changing, the attitude of adults and their system of requests towards him are changing. A first-grader must consciously take the position of a schoolchild and have. It is important that his positive motivation is not based on external aspects (purchasing new clothes, having office supplies, etc.), but on the fact that by attending school he will become smarter and be able to develop his abilities and skills.

In addition, the child must be prepared that the family will consider him more mature and independent. Therefore, the number of demands and family responsibilities will increase. In this regard, the situation is especially difficult in families where there are still children of preschool age.

Emotional-volitional readiness implies the presence of the following aspects:

• joyful anticipation of going to school;
• acceptance of the goals of educational activities and a positive attitude towards them;
• the ability to subordinate one's motives to collective ones;
• the ability to consciously manage one’s behavior in accordance with moral principles;
• desire to overcome difficulties;
• desire to achieve high results in their activities;
• conscious identification of some positive and negative qualities of one’s character and willingness to change;
• the presence of restraint, perseverance, independence, perseverance, discipline and organization.

A high level of emotional and volitional readiness for school is the key to successful learning. Indeed, in this case, even having problems at the initial stage of school adaptation, the child will be able to overcome them and will not experience difficulties in the future.

Special readiness

Special readiness for schooling lies in the fact that the child has some universal learning skills:

• name letters;
• read syllables or words;
• count, add and subtract within 10;
• write individual elements;
• draw simple objects;
• perform simple physical exercises.

This is just a sample list. Typically, such skills are developed during special classes held in kindergarten. Their presence is necessary for studying school subjects provided for by the curriculum.

It is important that all basic types of a child’s readiness for school are formed at a sufficient level. Only in this case, in the conditions of systematic education, the child’s health will not deteriorate, he will cope with the requirements, successfully master the school curriculum and adapt socially and psychologically to school life.

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

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

Wenger L.A.

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

What does psychological readiness for school mean?

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

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

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

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

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

The first years at school. What is important?

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

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

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

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

Components of a child’s psychological readiness for school.

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

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

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

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

I.A. Galkina (candidate of psychological sciences)

Going to school is an important event in everyone’s life. With the beginning of systematic education, the child’s life changes greatly, new responsibilities appear for him, physical and neuropsychic stress increases sharply, and the volume of assimilated information increases significantly. The transition to school age is also associated with serious changes in activities, communication, relationships with other people, and self-awareness. Play activities are gradually replaced by educational activities, which become leading in primary school age. School is a symbol of further development; it helps the child acquire a new status and master new social roles. If a future student is not ready to accept the responsibilities associated with fulfilling a new social role for him, and has not mastered the new forms of communication and behavior accepted in a school situation (even if he has high general intellectual development), he will experience certain difficulties at school. Thus, competent preparation of preschoolers for school is one of the main tasks of both teachers and parents.

Psychologists believe that a lot depends on how the child is psychologically prepared for school. This does not imply how well he can read and count, although these are skills that are usually tested when enrolling in school. But already in the first months of school, it suddenly turns out that children who read quickly and count well do not show interest in lessons, violate discipline, and find themselves in conflict situations with the teacher and classmates. It turns out, having received a certain preschool education that they have not yet “matured” to school psychologically.

So, psychological readiness for school is a systemic characteristic of the mental development of a child of senior preschool age, which includes the formation of abilities and properties that ensure the ability to carry out educational activities, as well as the acceptance of the social position of the student. This is the level of psychological development of a child that is necessary and sufficient for mastering the school curriculum in a group of peers.

Psychological readiness for school includes: personal, mental and volitional readiness.

Personal readiness and its components:

• motivational readiness - the formation of social motives (the need for social recognition, the desire to acquire a socially significant status), as well as the formation and dominance of educational and cognitive motives (the desire to learn and learn new things);
• the formation of self-esteem and self-concept - the child’s awareness of his physical capabilities, skills, experiences, as well as the ability to adequately assess his achievements and personal qualities;
• communicative readiness - the child’s readiness for free and productive communication with the teacher and peers, in the context of educational activities, the presence of communicative initiative;
• emotional maturity - the child’s mastery of social norms for expressing his feelings, the absence of impulsive reactions, the formation of higher feelings - aesthetic (feeling of beauty), intellectual (the joy of learning), moral.

Intelligent Readiness and its components:

• cognitive readiness - transition to conceptual intelligence, mastery of basic mental operations (comparison, analysis, synthesis, generalization, classification, abstraction), understanding of the causality of phenomena, the presence of a certain set of knowledge, ideas and skills;
• speech readiness - the formation of the lexical, phonemic, grammatical, syntactic, semantic aspects of speech; development of nominative, generalizing, planning and regulating functions of speech; formation and development of various forms of speech (monological - dialogical; external - internal);
• development of perception, memory, attention and imagination; development of sensorimotor coordination and fine motor skills.

Willful readiness and its components:

• readiness in the sphere of will - the ability to set goals and maintain goals, the ability to exercise volitional effort;
• development of voluntariness - the child’s ability to structure his behavior and activities in accordance with established rules, carry out actions according to the proposed patterns, control and correct them.

Procedure for determining psychological readiness for school

The procedure for determining psychological readiness 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. The child must be able to:

1) reproduce the sample;

2) work according to the rule;

3) lay out a sequence of plot pictures and compose a story based on them;

4) distinguish individual sounds in words.

The first stage of the interview includes the “House” technique, conducted collectively in groups of 5 people, and individual techniques: an experimental conversation to identify the “internal position of the student”; "Yes and no"; “Sound hide and seek” and “Determining the dominance of a cognitive or gaming motive.” There are other methods. The most popular ones are listed here. The results of the examination must be entered into the child’s mental development chart, which is briefly called a psychological map.

Parents often ask the question about the possibility of determining the degree of readiness of a child for school at home. There are several special tasks for this.

Exercise 1. Children's drawing of a graphic pattern consisting of geometric shapes and elements of capital letters. The sample should be drawn on a white sheet of paper without rulers or boxes. It must be redrawn on the same white sheet of paper. When drawing, children should use simple pencils. The use of a ruler and eraser is not permitted. The sample can be arbitrarily invented by an adult. This task will allow you to determine whether the child can cope with the work according to the model.

Task 2. Playing games with rules with children. For example, this could be the folk game “Black, don’t take white, don’t say no.” In this game, you can immediately see children who do not follow the rules and therefore lose. But in a game it is easier to follow the rule than in a training task. Therefore, if a child has a problem of this kind in play, then it will manifest itself all the more in school.

Task 3. A mixed up sequence of plot pictures is placed in front of the child. You can take pictures from a fairy tale known to children. There should be few pictures: from three to five. The child is asked to put together the correct sequence of pictures and compose a story based on them. To cope with this task, the child must develop the necessary level of generalization.

Task 4. In a playful way, the child is offered words in which he must determine whether the desired sound is there. Each time they agree on what sound will need to be found. There are several words for each sound. Two vowels and two consonants are offered for search. An adult should pronounce the sounds sought in words very clearly, and chant the vowels. Children who find this task difficult should be shown to a speech therapist.

Formation of psychological readiness for school

By the end of preschool age, there is an intensive development of those psychological qualities and properties that ensure the formation of psychological readiness for school. The leading activity of preschool age is role-playing play, in which important psychological qualities and properties are formed and consolidated. For the first time in a game, a child learns to obey the rule when, playing role-playing games with other children, he must fulfill his role according to the rules established by children or according to a model seen in the lives of adults. A child who has played role-playing games without much difficulty takes on the role of a student if he likes it at school and follows the rules prescribed by this role. A child who has not had any experience in his life of role-playing games with clear performance of the role may at first experience difficulties in accurately fulfilling all the teacher’s instructions regarding both diligence and discipline.

Academic motivation develops in a first-grader when there is a pronounced cognitive need and the ability to work. The baby has a cognitive need from birth, and then the more adults satisfy the child’s cognitive interest, the stronger it becomes. Therefore, you need to answer the kids’ numerous questions, read them fiction and educational books as much as possible, and play educational games with them. When working with preschoolers, it is important to pay attention to how the child reacts to difficulties: tries to complete the task he has started or abandons it. If you see that a child does not like to do something that he cannot do, try to come to his aid in time. In this case, the adult must emotionally praise the child for completing the work he started. Necessary and timely help from an adult, as well as emotional praise, allows the child to believe in his abilities, increases his self-esteem and stimulates the desire to cope with what he is not immediately able to do. Gradually, the child will get into the habit of trying to finish the job he started, and if that doesn’t work, then turn to an adult for help. But adults must carefully evaluate the situation every time, whether their help is really needed or whether the child is simply too lazy to work on it himself. Sometimes emotional encouragement and confidence that the baby will succeed can be helpful.

Great value for preschool development and the formation of psychological readiness for school have productive types of activities (drawing, modeling, design, etc.), in which higher forms of activity regulation are developed - planning, correction, control. Excursions with your child to school also help to create a positive attitude toward learning; parents' stories about their school years; organizing family celebrations to celebrate the school successes of older children; family reading of fiction.

In order for a child to feel comfortable at school and not experience adaptation difficulties, it is necessary in advance to smoothly lead him to a new stage in life. Start off preparation for school It is better in such a way that the child perceives it as an exciting game and does not feel pressure. If your child doesn't want to go to school yet, it's important to help him gain confidence that he can do his job well, that it is everyone's responsibility, and that interest will come with time. Children who attend from an early age children's development centers, are more accustomed to classes, and for them entering a new school life becomes calmer. However, for any child, the most important thing is the attention of the parents and their active participation in the transition to a new stage in life.

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

Psychological readiness for school

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

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

Social readiness

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

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

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

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

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

Motivational readiness

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

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

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

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

Emotional-volitional readiness

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

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

Intelligent Readiness

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

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

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

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

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

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

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

Speech readiness

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

Speech readiness for school includes a number of points:

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

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

Physical readiness for school

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

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

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

Functional readiness

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

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

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

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

Testing a preschooler

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

Such tests are needed for pedagogical purposes in order to have an idea of ​​what the student’s strengths and weaknesses are, his level of development in intellectual, psychological, personal and social terms. You can check your intellectual preparedness for high school using the following tasks:

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

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

Psychological aspects

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

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

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

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

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

What to do if the child is not ready?

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

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

How can you find out on your own, without the help of a specialist, whether your child is ready for school? What tests and methods are usually used by psychologists and admissions committees when applying to school?

Parents can assess the level of “maturity” through observation and answering questions. The questions were developed by psychologist Geraldine Cheney.

Assessing Cognition Development

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

Base Experience Assessment

Did the child have to accompany adults to the post office, to the store, to...

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2. Psychological readiness for school implies a certain level of formation: general awareness and social and everyday orientation; knowledge and ideas about the world around us; mental operations, actions and skills; voluntary regulation of activity and behavior; cognitive activity, manifested in relevant interests and motivation; speech development,...

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At the age of 5-7 years, parents begin to become interested in the question of their child’s readiness for school, what criteria exist for determining readiness, whether the help of a specialist is needed, and how old the future first-grader should be.

Different countries look at this issue in their own way, in some countries children become students as early as 4 years old, but mostly this is between the ages of 6 and 8 years. In Russia, the age of a first-grader is 6.5 - 7.5 years. The training program for first-graders is built depending on the age characteristics of the child. Many educational institutions create their own criteria for assessing the readiness of a future first-grader, focusing on the recommendations of doctors, psychologists, and teachers.

If your child is 6 years old, you can conduct a diagnosis, pay attention to the emotional state of your baby, his mood, and desire to learn. You can carry out diagnostics at home or directly where you plan to study.

The child's personal readiness for...

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Should I send my child to school next fall, or should I wait another year before starting school? Many parents of six-year-olds and even those whose children are not yet six are tormented by this question until the first of September. It should be noted that the strong-willed decision of mom and dad, “Go” or “Don’t go,” is not enough in this matter. After all, in order for a child to study successfully, it is his psychological readiness for educational activities that is important.

Some parents believe that the earlier the child goes to school, the better. It's a delusion. If the child’s psyche has not yet matured, school stress can suppress his developing abilities and cause overwork and increased nervousness.

“My child has been reading, counting, and knows the alphabet since he was three years old. It will probably not be difficult for him in first grade,” many parents will say. However, the skills acquired by a child in writing, reading, and counting do not yet mean that he is psychologically mature to change activities from play to learning. It is important that the baby develops...

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Nowadays, you can send your child to school at the age of 7 or 6, and the question of how to assess a child’s readiness for school usually arises among those parents who would like to send their child to school earlier. It is clear that responsible mothers and fathers will not make such a decision if they understand that the child is not yet ready to become a schoolchild. Fortunately, you can determine whether your child is ready for school on your own. For this purpose, there are special tests that assess the child’s level of preparation. But before conducting such testing, we need to take a closer look at the concept of a child’s psychological readiness for school.

What is a child’s psychological readiness for school?

A sufficient level of preparation for school should not be confused with the level of development of the child. A six-year-old child can read, write well, and successfully cope with the most difficult tasks for his age, but at the same time not be ready for school. Therefore, diagnosing a child’s readiness for school cannot...

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Readiness for learning and for school in general is determined by 2 principles: the desire to learn and the ability to learn. The latter determines the emotional and intellectual levels of development.

Oddly enough, children of preparatory age really want to go to school. This is caused by the desire to experience something new, grow up and communicate with new people. All children at this age want to be adults and smart, so the new stage - schooling - is a prestigious role for them.

Before school, all children and their parents undergo an interview with a psychologist, during which they ask the main question: “What does the child plan to do at school?” Children answer differently, it all depends on their personality traits, but if your child cannot answer this question, then perhaps he is not ready for school yet.

To determine whether your child is emotionally mature and ready for school, you need to look at his reaction and attention, besides, the child must be able to do not what he wants, but what...

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Tests for preschoolers 6 years old on school readiness with answers

Of course, for every parent, the most important moment in life comes when their child enters school. Any mother worries about the level of development of the future schoolchild and would like to know how ready her child is psychologically, mentally and physically for school. There are certain standards for a child’s age regarding readiness for school.

The child must clearly know the names of his parents, as well as his full name. Determine the seasons from the pictures, be able to associate them (winter is cold, summer is hot). Read a simple text syllable by syllable and write simple words in block letters, recite a poem. Count within twenty, subtract and add numbers up to ten. Determine the differences and similarities of objects from pictures, exclude unnecessary items with an explanation why. Know geometric shapes and be able to draw them. Know the primary colors. Determine time (earlier - later), size of objects...

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It cannot be denied that learning can be effective only if a first-grader has the necessary and sufficient qualities for learning.

Readiness for schooling consists of many components:

1. Physical readiness for school is determined by the child’s physical development and its compliance with age standards, that is, the child must achieve the physical maturity necessary for the educational process.

2. Psychological readiness for school implies a certain level of formation: general awareness and social and everyday orientation; knowledge and ideas about the world around us; mental operations, actions and skills; voluntary regulation of activity and behavior; cognitive activity, manifested in relevant interests and motivation; speech development, which presupposes possession of a fairly extensive vocabulary, the basics of the grammatical structure of speech, coherent utterances and elements of monologue speech.

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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, talk).

However, using only subject tests, test tasks, and diagnostic techniques for diagnosis gives a one-sided...

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The baby went to kindergarten, and now he is going to go to first grade.

These are two different levels of its development, and one of them should flow smoothly from the other. Kindergarten, if the child attends it, or parents at home are constantly preparing their child for this important step - school. The future first grader will receive a large amount of information, to understand and consolidate which he will need all his acquired qualities up to this point. The concept of a child’s readiness for school implies a level of preparedness that makes it possible to fully and without unnecessary stress both learn and interact with a new society. Here it is necessary to focus on the most important details, such as speech, memory, thinking, attention, a certain amount of knowledge, desire to learn, the ability to obey established and generally accepted rules, etc. In order to most accurately understand how to determine a child’s readiness for school, we need to consider this...

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Checking your child's readiness for school

The Kern–Jirasek test is often used to diagnose the knowledge of children entering school. This test allows parents to understand whether their child is ready for school.

The orientation test of school maturity by J. Jirasek, which is a modification of the test by A. Kern, consists of 3 tasks: imitation of written letters, drawing a group of dots, drawing a male figure from an idea. The result is assessed using a five-point system, and then the total result for all three tasks is calculated. This technique allows you to determine the level of development of fine motor skills, predisposition to master writing skills, the level of development of hand coordination and spatial orientation.

Reveals the general level of mental development, the level of development of thinking, the ability to listen, perform tasks according to a model, and the arbitrariness of mental activity.

1. Draw an uncle (man).

Children are asked to draw a man in order...

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According to child psychologists, a child’s readiness for school is not determined by the amount of his knowledge or the presence of reading skills. One of the key evidence of a child’s psychological readiness for school is his ability to follow certain instructions. If you ask your child to do something, but he does not hear the request, or only hears part of it, it means that he cannot yet perceive the instructions. If he understands what you want from him, but is not going to complete the task, this is also evidence that the child will have difficulty learning.

The second indicator of readiness to attend school is the ability to plan your work. Completing any task has several stages. This includes thinking about the upcoming activity, searching for a solution to a particular problem, and overcoming difficulties in achieving a result. If a child has difficulties with self-organization, it means that school, especially at first, will be difficult for him.

The third evidence of readiness for school...

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It is certainly important that a child goes to school intellectually prepared, but this is far from the only condition. One of the most important aspects of a student’s maturity is the child’s psychological readiness and overall satisfactory health.

How to assess a child's maturity and readiness for school?

Medical criteria for a child’s readiness for school include a comprehensive assessment of health status:

Level of biological development, morbidity in the previous period, psychophysiological criteria.

When issuing a medical certificate on readiness for education, medical indications for postponing education for 6-year-old children should be taken into account.

How to assess a child’s psychophysiological readiness for school?

Determination of a child’s psychophysiological readiness for school is carried out in September-October of the year preceding the start of education.

A medical-pedagogical commission, including a psychologist, pediatrician, and also a teacher, identifies...

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When they talk about “readiness for school,” they do not mean individual skills and knowledge, but a specific set of them, in which all the main components are present.
It cannot be denied that learning can be effective only if a first-grader has the necessary and sufficient qualities for learning.
Readiness for schooling consists of many components:

1. Physical readiness for school is determined by the child’s physical development and its compliance with age standards.

2. Psychological readiness for school implies a certain level of formation: general awareness and social and everyday orientation; knowledge and ideas about the world around us; mental operations, actions and skills; voluntary regulation of activity and behavior; cognitive activity; speech development.

3.Emotional maturity is the ability to regulate one’s behavior, which includes the ability to...

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If your child is about to go to 1st grade in the near future, then most likely you are concerned about the question of whether your child is ready for this and how to check his readiness for school. Entering 1st grade is a turning point in a child’s life, a new stage, a new step. The topic of school readiness is very broad and has recently attracted increasing attention from various specialists - primarily psychologists and teachers. After all, how ready a child is for school will determine his future success in learning, mental development and social development.

So what is “school readiness”? How to determine it? What knowledge and skills should a child have when entering a general education institution?

Readiness for school is not individual knowledge and skills, but a specific combination of them that ensures successful adaptation to new conditions.

Thus, readiness for school is determined by the complex of physical, pedagogical and psychological maturity of the child....

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