Research project: psychological readiness of children for school. Psychological readiness for schooling, diagnostic methods for studying children’s readiness for schooling

Basic information about the work

Introduction

1. The concept of readiness for schooling. Key aspects of school maturity

1.1 Intellectual readiness for schooling

1.2 Personal readiness for schooling

1.3 Volitional readiness for schooling

1.4 Moral readiness for schooling

2 The main reasons for children’s unpreparedness for schooling

Conclusion

Glossary

List of sources used

Appendices A. Diagnostics for mastering elementary mathematical concepts

Applications B. Graphic dictation by D.B. Elkonina

Appendices B. Diagnosis of intelligence using the Goodenough-Harris test

Appendices D. Orientation text for school maturity

Appendices E. Ten Word Test

Appendix E. Test "Classification"

Appendix G. Social maturity test

Appendices I. Social Maturity Test

Appendices K. Test “Composing a story from pictures”

Appendixes L. Test “What’s missing?”

Appendices M. Test “The Fourth Wheel”

Introduction

The problem of children's readiness for school education has recently become very popular among researchers in various specialties. Psychologists, teachers, physiologists study and justify the criteria for readiness for schooling, argue about the age at which it is most advisable to start teaching children at school. Interest in this problem is explained by the fact that figuratively psychological readiness for schooling can be compared to the foundation of a building: a good strong foundation is the key to the reliability and quality of future construction.

The problem of studying preschoolers' readiness for school is not new. In foreign studies, it is reflected in works studying the school maturity of children. (G. Getper 1936, A. Kern 1954, S. Strebel 1957, J. Jirasey 1970, etc.). In Russian psychology, a serious study of the problem of readiness for schooling, which has its roots in the works of L.S. Vygotsky, contained in the works of L.I. Bozovic (1968); D.B. Elkonina (1981, 1989); N G. Salmina (1988); HER. Kravtsova (1991); N.V. Nizhegorodtseva, V.D. Shadrikova (1999, 2001) and others. These authors, following L.S. Vygotsky believes that learning leads to development, and therefore learning can begin when the psychological functions involved in it have not yet matured. In addition, the authors of these studies believe that what matters for successful schooling is not the totality of the child’s knowledge, skills and abilities, but a certain level of his personal and intellectual development, which is considered as psychological preconditions to schooling. In this regard, I consider it appropriate to designate the latest understanding of readiness for school as “psychological readiness for school”, in order to separate him from others.

The psychological readiness of children for schooling is understood as the necessary and sufficient level of psychological development of the child to master the school curriculum under certain learning conditions. A child’s psychological readiness for school is one of the most important results of psychological development during preschool childhood.

We live in the 21st century and now the very high demands of life for the organization of education and training force us to look for new, more effective psychological and pedagogical approaches aimed at carrying out teaching methods in accordance with the requirements of life. In this sense, the readiness of preschoolers to study at school takes on special significance.

The solution to this problem is related to the determination of the goals and principles of organizing training and education in preschool institutions. At the same time, the success of children’s subsequent education at school depends on its solution. The main goal of determining the psychological readiness of children for school is to prevent school maladjustment.

The relevance of this problem determined the topic of my work, “Study of children’s readiness for schooling.”

PURPOSE OF THE STUDY:

Identify and study the characteristics of a child’s psychological readiness for school.

TASKS:

a) Study the characteristics of the child’s psychological readiness for school.

b) Identify the conditions for the formation of a child’s psychological readiness for school.

c) Analyze diagnostic techniques and psychological assistance programs for children.

Preparing children for school is a complex task, covering all areas of a child’s life. Psychological readiness for school is only one aspect of this task. But within this aspect there are different approaches:

1. Research aimed at developing in preschool children changes in certain skills and abilities necessary for learning at school.

2. Study of neoplasms and changes in the child’s psyche.

3. Study of the genesis of individual components of educational activity and identification of ways of their formation.

4. Studying the changes of the child to consciously subordinate his actions to the given ones, with consistent execution of the adult’s verbal instructions. This skill is combined with the ability to master the general way of following an adult’s verbal instructions.

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

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

Today, it is almost universally accepted that readiness for schooling is a multiple education that requires complex psychological research. Traditionally, three aspects of school maturity are distinguished: intellectual, emotional, social.

Under intellectual activity differentiated perception is understood, perceptual maturity, including the separation of a figure from the background; concentration; analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; possibility of logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination. We can say that intellectual maturity understood in this way largely reflects the functional maturation of brain structures.

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

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

Based on the selected parameters, school maturity tests are created.

If foreign studies of school maturity are mainly aimed at creating tests and are much less focused on the theory of the issue, then the works of domestic psychologists contain a deep theoretical study of the problem of psychological readiness for school as a subject of activity, which is expressed in the social formation and execution of intentions and goals, or in other words in arbitrary behavior student.

Almost all authors studying psychological readiness for school give voluntariness a special place in the problem being studied. There is a point of view that poor development of volition is the main stumbling block to psychological readiness for school. The difficulty lies in the fact that, on the one hand, voluntary behavior is considered a new formation of primary school age, developing within the educational (leading) activity of this age, and on the other hand, the weak development of voluntary behavior interferes with the start of schooling.

D.B. Elkonin (1978) believes that voluntary behavior is born in role-playing play in a group of children, which allows the child to rise to a higher level of development than he can do in a game alone, because In this case, the team corrects violations in imitation of the expected image, while it is still very difficult for the child to independently exercise such control.

M.Yu. Buslaeva

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

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

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

Educational activities in preschool educational organizations

I.Yu. Ivanova

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

Preparing parents for productive communication with children of senior preschool age

L.I. Savva

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

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

O.G. Filippova

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

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Study of children's readiness for schooling

Introduction

1. Theoretical foundations of the problem of readiness for schooling

1.5 Formation of prerequisites for educational activities

1.7 Level and specific features of preschoolers’ thinking

2.1 Methodology "Orientation test of school maturity" Kern-Ynrassk

3. Study of basic mental processes in 6-year-old children

3.2 Attention research

Conclusion

Glossary

List of sources used

Introduction

In recent years, in domestic pedagogy and psychology there has been increased interest in the problem of a preschool child’s transition from kindergarten to school (or simply entering school if raised in a family) and the closely related concept of readiness for schooling. The importance of the degree of preparedness, or the so-called “school maturity”, is difficult to overestimate at this stage of the development of society, when theses about the system of lifelong education and upbringing of a person are becoming increasingly relevant, when it is the preparation of children and its effectiveness that determines the success of further personal development, increasing the level of education and favorable professional development.

The results of psychological and pedagogical research (L.I. Bozhovich, E.A. Lishtovannaya, A.A. Lyublinskaya) show that the child’s preparation for school is constantly being improved.

However, more and more often, practicing teachers (N.K. Abramenko, L.I. Bozhovich, K.A. Klimova, etc.) point to the difficulties experienced by the child at the stage of schooling. It is difficult for children to follow the new rules of school life, navigate the diversity of social relationships and connections, and cope with the new role of a student.

Against the background of sufficient intellectual development, insufficient social preparedness and inability to establish friendly relationships with others often manifest themselves.

As a result, children experience significant difficulties in adapting to new school conditions, negative emotional experiences, and find it difficult to establish full contacts with adults and peers, which ultimately leads to a decrease in the performance of younger schoolchildren. This explains the clearly manifested desire for a more in-depth study of the child’s social and personal readiness for school.

Scientific data and the practice of educating preschoolers indicate that one of the reasons for the child’s insufficient social and personal readiness for school is the lack of children’s behavioral skills, children’s incomplete knowledge of the norms and rules of communication, and therefore the lack of conscious guidance of these rules in everyday life. life. The readiness of a preschooler on a personal level to accept a qualitatively new position in the system of relations with others contributes to the creation of an emotionally positive climate in the classroom, an attitude towards the teacher as a bearer of socially developed methods of action and norms of behavior.

An important role in this process belongs to the teacher. The teacher’s mastery of the culture of communication, understanding and implementation of targeted work on this issue determines the success of the child’s mastery of social relations.

Based on this, we assume that an important reserve for improving a child’s preparation for school, in particular its social and personal aspect, is the system of work to create a culture of communication in older preschoolers.

The key to a child’s successful mastery of school knowledge is, first of all, a high level of development of verbal intelligence and motivational readiness to study at school, acceptance of the student’s position and a high level of arbitrariness of mental processes.

1 . Theoretical foundations of the problem of readiness for schooling

1.1 Definition of the concept of “psychological readiness for schooling”

There is still no single definition of the concept of “readiness for school” in child psychology due to the versatility, “multi-layeredness” of its very essence. A. Anastasi defines the concept of school readiness as “mastery of skills, knowledge, abilities, motivation and other behavioral characteristics necessary for the optimal level (development) of mastering the school curriculum.” The concept of “other behavioral characteristics” in this case is quite broad and can include an unlimited number of criteria.

In our opinion, a more successful and accurate definition is given by I. Shvantsara. He points out that school maturity is the achievement of a certain level of development when the child “becomes capable” of learning at school. I. Shvantsara also identifies a set of components of school readiness, such as mental, emotional and social.

L.I. Bozhovich noted that readiness for school consists of such factors as a certain level of development of mental activity, cognitive interests, arbitrariness of activity regulation and readiness to accept the social position of the student.

A.I. Zaporozhets held similar views, noting such components of readiness for school as motivation, the level of development of cognitive, analytical and synthetic activity and the degree of formation of the mechanisms of volitional regulation of actions.

P.A. Wenger supplemented the factors listed above, such as the need for a responsible attitude towards school and learning, voluntary control of one’s behavior, and performing mental work that ensures the conscious assimilation of knowledge by such a moment as “establishing relationships with adults and with peers, determined by joint activities.”

Research by Lisina M.I., Kapgeliya G.I., Kravtsova E.E. supplemented the concept of readiness for school with such criteria that can be conditionally defined as communicative readiness for school learning.

Thus, based on many psychological and pedagogical studies, it should be recognized that readiness for school is a complex, multicomponent concept in structure, in which the following “layers” can be distinguished:

a) personal readiness includes the child’s readiness to accept the position of a student. This includes a certain level of development of the motivational sphere, the ability to voluntarily control one’s own activities, the development of cognitive interests - a formed hierarchy of motives with highly developed educational motivation. It also takes into account the level of development of the child’s emotional sphere and relatively good emotional stability.

b) intellectual readiness presupposes that the child has a specific set of knowledge and ideas about the world around him, as well as the presence of prerequisites for the formation of educational activities.

E.I. Rogov points to the following criteria for intellectual readiness for schooling:

- differentiated perception;

-analytical thinking (the ability to comprehend the main features and connections between phenomena, the ability to reproduce a pattern);

- rational approach to activity (weakening the role of fantasy);

- logical memorization;

- interest in knowledge, the process of obtaining it through additional efforts;

- mastery of spoken language by ear and the ability to understand and

use of symbols;

-development of fine hand movements and hand-eye coordination.

c) socio-psychological readiness includes the formation of qualities in children, thanks to which they could communicate with other children and the teacher. This component presupposes that children achieve an appropriate level of development of communication with peers and adults (extra-situational-personal, according to Lisina) and the transition from egocentrism to decentration.

It should be noted that, despite the diversity of positions, all of the listed authors have a lot in common. Many of them, when studying readiness for schooling, use the concept of “school maturity”, based on the false concept according to which the emergence of this maturity is mainly due to the individual characteristics of the process of spontaneous maturation of the child’s innate inclinations and which are essentially independent of the social conditions of life and upbringing. In the spirit of this concept, the main focus is on the development of tests that serve to diagnose the level of school maturity of children. Only a small number of foreign authors - Vronfenvrenner, Vruner - criticize the provisions of the concept of “school maturity” and emphasize the role of social factors, as well as the characteristics of public and family education in its emergence.

Making a comparative analysis of foreign and domestic studies, we can conclude that the main attention of foreign psychologists is aimed at creating tests and is much less focused on the theory of the issue.

The works of domestic psychologists contain a deep theoretical study of the problem of school readiness.

An important aspect in the study of school maturity is the study of the problem of psychological readiness for learning at school. (L.A. Wenger, S.D. Tsukerman, R.I. Aizman, G.N. Zharova, L.K. Aizman, A.I. Savinkov, S.D. Zabramnaya)

The components of a child’s psychological readiness for school are:

-motivational (personal),

-intellectual,

-emotionally - strong-willed.

1.2 "Seven Years Crisis", its meaning

It should be noted that the age of seven years for entering school was not chosen by chance in our country. It was this period in the development of a child that was called the “seven-year crisis,” the presence of which was pointed out by L.S. Vygotsky.

He pointed out that it was at this time that “the loss of childish spontaneity ... began to differentiate the internal and external aspects of the child’s personality.” The child has a semantic experience, an internal struggle of experiences. L.S. Vygotsky points out that experiences are a unit for studying the interaction of personality and environment in development and have a biosocial structure. He identified such symptoms of the seven-year crisis as mannerisms, antics of the child and the emergence of pride, self-esteem as the central new formation of the end of preschool childhood. Considering the fact that self-esteem can be considered as “a motivational system that ensures the autonomy of the subject in relation to external influences,” the central achievement of preschool age can be confidently called the formation of a motivation system. “In the early stages, the individual system of self-esteem first arises under influence from the outside so that, having appeared, through self-regulation it acquires independence from this influence

(and the degree of independence achieved can, in turn, serve as an individually specific indicator of development).”

L.I. Bozhovich also emphasizes that “the central link in the formation of personality is the development of the motivational sphere of a person, his needs, desires, aspirations and intentions... Depending on the development of the motivational sphere, the development of the child’s cognitive abilities, his skills, abilities, habits, character."

1.3 The concept of motivational readiness

About the crisis of seven years L.I. Bozovic said that by this age a child develops an awareness of his social “I”, a desire for a new position in the system of social relations available to him and for a new socially significant activity - the position of a student. At school age, the child moves to a new, higher stage of assimilation of social experience accumulated by previous generations, to educational activities. “For its successful implementation,” pointed out A.V. Zaporozhets, “it is very important that the corresponding motives and aspirations for serious activity begin to form in their original form already in preschool childhood. Later, in the process of schooling, children discover its social meaning, which consists in achieving, under the influence of teaching, not any external results, but the improvement of the students themselves, equipping them with new knowledge and skills, developing their abilities necessary for future socially useful activities.In accordance with this, they perform in front of the child and acquire the motivating force of new tasks, different from those that he had previously solved - in the process of practical or gaming activity."

If previously established types of children's activities were aimed at transforming external activities, now the child is faced with the task of changing himself by mastering methods of action determined by society. The formation in the process of school (communication) learning of new motives and new tasks of activity involves a radical change in the child’s internal position in the conditions of school education, a transition from a position that, using the expression of D.B. Elkonin, can be conventionally called practical or utilitarian, and a theoretical position , or cognitive.

L.I. Bozhovich also emphasizes that the orientation of the personality in terms of its content changes with the age of the child. With age, the stability of the emerging motivational structure also increases, which increases the role of dominant motives in the behavior and development of the child. L.I. Bozovic also points out that “the hierarchical structure of the motivational sphere determines the direction of a person’s personality, which has a different character depending on which motives have become dominant in their content and structure.”

Based on an analysis of existing research, L.I. Bozhovich defines motive as a special type of stimulant of human behavior. In her opinion, a motive can be anything in which a need is embodied. “Need is the root cause of activity,” L.P. Kichatinov points out in his work, “as a biosocial necessity, need acts as an integral characteristic of activity from the position of its significance for the subject and society.” L.P. Kichatinov identifies three groups of needs that are especially relevant by the end of preschool age: value-oriented, intellectual and communicative (communication with adults in the first place).

In connection with these needs, researchers identify six main motives that reach maximum development by the end of preschool age:

- the actual educational and cognitive motive, dating back to

cognitive needs;

- broad social motives based on understanding

social necessity of teaching;

- “positional” motive associated with the desire to occupy a new position

position with others;

- “external” motives in relation to the study itself (subordination

requirements of adults, etc.);

- a gaming motif that is inadequately transferred to the gaming environment;

- the motive for getting a high grade.

1.4 The importance of gaming activities for the formation of readiness for school

Research shows that by the age of six or seven years a child reaches

a certain level of maturity, he develops an idea of himself as a member of society (“I am in the eyes of an outside adult”), awareness of the social significance of his individual qualities and social status.

The game develops the motive “to become an adult and actually carry out its functions.” The role of the game in the formation of a hierarchy of motives, arbitrariness as a prerequisite for the formation of educational activities, in the process of decentration cannot be overestimated. “It is in play, reflecting the actions and relationships of adults, that children become aware of their rights and responsibilities... In play, for the first time, the subordination of some motives to others occurs: in order to perform a role well, the child suppresses situational desires.” It is in the game that the external rule turns into an internal authority of behavior - arbitrariness is formed. The game also observes such a line in the child’s development as the transition from egocentration to decentration. D.B. Elkonin suggested that in a collective role-playing game, the main processes associated with overcoming “cognitive egocentrism” occur. “Frequent switching from one role to another, a transition from the position of a child to the position of an adult leads to a systematic “shaking” of the child’s ideas about the absoluteness of his position in the world of things and people and creates conditions for the coordination of different positions.”

This hypothesis was tested in her study by V.A. Nedospasova. Children are capable of learning only when the subject of their thoughts is the thought of another person, which is what happens with decentration.

1.5 Formation of prerequisites for educational activities

The next point that characterizes a child’s readiness for schooling is the formation of prerequisites for educational activities. Russian psychology is of the opinion that elements of activity can only be formed in the activity itself. In preschool age, we are talking only about prerequisites: the formation of such structural components of educational activity as voluntariness of behavior (following the instructions of an adult, monitoring one’s own actions), transformation, modeling, control and evaluation on the basis of a specific attitude to the task as an educational one. L.A. Wenger also points out that the quality of knowledge acquired by children depends on the level of development of cognitive processes. Basic means of solving cognitive problems:

- visual representations that schematically reflect

relationships between real objects are (modeled);

Figurative forms of cognition. “The thinking of preschoolers... is figurative and is based on real actions with objects and their substitutes, without moving into the strictly logical conceptual plane.” In connection with these theses, the data of such researchers-teachers as V.I. Lozhnova on the formation of systemic knowledge (concepts) in children are questioned, which does not at all downplay the value of forming ideas about the world around a preschool child as one of the factors of school readiness. Already by the end of preschool age, along with figurative forms of cognition, logical thinking, based on the actual symbolic (in particular speech) substitution, begins to play an increasingly important role.

J. Piaget considered its appearance (the transition to the stages of specific operations) to be the main indicator characterizing the mental development of a child on the verge of preschool and primary school age. The achieved level of development of imaginative thinking is considered by him only as necessary conditions for the transition to operator intelligence.

1.6 Intellectual readiness for schooling

Intellectual readiness for school learning is associated with the development of thought processes - the ability to generalize, compare objects, classify them, highlight essential features, and draw conclusions. The child must have a certain breadth of ideas, including figurative and spatial ones, appropriate speech development, and cognitive activity. The study of the characteristics of the intellectual sphere can begin with the study of memory - a mental process inextricably linked with the mental one. To determine the level of rote memorization, a meaningless set of words is given, for example: year, elephant, sword, soap, salt, noise, hand, floor, spring, son. The child, having listened to this entire series, repeats the words that he remembers. Repeated playback can be used (in difficult cases) - after additional reading of the same words - and delayed playback, for example, an hour after listening.

L.A. Wenger gives the following indicators of mechanical memory, characteristic of 6-7 years of age: the first time the child perceives at least 5 words out of 10; after 3-4 readings, reproduces 9-10 words; after one hour, forgets no more than 2 words reproduced earlier; in the process of sequential memorization of material, “gaps” do not appear when, after one of the readings, the child remembers fewer words than before and later (which is usually a sign of overwork).

A.R. Luria’s technique allows us to identify the general level of mental development, the degree of mastery of general concepts, and the ability to plan one’s actions. The child is given the task of remembering words with the help of drawings: for each word or phrase, he himself makes a laconic drawing, which will then help him reproduce this word. THOSE. drawing becomes a means of helping to remember words. For memorization, 10-12 words and phrases are given, such as, for example, truck, smart cat, dark forest, day, fun game, frost, capricious child, good weather, strong person, punishment, interesting fairy tale. 1-1.5 hours after listening to a series of words and creating corresponding images, the child receives his drawings and remembers which word he made each of them for.

The level of development of spatial thinking is revealed in different ways. A.L. Wenger’s “Labyrinth” method is effective and convenient. The child needs to find the way to a certain house among other wrong paths and dead ends of the maze. In this he is helped by figuratively given instructions - which objects (trees, bushes, flowers, mushrooms) he will pass by. The child must navigate the maze itself and the diagram showing the sequence of the path, i.e. solving the problem.

The most common methods for diagnosing the level of development of verbal-logical thinking are the following: a) “Explanation of complex pictures”: the child is shown a picture and asked

tell what is drawn on it. This technique gives an idea of how correctly the child understands the meaning of what is depicted, whether he can highlight the main thing or is lost in individual details, how developed his speech is. b) “Sequence of events” is a more complex technique. This is a series of plot pictures (from 3 to 6), which depict the stages of some action familiar to the child. He must build the correct series of these drawings and tell how events developed. A series of pictures can have varying degrees of difficulty in content. “Sequence of events” gives the psychologist the same data as the previous technique, but, in addition, it reveals the child’s understanding of cause-and-effect relationships.

Generalization and abstraction, sequence of inferences and some other aspects of thinking are studied using the method of subject classification. The child makes groups of cards with inanimate objects and living beings depicted on them. Classifying various objects, he can distinguish groups according to functional characteristics and give them general names (for example, furniture, clothes), according to external characteristics (“all are big” or “they are red”), according to situational characteristics (a wardrobe and a dress are combined into one group because "the dress is hanging in the closet")

When selecting children for schools, the curricula of which are significantly more complicated, and increased demands are placed on the intellect of the applicant (gymnasiums, lyceums), more difficult methods are used. Complex thought processes of analysis and synthesis are studied when children define concepts and interpret proverbs. The well-known method of interpreting proverbs has an interesting variant proposed by B.V. Zeigarnik. In addition to the proverb (“All that glitters is not gold,” “Don’t dig a hole for someone else, you will fall into it yourself,” etc.), the child is given phrases, one of which corresponds in meaning to the proverb, and the second does not correspond in meaning, outwardly it reminds. For example, to the proverb “Don’t get into your own sleigh,” the following phrases are given: “You don’t need to take on a task you don’t know” and “In winter they ride on a sleigh, and in the summer on a cart.”

The child, choosing one of two phrases, explains why it fits the proverb, but the choice itself clearly shows whether the child is guided by meaningful or external signs when analyzing judgments.

Intellectual readiness presupposes that a child has an outlook and a stock of specific knowledge. The child must have systematic and dissected perception, elements of a theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, and semantic memorization. Intellectual readiness also presupposes the development in a child of initial skills in the field of educational activity, in particular, the ability to identify an educational task and turn it into an independent goal of activity.

V.V. Davydov believes that a child must master mental operations, be able to generalize and differentiate objects and phenomena of the surrounding world, be able to plan his activities and exercise self-control.

1.7 Level and specific features of a preschooler’s thinking

The path of knowledge that a child goes through from 3 to 7 years old is enormous. During this time, he learns a lot about the world around him. His consciousness is not just filled with individual images and ideas, but is characterized by some holistic perception and understanding of the reality around him. Psychological research indicates that during preschool childhood, the child already develops self-esteem. Of course, not the same as in older children, but not the same as in young children. In preschoolers, their emerging self-esteem is based on their taking into account the success of their actions, the assessments of others, and the approval of their parents.

By the end of preschool age, the child already becomes able to recognize himself and the position that he currently occupies in life.

Consciousness of one’s social “I” and the emergence on this basis of internal positions, i.e. a holistic attitude towards the environment and oneself, gives rise to corresponding needs and aspirations, on which their new needs arise, but they already know what they want and what they are striving for. As a result, by the end of this period the game ceases to satisfy him. He has a need to go beyond his childhood lifestyle, take a new place accessible to him and carry out real, serious, socially significant activities. The inability to realize this need gives rise to a crisis. 7 years. A change in self-awareness leads to a reassessment of values. The main thing becomes everything that is related to educational activities (primarily grades). During a crisis period, changes occur in terms of experiences. Conscious experiences form stable affective complexes. Subsequently, these affective formations change as other experiences accumulate. Experiences acquire a new meaning for the child, connections are established between them, and a struggle between experiences becomes possible.

1.8 Moral readiness for schooling

The moral formation of a preschooler is closely related to the change in the nature of his relationships with adults and the birth on this basis of moral ideas and feelings, which L.S. Vygotsky called internal ethical authorities. D.B. Elkonin connects the emergence of ethical authorities with changes in the relationship between adults and children. He writes that children of preschool age, in contrast to early childhood, develop relationships of a new type, which creates a special social situation of development characteristic of this period.

In early childhood, the child’s activities are carried out mainly in collaboration with adults; In preschool age, a child becomes able to independently satisfy many of his needs and desires. As a result, his joint activity with adults seems to disintegrate, and at the same time the direct unity of his existence with the life and activities of adults weakens.

However, adults continue to remain a constant center of attraction around which the child’s life is built. This gives rise to children’s need to participate in the lives of adults, to act according to their example. At the same time, they want not only to reproduce the individual actions of an adult, but also to imitate all the complex forms of his activity, his actions, his relationships with other people - in a word, the entire way of life of adults.

In the context of everyday behavior and communication with adults, as well as in the practice of role-playing, a preschool child develops a generalized knowledge of many social norms, but this knowledge is not yet fully realized by the child and is directly fused with his positive and negative emotional experiences. The first ethical authorities are still relatively simple systemic formations, which are the embryos of moral feelings, on the basis of which fully mature moral feelings and beliefs are subsequently formed.

Moral authorities give rise to moral motives of behavior in preschoolers, which can be stronger in their impact than many immediate, including elementary needs.

A.N. Leontyev, on the basis of numerous studies conducted by him and his colleagues, put forward the position that preschool age is the period in which a system of subordinate motives that create the unity of the personality first arises, and that is why it should be considered, as he puts it, “the period of the original, actual structure personality." A system of subordinate motives begins to control the child’s behavior and determine his entire development. This position is supplemented by data from subsequent psychological studies. In preschool children, firstly, not just a subordination of motives arises, but a relatively stable non-situational subordination of them. At the head of the emerging hierarchical system are motives that are mediated in their structure. In preschoolers, they are mediated by patterns of behavior and activity of adults, their relationships, social norms fixed in the relevant moral authorities.

The emergence of a relatively stable hierarchical structure of motives in a child by the end of preschool age transforms him from a situational being into a being with a certain internal unity and organization, capable of being guided by stable desires and aspirations associated with the social norms of life he has learned. This characterizes a new stage that allowed A.N. Leontiev to talk about preschool age as a period of “initial, actual, personality structure.”

2. Methods for determining a child’s readiness for school and diagnosing the level of development of his cognitive processes

The main goal of a psychological examination of a child upon admission to school is to recognize his individual characteristics, as well as to continue their maladaptation. Three aspects of school maturity are distinguished:

Intelligent

Emotional

Social

Intellectual maturity refers to differentiated perception, including figures from the background, concentration, analytical thinking, the ability to memorize, the ability to reproduce patterns, as well as the development of such hand movements and sensorimotor coordination. Emotional maturity is understood as a decrease in impulsive reactions and the ability to perform not very attractive tasks for a long time. Social maturity includes the need to communicate with peers and the ability to subordinate one’s behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school situation. Based on these parameters, tests are created to determine school maturity.

2.1 Methods of the “Orientation test of school maturity” by Kern-Ynrassk

Among the most well-known foreign tests for determining school maturity, used in our country, we can highlight the “Orientation Test of School Maturity” by Kern-Ynrassk. The school maturity orientation test consists of three tasks: the first task is drawing a male figure from memory;

the second task is copying written letters;

the third is drawing a group of points.

To do this, each child is given sheets of paper with examples of completing tasks. All three tasks are aimed at determining the development of fine motor skills of the hand and coordination of vision and hand movements; these skills are necessary in school for mastering writing. The test also allows you to identify (in general terms) the child’s developmental intelligence. The tasks of drawing written letters and drawing a group of dots reveal the children’s ability to reproduce a pattern. These also allow you to determine whether the child can work for some time with concentration without distractions. The result of each task is assessed on a five-point system (1 - the highest score; 5 - the lowest score), and then the summed total for the three tasks is calculated. The development of children who received a total of 3 to 6 points on three tasks is considered above average, from 7 to 11 - as average, from 12 to 15 - below average. Children who received between 12 and 15 points must be further examined.

2.2 “House” technique (N.I. Gutkina)

This technique is used to determine readiness for schooling. Aimed at studying freeform preschoolers.

The technique is a task of drawing a picture depicting a house, the individual details of which are made up of capital letters. The task allows us to identify the child’s ability to focus his work on a model, the ability to accurately copy it, reveals the features of the development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand. The technique is designed for children aged 5.5 - 10 years. Instructions to the subject: “In front of you lies a sheet of paper and a pencil. On this sheet I ask you to draw exactly the same picture that you see in this drawing (a piece of paper with “House” is placed in front of the subject) Take your time, be careful, try so that your drawing is exactly the same as this one on the sample. If you draw something wrong, then you can’t erase anything with an eraser or your finger, but you need to draw it correctly on top of the wrong one or next to it. You Do you understand the task? Then get to work."

Processing of experimental material is carried out by counting points awarded for errors.

The following are considered errors:

1) absence of any details of the drawing.

2) an increase in individual details of the picture, more than 2 times, while maintaining a relatively arbitrary size of the entire picture.

3) incorrect representation of the elements of the picture.

4) deviation of straight lines by more than 30 degrees from the given direction.

5) breaks between lines in places where they should be connected

6) lines climbing one on top of another.

Good execution of the drawing is scored 0 points. The worse the task is completed, the higher the total score received by the subject.

3. Study of basic mental processes in children 6-7 years old

The practical significance of the study lies in the identification and use of a set of methods aimed at studying the level of intellectual readiness for learning at school. The results and conclusions of the study can be used to solve practical problems in preparing 6-7 year old children for school. Entering school is the beginning of a new stage in a child’s life, his entry into the world of knowledge, new rights and responsibilities, complex and varied relationships with adults and peers.

Children of 6-7 years of age in a kindergarten preparatory group for school in the village of Cherny Porog, Segezha district of the Republic of Karelia, took part in the diagnostics.

Goal: to identify how developed the basic mental processes are in children 6-7 years old: memory, attention and thinking.

Research methods: “Sequence of Events” technique by A.N. Bernstein, which allows you to explore the qualities of thinking; the “Encryption” technique by D. Wexkler, aimed at studying the concentration and distribution of attention, and the Jacobson technique, which is aimed at identifying the level of short-term memory.

3.1 Study of logical thinking

The technique is called "Sequence of Events". It is a task to understand the meaning of a plot depicted in pictures presented to the subject in the wrong sequence. It allows you to explore such qualities of thinking as the process of generalization and the ability to establish cause-and-effect relationships, and also reveals the level of speech development.

Four subject pictures presented to the subject in the wrong sequence are used as experimental material.

Procedure for carrying out the technique:

Pictures connected by a plot are randomly placed in front of the child. The child must understand the plot, build the correct sequence of events and compose a story from the pictures.

The task consists of two parts:

1. laying out the sequence of events in pictures;

2. oral history on them.

Conclusions about the level of development.

High - the child independently found the sequence of pictures and composed a logical story. If the sequence of drawings is found incorrectly, the subject nevertheless composes a logical version of the story.

Medium - the child correctly found the sequence, but could not write a good story. Compiling a story using leading questions from the experimenter.

Low - if: 1. the child could not find the sequence of pictures and refused the story.

2. based on the sequence of pictures he himself found, he composed a non-logical story

3. the sequence compiled by the child does not correspond to the story;

4. each picture is told separately, on its own, not connected with the others - as a result, the story does not work out;

5. Each drawing simply lists individual items.

Diagnostic results:

Violetta G. The level of development of thinking in the child as a result of diagnosis was revealed to be high. She correctly, without additional questions, found the sequence of events and composed a logical story. The child did not have any difficulties with the task.

Polina N. Based on the diagnostic results, the level of thinking development was determined to be average. The child correctly compiled the sequence of events, but was able to compose the story only based on leading questions.

David K. As a result of the diagnosis, the child showed an average result. The child was able to complete the first part of the task, the sequence of events, only with the help of the experimenter, but the logical story was compiled independently.

Sasha L. The level of development of thinking was identified as low. The child found the sequence of events only with the help of an adult and was able to list only individual objects in the pictures.

Natasha R. Based on the diagnostic results, the child showed an average level of thinking development. She coped well with the sequence of events task, but there was no coherent story, but a description of each individual picture.

General conclusion: according to the diagnostic results to determine the level of development of thinking, the majority of children showed an average result (3 out of 5). They were able to complete the task partially, or with the help of the experimenter. Stanislava was positive about the test. The task caused some difficulty, but with the help of the experimenter the child coped with it. Serezha was positive about the test. He completed the task with interest and calmly. Before performing the technique, Natasha was afraid that she would not cope with the task. Thanks to my encouragement, the child immediately agreed to do the exercise. While working, her interest in the test arose.

One child out of five had a high level of thinking development. She completed the task in a short time without additional prompts. She worked with interest, calmly, and confidently. I felt a desire to complete an as yet unknown task.

Also, according to the diagnostic results, one child showed a low result. He was unable to complete the task on his own. The child was often distracted and was unable to tune in to completing the task.

3.2 Attention research

The technique is called “Encryption”, it is aimed at studying the switchability and distribution of a child’s attention. Before starting the task, the child must be explained how to work with it. The task is to put in each of the figures the symbol that is given at the top of the sample (in the experimental material only those symbols that are on the sample are found).

The child is given 2 minutes for the entire task. When analyzing the results, the number of errors and the time spent on completing the task are taken into account.

Processing the results:

Successful completion of geometric shapes in accordance with the sample within a period of up to 2 minutes is considered successful (score: 5 points). Your own single correction or a single omission of a filled-in figure is acceptable. One random error or the presence of two independent corrections is assessed as 4.5 points. With two omissions of filled figures, corrections, or one or two errors in filling, the quality of the task is assessed at 4 points. If the task is completed without errors, but the child does not have time to complete it in the allotted time (no more than one line of figures remains unfilled), the score is also 4 points. An implementation that is moderately successful is when there are two omissions of filled figures, corrections, or one or two errors in filling. In this case, the quality of the task is assessed at 3 points. Filling out figures correctly (or with a single error) in accordance with the sample, but omitting an entire line or part of a line, is also scored 3 points. And also one or two independent corrections. Such completion is considered unsuccessful when, with one or two errors and omissions, the child did not manage to complete the entire task in the allotted time (more than half of the last line remains unfilled). This option is worth 2 points. This option is scored 1 point when there are marks in the figures that do not correspond to the samples, the child is not able to follow the instructions (that is, he begins to fill in all the circles first, then all the squares, etc., and after the teacher’s comment continues to complete the task in the same way) style). If there are more than two errors (not counting corrections), even if the entire task is completed, 1 point is also given. If it is impossible to complete the task as a whole (for example, the child started to do it, but could not finish even one line, or made several incorrect fillings in different corners and did nothing else, or made many mistakes), a score of 0 points is given.

Violetta G. During the study, the child made 1 mistake in the proposed task. Completion of the task is considered successful. These indicators indicate that the child has formed a distribution of attention, that is, she can concentrate not on one, but on several objects.

Polina N. According to the diagnostic results, the child made 1 mistake, the task was completed successfully. The child knows how to distribute his attention and concentrate on several objects or processes. This makes it possible to perform several types of actions simultaneously and monitor several independent processes without losing any of them from your field of attention.

David K. Based on the diagnostic results, the child completed part of the task without errors, but did not complete it completely. During the study, he was unable to fully concentrate his attention on the task, this indicates his poor development of self-control. The task is considered unsuccessful.

Sasha L. According to the diagnostic results, the task completion is moderately successful. The child completed the task within the specified time and made only 2 mistakes. These indicators indicate that the child was able to concentrate and distribute his attention.

Natasha R. The task was unsuccessful. The child is not able to follow the instructions, that is, he begins to fill in all the circles first, then all the squares, etc., and after the experimenter’s comment he continues to complete the task in the same style.

General conclusion: Based on the diagnostic results for determining concentration and distribution of attention, the following results were obtained: two out of five received a low result; they unsuccessfully completed the task. Sasha L. and Natasha R. were unable to concentrate. During the study, Sasha played around and was constantly distracted, so he did not finish the test. Natasha tried very hard, but was unable to understand the instructions and complete the task correctly. Two out of five children showed a high level of attention development. The girls felt calm and confident. They showed perseverance during the diagnostics. One child had an average result. Before completing the task, Seryozha showed great interest. While performing the diagnostics, I was distracted, but not nervous. The child completed the task, but made several mistakes.

3.3 Study of short-term memory

Jacobson's technique is aimed at identifying the level of short-term memory. It is carried out on digital material. The subject is presented sequentially with 5 rows of numbers containing from 3 to 7 elements. The numbers are arranged in random order. This technique requires two columns of numbers. The second column is control. If the child makes a mistake when reproducing a line, the task for that line is repeated from another column.

Processing the results:

7 signs are worth 10 points

6 signs are worth 9 points

5 signs are worth 7 points

4 signs are worth 4 points

3 signs are worth 1 point

Reproduction of 6-7 characters indicates a high level of development of short-term memory, 5 characters indicate an average level, 4-3 indicate a low development of memory.

Polina N. According to the diagnostic results, the child was able to reproduce 5 characters. This indicates an average level of development of short-term memory.

Violetta G. The child was able to reproduce 6 characters. The level of development of short-term memory is at a high level.

Sasha L. As a result of the study, he was able to reproduce only 4 characters, which indicates a low development of short-term memory.

Natasha R. The child was able to repeat 4 signs. She has a low level of short-term memory development.

David K. Based on the diagnostic results, the child was able to repeat 5 characters, this indicates an average level of development of short-term memory.

Overall conclusion: This study turned out to be the most difficult for children. As a result of the diagnosis, the following indicators were identified. Two out of five children showed low results. Their short-term memory is poorly developed; the children were able to reproduce only 4 characters. Sasha and Natasha quickly get tired and lose interest in the task. One child out of five showed a high result. She managed to reproduce 6 characters. While completing the task, Violetta showed interest and felt calm. In two out of five children, the level of development of short-term memory is at an average level. David and Polina were positively disposed to the task. Their results largely depend on external circumstances.

Based on the diagnostic results, the following results were obtained:

According to the results of the study, Violetta G. has the highest indicators of the level of development of logical thinking, concentration and distribution of attention and short-term memory. She completed all tasks carefully and felt confident. Therefore, she can be considered ready for schooling.

With Polina N. I felt calm and confident while completing all the tasks. Based on the results of the study, the child can be considered ready for school. The level of her mental processes, namely logical thinking, concentration and distribution of attention and short-term memory, is sufficient for mastering educational activities.

David K. According to the diagnostic results, he showed average results. During the study, I was positive about the tasks, and I could feel the child’s efforts to do everything right. The level of logical thinking, concentration and distribution of attention and short-term memory is sufficient for studying at school.

Natasha R. had a positive attitude towards all tasks and tried very hard to complete them. But according to the results of the study, she showed mostly low results, which indicates that her mental processes were not sufficiently developed. Perhaps parents need to leave their child in kindergarten for another year.

According to the results of the study, Sasha has a low level of development of logical thinking, concentration and distribution of attention and short-term memory. The child was unable to concentrate on tasks, was constantly distracted, misbehaved, and therefore was unable to show good results.

In general, based on the results of a study of mental processes: logical thinking, concentration and distribution of attention and short-term memory, we can conclude that most children have a sufficient level of intellectual readiness for school. They have the ability to generalize, compare objects, classify them, and highlight an essential feature. And based on this, determine cause-and-effect relationships and draw conclusions.

Conclusion

By the time children enter school, their individual differences in the level of psychological development increase significantly. These differences are primarily manifested in the fact that children differ from each other in intellectual, moral, and interpersonal development. They, therefore, can already react differently to the same instructions and psychodiagnostic situations. For some children entering school, tests intended for psychodiagnostics of adults are practically completely accessible, while for others - less developed - only methods designed for children 4-6 years of age, i.e. for preschoolers. This is especially true for psychodiagnostic techniques that use verbal self-assessments, reflection, and various conscious, complex assessments of the child’s environment. Based on a system of different methods, it is possible to assess the psychological readiness of children to study at school, their psychological development during their studies in primary school.

The following are subject to psychodiagnostic assessment within the framework of this set of techniques:

1. General orientation of children in the world around them.

2. 2.The child’s attitude towards learning at school.

3. Attention.

4. Memory.

5. Thinking.

7. Labor skills and abilities.

8. Personal qualities

9. Interpersonal relationships.

Using different methods, it will be possible to accurately determine in what respect the child is ready and not ready for school, in what respect he has advanced more or less in his development. These methods make it possible to find out the inclinations, inclinations and abilities of children, and from the first steps of a child’s education at school, conduct targeted psychodiagnostic work with him related to the identification and development of his abilities.

Psychological readiness for schooling is understood as the necessary and sufficient level of psychological development of a child to master the school curriculum in a learning environment with peers. Based on the results of a comprehensive psychodiagnostic examination of preschool children using methods, it is recommended to make certain psychological and pedagogical conclusions about each child and, on their basis, give parents, educators, and teachers specific recommendations to increase the level of psychological development of the child.

BBK

Content

	Page
Introduction……………………………………………………………………...
Carrying out the survey…………………………………...……..…..
Methodology for conducting pedagogical diagnostics….………………….
A set of diagnostic materials that determine the readiness of children to study at school……………………………………………………………..
Diagnostic program for determining the psychological readiness of children for schooling……………………………
Additional tests to determine the child’s readiness level to study at school……………………………………………………
Literature………………………………………………………….…..

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

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

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

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

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

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

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

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

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

Diagnostics that serve to improve the educational process should focus on the following goals:

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

The use of special psychological techniques to diagnose the mental development of children entering school is the prerogative of a professional psychologist. At the same time, personality tests, due to the complexity of their implementation and interpretation of the data obtained, can only be used by highly professional psychologists. Teachers must carry out pedagogical diagnostics based on simple methods and recording the child’s achievements. Given the variability of educational programs in preschool education, an example is the “Development” program, which is accompanied by a special diagnosis of children’s achievements; a set of diagnostic materials to determine the level of readiness of children for schooling in the educational system “School 2100”, etc.

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

Readiness to learn at school implies a level of physical, mental and social development of the child that is necessary for successful mastery of the school curriculum and at which the requirements of systematic education will not be excessive and will not lead to impairment of the child’s health, disruption of socio-psychological adaptation and a decrease in the effectiveness of learning.

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

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

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

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

To work with older preschoolers, diagnostic tools are used, which are tests that are divided into groups according to the following main characteristics: individual and group (collective), verbal and nonverbal, quantitative and qualitative, gradual and alternative, general and special.

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

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

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

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

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

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

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

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

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

The examination results may be complicated due to:

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

In the diagnostic process, not only the final result of the task is important, but also the progress of the work. Therefore, when a preschooler completes each task, it is necessary to note on the examination card the indicators of his activity, health status, difficulties, and necessary help.

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

Methodology for conducting pedagogical diagnostics

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

During pedagogical diagnostics the following is checked:

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

A prerequisite for the successful conduct of pedagogical diagnostics is the transition of the teacher from the position of a teacher to the position of a person conducting diagnostics. This inevitably entails a change in its activities. If in the process of everyday work the main goal is to teach, to achieve the correct answer at the moment, then in the process of diagnostics it is to obtain reliable data about the state of the child’s readiness for school.

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

The advantage of a group (frontal) examination is not only a significant saving of time, but also that it allows you to observe children who find themselves in an unusual environment - in a new children's group, in the absence of parents. Observation data and the results of group work are entered into the survey form given in the appendix.

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

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

Group work includes examination:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

9. During work, it is important to maintain a trusting, friendly atmosphere, not to express your dissatisfaction with the wrong actions of children, not to point out mistakes, not to make value judgments, and more often to say the words: “Very good!”, “You did well!”, “I see, “You’re doing great.”

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

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

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

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

When conducting an individual examination, it is important to fulfill the following conditions.

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

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

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

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

The results of the diagnostic examination of each child (both its group and individual form) are entered into the class examination form. The vertical axis shows the children's names and scores for completing each task. On the horizontal - numbers of diagnostic tasks: 1 - level of development of visual perception, fine motor skills and hand-eye coordination;

2 – level of development of spatial concepts;

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

4 – level of formation of intuitive topological ideas;

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

6 – ability to carry out classification;

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

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Research project: psychological readiness of children for school. Psychological readiness for schooling, diagnostic methods for studying children’s readiness for schooling

PURPOSE OF THE STUDY:

TASKS:

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

Educational activities in preschool educational organizations

Preparing parents for productive communication with children of senior preschool age

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

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Study of children's readiness for schooling

Introduction

The results of psychological and pedagogical research (L.I. Bozhovich, E.A. Lishtovannaya, A.A. Lyublinskaya) show that the child’s preparation for school is constantly being improved.

Against the background of sufficient intellectual development, insufficient social preparedness and inability to establish friendly relationships with others often manifest themselves.

An important role in this process belongs to the teacher. The teacher’s mastery of the culture of communication, understanding and implementation of targeted work on this issue determines the success of the child’s mastery of social relations.

Based on this, we assume that an important reserve for improving a child’s preparation for school, in particular its social and personal aspect, is the system of work to create a culture of communication in older preschoolers.

The key to a child’s successful mastery of school knowledge is, first of all, a high level of development of verbal intelligence and motivational readiness to study at school, acceptance of the student’s position and a high level of arbitrariness of mental processes.

1 . Theoretical foundations of the problem of readiness for schooling

1.1 Definition of the concept of “psychological readiness for schooling”

L.I. Bozhovich noted that readiness for school consists of such factors as a certain level of development of mental activity, cognitive interests, arbitrariness of activity regulation and readiness to accept the social position of the student.

A.I. Zaporozhets held similar views, noting such components of readiness for school as motivation, the level of development of cognitive, analytical and synthetic activity and the degree of formation of the mechanisms of volitional regulation of actions.

Research by Lisina M.I., Kapgeliya G.I., Kravtsova E.E. supplemented the concept of readiness for school with such criteria that can be conditionally defined as communicative readiness for school learning.

Thus, based on many psychological and pedagogical studies, it should be recognized that readiness for school is a complex, multicomponent concept in structure, in which the following “layers” can be distinguished:

b) intellectual readiness presupposes that the child has a specific set of knowledge and ideas about the world around him, as well as the presence of prerequisites for the formation of educational activities.

E.I. Rogov points to the following criteria for intellectual readiness for schooling:

- differentiated perception;

-analytical thinking (the ability to comprehend the main features and connections between phenomena, the ability to reproduce a pattern);

- rational approach to activity (weakening the role of fantasy);

- logical memorization;

- interest in knowledge, the process of obtaining it through additional efforts;

- mastery of spoken language by ear and the ability to understand and

use of symbols;

-development of fine hand movements and hand-eye coordination.

Making a comparative analysis of foreign and domestic studies, we can conclude that the main attention of foreign psychologists is aimed at creating tests and is much less focused on the theory of the issue.

The works of domestic psychologists contain a deep theoretical study of the problem of school readiness.

An important aspect in the study of school maturity is the study of the problem of psychological readiness for learning at school. (L.A. Wenger, S.D. Tsukerman, R.I. Aizman, G.N. Zharova, L.K. Aizman, A.I. Savinkov, S.D. Zabramnaya)

The components of a child’s psychological readiness for school are:

-motivational (personal),

-intellectual,

-emotionally - strong-willed.

1.2 "Seven Years Crisis", its meaning

It should be noted that the age of seven years for entering school was not chosen by chance in our country. It was this period in the development of a child that was called the “seven-year crisis,” the presence of which was pointed out by L.S. Vygotsky.

(and the degree of independence achieved can, in turn, serve as an individually specific indicator of development).”

1.3 The concept of motivational readiness

In connection with these needs, researchers identify six main motives that reach maximum development by the end of preschool age:

- the actual educational and cognitive motive, dating back to

cognitive needs;

- broad social motives based on understanding

social necessity of teaching;

- “positional” motive associated with the desire to occupy a new position

position with others;

- “external” motives in relation to the study itself (subordination

requirements of adults, etc.);

- a gaming motif that is inadequately transferred to the gaming environment;

- the motive for getting a high grade.

1.4 The importance of gaming activities for the formation of readiness for school

Research shows that by the age of six or seven years a child reaches

a certain level of maturity, he develops an idea of ​​himself as a member of society (“I am in the eyes of an outside adult”), awareness of the social significance of his individual qualities and social status.

This hypothesis was tested in her study by V.A. Nedospasova. Children are capable of learning only when the subject of their thoughts is the thought of another person, which is what happens with decentration.

1.5 Formation of prerequisites for educational activities

- visual representations that schematically reflect

relationships between real objects are (modeled);

1.6 Intellectual readiness for schooling

Conclusion

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a certain level of maturity, he develops an idea of himself as a member of society (“I am in the eyes of an outside adult”), awareness of the social significance of his individual qualities and social status.