Introduction…………………………………………………………………...2
Chapter 1. Psychological diagnostics……………………………………4
1.1. concept psychological diagnostics……………………….....4
1.2. Basic methods of psychological diagnostics……………….7
Chapter 2. The problem of children's readiness for school………………………….11
2.1. The concept of readiness for schooling……………………...11
2.2. Forms of school readiness……………………………………………………………13
2.3. Methods for diagnosing children's readiness for school……………….….16
Chapter 3. Experimental part.
3.1. Experimental application of methods of psychological diagnostics of children's readiness for school on the example of children preparatory group DOW…………………………………………21
Conclusion……………………………………………………………….25
Glossary……………………………………………………………………27
Bibliographic list……………………………………………...29
Appendix A. Scheme “Classification of psychodiagnostic methods”…………………………………………………………………..….30
Appendix B. Technique "Drawing a male figure according to the presentation"……………………………………………………………………………….31
Appendix B. Methodology "Imitation of written letters"……….32
Appendix D. Method "Drawing a group of points"………….…33
Appendix D. Questionnaire orientation test school maturity of Yaroslav Jirasik………………………………………………………….…..34
Appendix E. Methodology "Graphic dictation"……………………36
Appendix G. “Attitude of the child to learning at school”……….….38
Appendix H. Table “Results of psychological diagnostics of children for school”…………………………………………………………..…………39
Introduction
This course work is devoted to the study of psychological diagnosis of children's readiness for schooling.
The problem of the readiness of preschoolers for the upcoming schooling has always been in the center of attention of teachers and psychologists since the emergence of public educational institutions. Entering school marks the beginning of a new period in a child's life - the beginning of a younger age. school age, the leading activity of which is learning activity. Scientists, teachers and parents make every effort to make the child's schooling not only effective, but also useful, enjoyable and desirable for children. Particular attention is paid to the mental health of students, the harmonious development of their personality. These trends are clearly visible in the example of the formation of new directions psychological science: child practical psychology, school psychology, preventive direction of child medical psychology.
An adequate and timely determination of the level of psychological readiness for school will make it possible to take appropriate steps for the successful adaptation of the child in a new environment for him and to prevent the appearance of school failure. Therefore, the study of this problem is relevant.
The concept of “psychological readiness of a child for schooling” was first proposed by A.N. Leontiev in 1948. Among the components of intellectual, personal readiness, he singled out such an essential component of this readiness as the development in children of the ability to control their behavior. L.I. Bozhovich expanded the concept of personal readiness, which is expressed in relation to the child's schooling, teacher, learning as an activity.
The degree of readiness of the child for learning depends on his further development and success in mastering school curriculum. According to I.Yu. Kulagina "the psychological readiness of the child for schooling is one of the most important outcomes of psychological development in the period of preschool childhood."
The problem of a child's readiness to study at school is quite acute for teachers, psychologists, doctors and parents.
The purpose of the study: to consider the use of methods of psychological diagnosis of children's readiness for school, to analyze the results.
An object term paper: psychological diagnostics of children's readiness for schooling.
Subject of the course work: methods of psychological diagnostics of children's readiness for schooling.
Objectives of the course work:
1. To study the basic methods of psychological diagnostics.
2. To reveal the main forms of psychological readiness for school.
3. To study the methods of psychological diagnosis of children for school.
4. Demonstrate, using the example of children in the preparatory group of a kindergarten, the experimental application of methods for the psychological diagnosis of children's readiness for school.
The practical significance of the course work lies in the possibility of using this material a practical psychologist in a preschool educational institution in diagnosing readiness for schooling, as well as in preparing children for school.
Chapter 1. Psychological diagnostics
1.1 . The concept of psychological diagnostics
Psychodiagnostics is an area of psychological science and the most important
a form of psychological practice that is associated with the development and use of various methods for recognizing the individual characteristics of a person (a group of people)
Psychodiagnostics in practical sense can be defined as the establishment of a psychological diagnosis - a description of the state of objects, which can be an individual, group or organization. Psychological diagnostics is carried out on the basis of special methods, it can be integral part experiment or act independently as a research method, or as a field of activity of a practical psychologist.
In practice, psychodiagnostics is used in a variety of areas of a psychologist's activity: even when he acts as an author or participant in applied psychological and pedagogical experiments. And then, when he is busy with psychological counseling or psychological correction. But more often than not, at least, in the work of a practical psychologist, psychodiagnostics acts as a separate, completely independent field of activity. Its goal is to make a psychological diagnosis, i.e., an assessment of the available psychological state person.
Psychological diagnosis is understood in two ways:
1. In a broad sense, it approaches the psychodiagnostic dimension in general and can refer to any object that lends itself to psychodiagnostic analysis, acting as the identification and measurement of its properties.
2. In narrow sense, more common - the measurement of individually - psychodiagnostic personality traits.
In a psychodiagnostic examination, 3 main stages can be distinguished:
1. Data collection.
2. Data processing and interpretation.
3. Making a decision - psychodiagnostic diagnosis and prognosis.
Psychodiagnostics as a science is defined as a field of psychology that develops methods for identifying and measuring individually - psychological characteristics personality.
As a theoretical discipline, psychodiagnostics deals with variables and constants that characterize inner world person. Psychological diagnostics, on the one hand, is a way to check theoretical constructions, and on the other - a concrete embodiment of theoretical constructions - a way of moving from an abstract theory, from a generalization to a concrete fact.
Psychological diagnostics solves the following tasks:
1. Establishing whether a person has one or another psychological property or behavior.
2. Determination of the degree of development of this property, its expression in certain quantitative and qualitative indicators.
3. Description of the diagnosed psychological and behavioral characteristics of a person, when necessary.
4. Comparison of the degree of development of the studied properties in different people.
All four of the listed tasks in practical psychodiagnostics are solved either individually or in a complex, depending on the objectives of the survey. Moreover, in almost all cases, with the exception of a qualitative description of the results, knowledge of the methods of quantitative analysis is required.
Theoretical psychodiagnostics is based on the basic principles of psychology:
1. The principle of reflection - an adequate reflection of the surrounding world provides a person with effective regulation of his activities.
2. The principle of development - orients the study of the conditions for the occurrence of mental phenomena, the trend of their change, qualitative and quantitative characteristics these changes.
3. The principle of the dialectical connection of essence and phenomenon - allows you to see the mutual conditioning of these philosophical categories on the material of mental reality, provided they are not identical.
4. The principle of the unity of consciousness and activity - consciousness and psyche are formed in human activity, activity is simultaneously regulated by consciousness and psyche.
5. Personal principle - requires the psychologist to analyze the individual characteristics of a person, taking into account his specific life situation, his ontogenesis.
These principles form the basis for the development of psychodiagnostic methods - methods for obtaining reliable data on the content of the variables of mental reality.
Thus, psychodiagnostics is an area of psychological culture and the most important form of psychological practice, the purpose of which is to make a psychological diagnosis, that is, to assess the psychological state of a person.
1.2. Basic methods of psychological diagnostics
The classification of psychodiagnostic methods is designed to make it easier for a practical worker (psychologist) to choose a technique that best suits his task. Therefore, the classification should reflect the connection of methods, on the one hand, with diagnosed mental properties and, on the other hand, with practical tasks, for the solution of which these methods are developed.
Methods of practical psychodiagnostics can be divided into separate groups according to the following criteria:
1. According to the type of test tasks used in the methodology:
1) questionnaires - a set of psychodiagnostic methods that use questions addressed to the subjects;
2) approvers – a set of psychodiagnostic methods in which some judgments are used, with which the subject must express his agreement or disagreement;
3) productive - a set of psychodiagnostic methods in which one or another type of the subject's own creative activity is used: verbal, figurative, material;
4) efficient – a set of psychodiagnostic methods in which the subject is given the task to perform a certain set of practical actions, by the nature of which his psychology is judged;
5) physiological - a set of techniques that allow you to evaluate and analyze involuntary physical or physiological reactions of the human body.
2. By the addressee of the test material:
1) conscious (appeal to the consciousness of the subject);
2) unconscious (aimed at unconscious human reactions).
3. According to the form of presentation of the test material:
1) blank – methods that present test material in writing or in the form of drawings, diagrams, etc.;
2) technical – methods representing the material in audio, video or film form, as well as through other technical devices;
3) touch – methods that present material in the form of physical stimuli directly addressed to the senses.
4. According to the nature of the data used for psychodiagnostic conclusions, objective methods are distinguished - methods that use indicators that do not depend on the consciousness and desire of the experimenter or the subject and subjective – methods in which the data obtained depend on the characteristics of the experimenter or the subject.
5. By internal structure There are monomeric methods (a single quality or property is diagnosed and evaluated) and multidimensional ones (designed to identify and evaluate several psychological qualities at once).
The same technique can be simultaneously considered and qualified according to different criteria, therefore it can be assigned to several classification groups at once. The most commonly used approach is that all psychodiagnostic methods are divided into standardized (formalized) and expert (slightly formalized, clinical).
Standardized (formalized) methods include tests, questionnaires, questionnaires and psychophysiological examination procedures. The standardization of methods means that they must always and everywhere be applied in the same way, starting from the situation and instructions received by the subject, and ending with the methods for calculating and interpreting the indicators obtained.
Validity – one of the main psychometric properties of the methodology, indicating its validity and indicating the degree of compliance of the information received with the diagnosed mental property. In a broad sense, validity includes information about behavior and mental phenomena that are causally dependent on the diagnosed property. There are constructive, internal, external, and empirical validity.
The reliability of a psychodiagnostic technique is the quality of a technique associated with the ability to obtain fairly stable results with its help, little dependent on a random set of circumstances. These indicators are closely related to such characteristics of methods as accuracy. The accuracy of the technique reflects its ability to subtly respond to the slightest changes in the evaluated property that occur during the psychodiagnostic experiment.
Less formalized methods include such techniques as observations, surveys, and analysis of activity products. These methods provide very valuable information about the subject, especially when the subject of study is such mental phenomena that are difficult to objectify (for example, subjective experiences, personal meanings) or are extremely variable (dynamics of goals, states, moods, etc.). At the same time, it should be borne in mind that poorly formalized methods are very laborious (for example, observations of the subject are sometimes carried out for several months) and more are based on professional experience, psychological intuition of the psychodiagnostic himself. Only the presence of a high level of culture of conducting psychological observations, conversations helps to avoid the influence of random and side factors on the results of the survey.
Less formalized diagnostic tools should not be opposed to strictly formalized methods. As a rule, they complement each other. In a full-fledged diagnostic examination, a harmonious combination of formalized methods with slightly formalized ones is necessary. Thus, the collection of data using tests should be preceded by a period of familiarization with the subjects in terms of some objective and subjective indicators (for example, with the biographical data of the subjects, their inclinations, motivation, etc.). For this purpose, interviews, surveys, observations can be used.
The general classification of psychodiagnostic methods can be presented in the form of a diagram (Appendix A).
Chapter 2
2.1. The concept of school readiness
Psychological readiness for schooling is a necessary and sufficient level of a child’s mental development for mastering school curriculum in the conditions of training in a group of peers.
Psychological readiness for systematic education at school is the result of all the previous development of the child in preschool childhood. It is formed gradually and depends on the conditions in which the development of the organism occurs. Readiness for schooling implies a certain level of mental development, as well as the formation of the necessary personality traits.
Readiness for school in modern conditions is considered, first of all, as a readiness for schooling or learning activities. This approach is substantiated by a view of the problem from the side of the periodization of the child's mental development and the change of leading activities. According to E.E. Kravtsova, the problem of psychological readiness for schooling gets its concretization as the problem of changing the leading types of activity, that is, it is a transition from role-playing games to educational activities. This approach is relevant and significant, but readiness for learning activities does not fully cover the phenomenon of readiness for school.
L.I. Bozovic pointed out back in the 60s that readiness to study at school consists of a certain level of development of mental activity, cognitive interests, readiness for arbitrary regulation, and one's cognitive activity in the position of a schoolchild. Similar views were developed by A.V. Zaporozhets, noting that the readiness to study at school is an integral system of interrelated qualities of a child's personality, including the features of its motivation, the level of development of cognitive, analytical and synthetic activity, the degree of formation of volitional regulation mechanisms.
Today, it is almost universally recognized that school readiness is a multi-component education that requires comprehensive psychological research.
Traditionally, there are three aspects of school maturity: intellectual, emotional and social. Intellectual maturity is understood as differentiated perception (perceptual maturity), including the selection of a figure from the background, concentration of attention, analytical thinking, expressed in the ability to comprehend the main connections between phenomena, the 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 mainly understood as a decrease in impulsive reactions and the ability to perform a task that is not very attractive for a long time.
Social maturity includes the child's need to communicate with peers and the ability to subordinate their behavior to the laws of children's groups, as well as the ability to play the role of a student in a school situation.
Thus, under the psychological readiness for schooling is understood the necessary and sufficient level of mental development of the child for mastering the school curriculum in the conditions of learning in a peer group.
2.2. Forms of readiness of children for school
To date, it is practically generally accepted that readiness for schooling is a multi-complex education that requires complex psychological research. It is customary to distinguish the following forms of psychological readiness for school (according to L.A. Wenger, A.L. Wenger, V.V. Kholmovskaya, Ya.Ya. Kolominsky, E.A. Pashko and others): personal, intellectual, social -psychological, physical, verbal and emotional-volitional readiness.
Personal readiness includes the formation of a child's readiness to accept a new social position - the position of a student who has a range of rights and obligations. This personal readiness is expressed in the child's attitude to school, to learning activities, to teachers, to himself. Personal readiness also includes a certain level of development of the motivational sphere. Ready for schooling is a child who is attracted by the school not by the external side (attributes of school life - a portfolio, textbooks, notebooks), but by the opportunity to acquire new knowledge, which involves the development of cognitive interests. The future student needs to arbitrarily control his behavior, cognitive activity, which becomes possible with the formed hierarchical system of motives. Thus, the child must have a developed educational motivation. Personal readiness also implies a certain level of development of the emotional sphere of the child. By the beginning of schooling, the child should have achieved relatively good emotional stability, against which the development and course of educational activities is possible.
Intellectual readiness of the child for school. This component of readiness assumes that the child has an outlook, a stock of specific knowledge. The child must have a systematic and dissected perception, elements theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memorization. However, basically, the child's thinking remains figurative, based on real actions with objects, their substitutes. Intellectual readiness also involves the formation of the child's initial skills in the field of educational activities, in particular, the ability to highlight learning task and turn it into an independent goal of activity. Summarizing, we can say that the development of intellectual readiness for learning at school involves:
Differentiated perception;
Analytical thinking;
Rational approach to reality (weakening the role of fantasy);
Logical memorization;
Interest in knowledge, the process of obtaining it through additional efforts;
Mastery of spoken language by ear and the ability to understand and apply symbols;
Development of fine hand movements and hand-eye coordination.
Socio-psychological readiness for schooling. This component of readiness includes the formation of qualities in children, thanks to which they could communicate with other children, teachers. The child comes to school, a class where children are engaged in a common cause, and he needs to have sufficiently flexible ways of establishing relationships with other people, he needs the ability to enter a children's society, act together with others, the ability to yield and defend himself. Thus, this component involves the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group, the developing ability to cope with the role of a schoolchild in a situation of schooling.
In addition to the above components of psychological readiness for school, we will also highlight physical, speech and emotional-volitional readiness.
Physical readiness means general physical development: normal height, weight, chest volume, muscle tone, body proportions, skin and indicators corresponding to the standards of physical development of boys and girls of 6-7 years of age. The state of vision, hearing, motor skills (especially small movements of the hands and fingers). State nervous system child: the degree of her excitability and balance, strength and mobility. General health.
Speech readiness is understood as the formation of the sound side of speech, vocabulary, monologue speech and grammatical correctness.
Emotional-volitional readiness is considered formed if
the child knows how to set a goal, make a decision, outline a plan of action, make efforts to implement it, overcome obstacles, he develops the arbitrariness of psychological processes.
Summarizing the above, we can say that the psychophysiological readiness of the child for school is understood as his maturity in physiological and social relations, he must reach a certain level of mental and emotional-volitional development. The child must master mental operations - be able to generalize and differentiate objects and phenomena of the world around him, be able to plan his activities and exercise self-control. It is important to develop school motivation, the ability to self-regulate behavior and the manifestation of strong-willed efforts to complete the tasks. Thus, “child readiness for school” is a complex and multifaceted concept.
2.3. Methods for diagnosing children's readiness for schooling
The procedure for determining the psychological readiness of children for school may be different depending on the conditions in which the psychologist works. The most favorable conditions are the examination of children in kindergarten in April-May. On the bulletin board in kindergarten, a leaflet with information about what types of tasks will be presented to the child at an interview with a psychologist is posted in advance.
The child's readiness for schooling is determined by a systematic examination of the state of the intellectual, speech, emotional-volitional and motivational spheres. Each of these areas is studied by a number of adequate methods aimed at identifying the level of mental development, the availability of the necessary skills and abilities, the state of the motivational attitude to schooling.
To compose general idea about the level of development of a child's readiness for schooling, you can use the Kern-Jirasik orientation test of school maturity. This test has a number of significant advantages:
First of all, given test requires a short time when using it;
Secondly, it can be used for both individual and group surveys;
Thirdly, the test has standards developed on a large sample;
Fourthly, it does not require special means and conditions for its implementation;
Fifth, it allows the research psychologist to obtain information about the child.
J. Jirasik's orientation test of school maturity is a modification of A. Kern's test. It consists of three tasks (subtests):
1. Drawing a male figure according to the idea. This task makes it possible to identify the relationship between electoral activity and the development of the second signaling system, abstract thinking, an approximate assessment of general mental development.
2. Imitation of written letters.
3. Drawing a group of points.
The second and third tasks are related to the level of development of the child's ability for a certain behavior (he must show strong-willed effort, follow the instructions in unattractive work for the required time), which is an important prerequisite for successful schooling.
The drawing of a man must be done according to the idea. When drawing written words, the same conditions must be provided as when drawing a group of points combined into a geometric figure. To do this, each child is given sheets of paper with presented samples of the second and third tasks. All three tasks make demands in terms of fine motor skills of the hand. The order of execution and assessment of tests are presented in applications B, C, G.
After the subtests are completed, the psychologists collect the forms and conduct a primary grouping of them according to the test results, selecting children with a very weak, weak, medium and strong level of school readiness.
School-ready children are those who score between three and six on the first three subtests. The group of children scoring seven to nine represents the average level of readiness for schooling. Children who received 9-11 points require additional examination to obtain more objective data. Particular attention should be paid to the group of children who scored 12-15 points, which indicates development below the norm. Such children need a thorough individual examination of intelligence, development of personal, motivational qualities.
The results obtained characterize the child from the point of view of general mental development: the development of motor skills, the ability to fulfill given patterns, i.e. characterize the arbitrariness of mental activity. As for the development of social qualities associated with general awareness, the development of mental operations, these properties are quite clearly diagnosed in J. Jirasik's questionnaire.
J. Jirasik introduced an additional fourth task into this methodology, which consists in answering questions (each child is asked to answer 20 questions). With the help of this questionnaire, the development of social qualities associated with general awareness, the development of mental operations is diagnosed. After the survey, the results are calculated by the number of points scored on individual questions. Quantitative results given task divided into five groups:
1 group - plus 24 or more;
group 2 - plus 14 to 23;
group 3 - from 0 to 13;
4 group - from minus 1 to minus 10;
Group 5 - less than minus 11.
According to the classification, the first three groups are considered positive. Children who score from plus 24 to plus 13 are considered ready for school.
Thus, we can say that the Kern-Jirasik method provides a preliminary orientation in the level of development of readiness for schooling.
In connection with the identification in the psychological readiness of children of various types of relationships that affect the development of educational activities, it makes sense to diagnose children entering school through indicators of mental development that are most important for the success of schooling.
The Graphic Dictation technique was developed by D.B. Elkonin and is aimed at identifying the ability to listen carefully and accurately follow the instructions of an adult, opportunities in the field of perceptual and motor organization of space, the ability to correctly reproduce on a sheet of paper given direction lines, independently act on the instructions of an adult. Instructions for conducting the test and evaluating the results are indicated in Appendix E.
To determine the psychological readiness for schooling, it is also necessary to determine the initial motivation for learning in children entering school, to find out if they have an interest in learning. The attitude of the child to learning, along with other psychological signs of readiness for learning, forms the basis for the conclusion that the child is ready or not ready to study at school. Even if everything is in order with his cognitive processes, it cannot be said about the child that he is completely ready for school. Lack of desire to study with two signs of psychological readiness - cognitive and communicative, allows you to accept a child in school, provided that during the first few months of his stay at school, interest in learning appears. This refers to the desire to acquire new knowledge, useful skills related to the development of the school curriculum. In this technique, the child is asked to answer questions. When evaluating answers, one should not limit oneself only to marks of 0 points and 1 point, since, firstly, there are difficult questions here, one of which the child can answer correctly, and the other - incorrectly; secondly, the answers to the proposed questions may be partially correct and partially incorrect. For difficult questions to which the child did not answer completely, and questions that allow for partially correct answers, it is recommended to use a score of 0.5 points. Taking into account the introduced intermediate assessment of 0.5 points, it should be considered that a child who, as a result of answers to all questions, scored at least 8 points, is completely ready for school (according to the results of a survey using this method). A child who scored from 5 to 8 points will be considered not quite ready for learning. Finally, a child whose total score is less than 5 is considered not ready for learning. The maximum number of points that a child can receive using this method is 10. It is considered that he is almost psychologically ready to go to school if the correct answers are received at least for half of all questions asked.
Thus, the most common and effective methods diagnostics of readiness of children for schooling are the following:
1. "Orientation test of school maturity Kern-Jirasik", which includes:
Drawing a group of points;
Questionnaire J. Jirasik.
Chapter 3. Experimental part.
3.1. Psychological diagnostics of children's readiness for schooling.
Diagnostics of readiness for school was carried out by us on the basis of children of the preparatory group of kindergarten No. 98 in the city of Cherepovets in October 2009.
We examined 20 children of the preparatory group according to the system of methods for conducting a survey of the child's readiness for schooling:
1. Orientation test of school maturity of Kern-Jirasik, which includes:
Drawing a male figure according to the idea;
Imitation of written letters;
Drawing a group of points;
Questionnaire for the orientation test of school maturity by Yaroslav Jirasik.
2. Methodology "Graphic dictation" (D.B. Elkonin).
3. Questionnaire "Attitude of the child to learning at school."
These methods allowed us to determine, respectively:
The relationship between electoral activity and the development of the second signal system, abstract thinking, an approximate assessment of general mental development;
The ability of the child to manifest strong-willed effort, the ability to follow instructions in unattractive work for the required time;
Arbitrariness of mental activity;
The development of social qualities associated with general awareness, the development of mental operations, verbal-logical thinking;
The ability to listen carefully and accurately follow the instructions of an adult, opportunities in the field of perceptual and motor organization of space, the ability to correctly reproduce a given direction of lines on a sheet of paper, independently act on the instructions of an adult;
The initial motivation for learning in children entering school, the presence of interest in learning.
The purpose of the study: to determine the level of readiness of children for schooling by all methods in order to identify children who are not ready (or not completely ready) for schooling and further corrective work with them.
According to all methods (except surveys), the work was carried out in small groups of 5 people. The surveys were conducted with each child individually.
Prior to the start of psychological diagnostics, we carefully familiarized ourselves with the characteristics of each child, the products of the children's activities.
The research results are presented in the table.
In general, we got the following results:
1) Three subtests (drawing a male figure from a representation, imitating written letters, drawing a group of dots): 55% of the subjects - a high level of readiness for school, 35% - medium, 5% - low, 5% - very low.
2) Questionnaire J. Jirasik: 35% of children - high, 55% - medium, 10% - low level of readiness for school.
3) "Graphic dictation" (D.B. Elkonin): 30% of children have a high level of readiness at school, 45% - average, 25% low.
4) Questionnaire "Child's attitude to learning at school": 85% - high, 15% - low level of readiness for school.
But children with a low level of readiness for school were also identified.
Subject No. 5 scored 4 points according to the method “Drawing a man
by presentation." This may indicate communication disorders, isolation, autism, or a low level of intellectual development. It is recommended to conduct a detailed diagnosis of the child's intellectual abilities.
Subject No. 8 scored 4 points in the “Imitation of written letters” method, 5 points in the “Drawing a group of dots” method, -10 points in the “Y. Jirasik Questionnaire” and 5 points in the “Graphic Dictation”.
This indicates the inability or unwillingness to follow the instructions of an adult, listen carefully, low development of the arbitrariness of mental activity. Social qualities associated with general awareness, the development of mental operations, verbal and logical thinking are poorly developed.
Subject No. 9 showed poor results in all tests (except for the questionnaire "Child's Attitude to Learning at School"). This indicates a possible low level of the child's intellectual development, isolation, inability to act independently at the direction of an adult, poor development of mental operations, verbal-logical thinking, and poor general awareness.
Subject No. 3 scored 3 points according to the "Graphic Dictation" method, which indicates a low level of development of the child's arbitrary sphere, as well as a weak development of his abilities in the field of perceptual and motor organization of space.
According to the results of the school readiness diagnostics, the following can be recommended:
a) register the child in the first grade;
b) delay the start of studies by one year;
c) transfer the child to a special kindergarten group or school leveling class;
d) send to the methodological and pedagogical commission;
e) implement individual approach to the child, taking into account certain identified features of his preparation, to carry out psycho-correctional work with him.
Conclusion
Thus, in the course of writing a term paper, I managed to:
To study the accumulated theoretical material on the problem of psychological diagnosis of children's readiness for school;
To reveal the concept of "psychological diagnostics" and its main methods;
To reveal the forms of readiness of children to study at school;
To study the main methods of psychological diagnosis of children's readiness for school;
Conduct an experimental study of the use of methods of psychological diagnostics of children's readiness for schooling, identify children with a low level of readiness and give recommendations on how to increase their level of readiness for school.
The first chapter of the course work is devoted to the disclosure of the concept of "psychological diagnostics" and the study of its main methods. Psychodiagnostics is an area of psychological culture and the most important form of psychological practice, the purpose of which is to make a psychological diagnosis, that is, to assess the psychological state of a person.
There are many classifications of psychodiagnostic methods (by the type of test tasks used in the methodology, by the addressee of the test material, by the form of presentation of the test material, by the nature of the data used for psychodiagnostic conclusions, by the internal structure). But the most commonly used approach is that all psychodiagnostic methods are divided into standardized (formalized) and expert (slightly formalized, clinical).
The second chapter of the course work is devoted to the readiness of children for school. The first part of the second chapter examines the forms of readiness of children for school: personal, intellectual, socio-psychological, emotional-volitional, physical and speech readiness. Thus, the readiness of the child for school is a complex and multifaceted concept.
The second part of the second chapter discusses the methods of psychological diagnosis of children for school: the Kern-Jirasik orientation test of school maturity (drawing a male figure according to the idea, imitation of written letters, copying a group of dots, J. Jirasik's questionnaire), the Graphic Dictation method (D.B. . Elkonin), questionnaire "Attitude of the child to learning at school".
The third chapter of the course work is devoted to pilot study"Psychological diagnostics of children's readiness for schooling" on the example of children of the preparatory group of preschool educational institution No. 98 in the city of Cherepovets, identifying children with a low level of readiness for school and developing appropriate psycho-corrective measures for them to increase their level of readiness for school. According to the system of selected methods, we conducted a psychological diagnosis of the level of readiness of children for school among 20 people. The test results were as follows: 16 people (80%) have a high and medium level of school readiness, 4 people (20%) have a low level of school readiness. The second part of the third chapter discusses in detail psycho-corrective measures aimed at developing memory, thinking, speech, voluntary sphere and attention, that is, at increasing the level of psychological readiness for school of children with a low level of readiness.
In my opinion, a more in-depth study of this problem is necessary to understand the psychological development of children. preschool age, optimization educational process, finding and eliminating the causes of difficulties that a certain part of children have in mastering the school curriculum, also to avoid school maladaptation and prevention of school failure.
Glossary
Psychodiagnostics is a field of psychological science and the most important form of psychological practice, which is associated with the development and use of various methods for recognizing the individual characteristics of a person (a group of people).
Methods of psychological diagnostics are methods for assessing individual psychological differences and determining from the point of view of the norm in specific life situations activity and communication state of psychological variables that characterize a particular person or team.
Standardized (formalized) methods - psychodiagnostic methods that are distinguished by the regulation of the examination procedure (uniformity of instructions and methods of their presentation, forms, objects or equipment used in the examination, test conditions), methods of processing and interpreting the results, standardization (the presence of strictly defined evaluation criteria : norms, standards), as well as the reliability and validity of the methods.
Validity – one of the main psychometric properties of the methodology, indicating its validity and indicating the degree of compliance of the information received with the diagnosed mental property.
Psychological readiness for schooling is a necessary and sufficient level of a child's mental development for mastering the school curriculum in the conditions of learning in a group of peers.
Analytical thinking is the ability to comprehend the main features and relationships between phenomena, the ability to reproduce a pattern.
Standardized (formalized) methods are methods that should always and everywhere be applied in the same way, starting from the situation and instructions received by the subject, and ending with the methods for calculating and interpreting the obtained indicators (tests, questionnaires, questionnaires and psychophysiological examination procedures).
The emotional maturity of the child is a decrease in impulsive reactions and the ability to perform a not very attractive task for a long time.
The social maturity of the child is the child's need to communicate with peers and the ability to subordinate their behavior to the laws of children's groups, as well as the ability to play the role of a student in a school situation.
The intellectual readiness of the child for school is the presence of a child's outlook, a stock of specific knowledge.
The child's personal readiness for school is expressed in relation to the child's school, learning activities, teachers, himself, a certain level of development of the motivational sphere.
Socio-psychological readiness - the formation in children of qualities due to which they could communicate with other children, teachers (the need to communicate with others, the ability to obey the interests and customs of the children's group, the ability to cope with the role of a student in a situation of schooling).
Bibliographic list
1. I.Yu.Kulagina. Age-related psychology(Child development from birth to 17 years). - M., 1996
2. General psychodiagnostics / Ed. A.A. Bondaleva, V.V. Stolin. - M., 1987
3. Gutkina N.I. Psychological readiness for school. - M., 2003
4. Kravtsova E.E. Psychological problems children's readiness for school. - M., 1991
5. Rogov N.I. Handbook of practical psychologist. - M., 1999
6. Zaporozhets A.V. Preparing children for school. Fundamentals of preschool pedagogy. - M., 1989
7. Wenger L. How does a preschooler become a schoolchild? // Preschool education, - 1995
8. Brief psychological dictionary / Pod general ed. A.V. Petrovsky and M.G. Yaroshevsky. - Rostov-on-Don "Phoenix", 1997
9. Kravtsov G.G., Kravtsova E.E. Six year old child. Psychological readiness for school. - M, Knowledge, 1987.
10. Testing children / comp. T.G. Makeev. - 2nd ed. – Rostov n/a: Phoenix, 2007
11. Khudik V.A. Psychological diagnostics child development: research methods - K., Osvita, 1992
12. Elkonin D.B. Child psychology (Child development from birth to 7 years) - M: Uchpedgiz, 1960
13. Rybina E. Is the child ready for schooling? //Preschool education. 1995
14. Readiness of children for school. Diagnostics of mental development and correction of its unfavorable variants: Methodological developments for a school psychologist. / Ed. V.V. Slobodchikov, issue 2, - Tomsk, 1992
Annex A
Classification of psychodiagnostic methods
| METHODS |
Annex B
Technique "Drawing a male figure by representation"
Test execution score:
1 point exhibited in the following cases: the drawn figure must have a head, torso, limbs; the head is connected to the body through the neck, the head does not exceed the body; there is hair on the head (or a hat covers them), there are ears, on the face - eyes, nose and mouth; the hands are finished with a five-fingered hand; legs are bent at the bottom; used men's clothing; the figure is drawn using the so-called synthetic method, that is, the figure is drawn immediately as a whole (you can outline it without lifting the pencil from the paper); legs and arms seem to "grow" from the body.
2 points the child receives if all the requirements as in paragraph 1 are met, except for the synthetic image method; three missing parts (neck, hair, one finger of the hand, but not part of the face) can be excluded from the requirements if this is balanced by a synthetic image mode.
3 points put when the figure shows the head, torso, limbs, and the arms or legs are drawn with a double line; the absence of neck, ears, hair, clothes, fingers, feet is allowed.
4 points. Primitive drawing with a torso; the limbs are expressed with just simple lines (one pair of limbs is enough).
5 points. There is a lack of a clear image of the torso (head and legs) or both pairs of limbs.
If children over the age of five miss some parts of the face (eyes, mouth) in the drawing, this may indicate serious communication disorders, isolation, autism.
This test has no independent diagnostic value, that is, it is unacceptable to limit the examination of a child to this technique: it can only be part of the examination.
Annex B
Method "Imitation of written letters"
Each child is given sheets of paper with presented samples of the task (written word), which the child must copy, copy.
Assessment of the assignment:
1 point the child receives in the following case: completely satisfactory imitation of the written model; letters do not reach double the size of the sample; the initial letter has a clearly visible height capital letter; the rewritten word does not deviate from the horizontal line by more than 30 degrees.
2 points put, if the sample is copied legibly, the size of the letters and the observance of the horizontal line are not taken into account.
3 points. Explicit breakdown of the inscription into three parts, at least four letters can be understood.
4 points. In this case, at least two letters match the pattern, the copy still creates a label string.
5 points. Scribble.
Annex D
Technique "Drawing a group of points"
Each child is given sheets with sample assignments that he must copy and blank sheets of paper. Instructions for the task: “Look, there are dots drawn here. Try to draw the same ones here nearby.
Assessment of the assignment:
1 point Almost perfect imitation of the model, only a very slight deviation of one point from a row or column is allowed; reduction of the figure is permissible, there should not be an increase.
2 points. The number and arrangement of points must correspond to the sample, even three points can be allowed to deviate by half the width of the gap between rows and columns.
3 points. The whole in its contour is similar to the sample. In height and width, it does not exceed the sample by more than 2 times. Points should not be more than 20 and less than 7. Any rotation is allowed, even 180 degrees.
4 points. The drawing in its contour no longer looks like a sample, but it still consists of dots. The size of the pattern and the number of dots do not matter, other forms are not allowed.
5 points. Scribbling.
Annex D
Questionnaire for the orientation test of school maturity
Yaroslav Jirasik
1. Which animal is bigger - a horse or a dog?
Horse = 0 points; wrong answer = -5 points.
2. In the morning you have breakfast, and in the afternoon ...
We have lunch. We eat soup, meat = 0 points;
Dinner, sleep and other erroneous answers = -3 points.
3. It is light during the day, and at night ...
Dark = 0 points, wrong answer = - 4 points.
4. The sky is blue and the grass...
Green = 0 points, wrong answer = -4 points.
5. Cherries, pears, plums, apples... what's that?
Fruit = 1 point, wrong answer = -1 point.
6. Why is the barrier lowered before the train passes?
So that the train does not collide with the car, so that no one gets
under the train = 0 points, wrong answer = -1 point.
7. What is Moscow, Rostov, Kyiv?
Cities = 1 point, stations = 0 points, wrong answer = -1 point.
8. What time does the clock show (show on the clock)?
Well shown = 4 points; only a quarter, a whole hour, a quarter and an hour are shown, correct = 3 points; does not know hours = 0 points.
9. A small cow is a calf, a small dog is ..., a small sheep is ...?
Puppy, lamb = 4 points, only one answer out of two = 0 points, wrong answer = -1 point.
10. Is the dog more like a chicken or a cat? What is similar? do they have in common?
For a cat, because it also has four legs, hair, tail, claws (one similarity is enough) = 0 points; per cat (without bringing signs of similarity) = -1 point; per chicken = -3 points.
11. Why do all cars have brakes?
Two reasons (to brake down a hill, to brake on a turn, to stop in case of danger of a collision, to stop altogether after the end of the ride) = 1 point; 1 reason = 0 points; wrong answer = -1 point.
12. How are hammer and ax similar to each other?
Two common features = 3 points; 1 similarity = 2 points; wrong answer = 0 points.
13. How are a squirrel and a cat similar to each other?
Determining that they are animals, or bringing two common features(they have 4 paws, tails, wool) = 3 points; one similarity = 2 points; wrong answer = 0 points.
14. What is the difference between a nail and a screw? How would you recognize them if they were lying here in front of you?
They have different features: a screw has a thread (thread) = 3 points; the screw is screwed in and the nail is hammered = 2 points; wrong answer = 0 points.
15. Football, high jump, tennis, swimming… is it?
Sports, physical education = 3 points; games, exercises, gymnastics,
competitions = 2 points; wrong answer = 0 points.
16. What vehicles do you know?
Three ground vehicles, aircraft or ship = 4 points; only
three land vehicles or a complete list, with an aircraft or a ship, but only after explaining that vehicles are something that can be used to get around = 2 points; wrong answer = 0 points.
17. What is different an old man from young? What is the difference between them?
Three signs (gray hair, no hair, wrinkles, can no longer work like that, more often sick, sees poorly, hears poorly) = 4 points; one or two differences = 2 points; wrong answer (he has a stick, he smokes) = 0 points.
18. Why do people play sports?
For two reasons (to be healthy, hardened, strong, mobile, not to be fat, they want to achieve a record) = 4 points; one reason = 2 points; wrong answer = 0 points.
19. Why is it bad when someone shirks work?
The rest must work for him (or an expression that someone else is harmed as a result), he is lazy, earns little = 2 points; wrong answer = 0 points.
20. Why do you need to stick a stamp on the envelope?
So they pay for the forwarding, transportation of the letter = 5 points; the other one would have to pay a fine = 2 points; wrong answer = 0 points.
Appendix E
Methodology "Graphic dictation"
Instructions for carrying out:
To conduct the study, each child is given a notebook sheet in a cage with four dots printed on it. Before the study, psychologists explain to children:
“Now we will draw different patterns. We must try to make them beautiful and neat. To do this, you need to listen carefully to me. I will say how many cells and in which direction you need to draw a line. The next line must be started where the previous one ended, without lifting the pencil from the paper.
After that, the psychologist proceeds to drawing a training pattern, dictation 1:
“We start drawing the first pattern. Place your pencil on the topmost cell. Draw a line without lifting the pencil from the paper: one cell down, one cell to the right, one cell up, one cell to the right, one cell down, one cell to the right. Next, continue to draw the same pattern yourself. Also conduct the following dictations:
Dictation 2:
Dictation 3:
Dictation 4:
One and a half to two minutes are given for independent execution of each pattern. The total time of the procedure is about 15 minutes. The training dictation is not evaluated (the first one), each of the subsequent dictations is evaluated according to the following scale:
Error-free pattern reproduction - 4 points;
For 1-2 mistakes put 3 points;
For more mistakes - 2 points;
If there are more errors than correctly reproduced sections, then 1 point is given;
If there are no correctly reproduced sections, then put 0 points.
Based on the received data, the following run levels are possible:
10-12 points - high;
6-9 points - average;
3-5 points - low;
0-2 points - very low.
Annex G
Questionnaire "Attitude of the child to learning at school"
1. Do you want to go to school?
2. Why do you need to go to school?
3. What will you do at school? (Option: What do they usually do at school?)
4. What do you need to have in order to be ready to go to school?
5. What are lessons? What are they doing on them?
6. How should you behave in class at school?
7. What is homework?
8. What will you do at home when you come home from school?
9. What will be new in your life when you start school?
The correct answer is the one that fully and accurately corresponds to the meaning of the question. In order to be ready for school, the child must give the correct answers to the vast majority of questions asked of him. If the answer received is not complete enough, then the questioner should ask the child additional leading questions.
Annex H
Table "The results of the psychological diagnosis of children for school"
| Number of points (level of readiness for school) | |||||||||
| Drawing a male figure | Imitation of written letters | Drawing a group of points | Questionnaire J. Jirasik | Graphic dictation | Questionnaire "Attitude towards school" | ||||
| 1 | 1 | 2 | 2 | ||||||
| Tall | |||||||||
| 2 | 1 | 3 | 2 | ||||||
| Tall | |||||||||
| 3 | 2 | 3 | 2 | ||||||
| Average | |||||||||
| 4 | 1 | 2 | 1 | ||||||
| Tall | |||||||||
| 5 | 4 | 1 | 2 | ||||||
| Average | |||||||||
| 6 | 2 | 2 | 2 | ||||||
| Tall | |||||||||
| 7 | 1 | 2 | 1 | ||||||
| Tall | |||||||||
| 8 | 2 | 4 | 5 | ||||||
| Short | |||||||||
| 9 | 4 | 5 | 4 | ||||||
| Very low | |||||||||
| 10 | 1 | 2 | 1 | ||||||
| Tall | |||||||||
| 11 | 3 | 1 | 2 | ||||||
| Tall | |||||||||
| 12 | 2 | 1 | 2 | ||||||
| Tall | |||||||||
| 13 | 2 | 2 | 3 | ||||||
| Average | |||||||||
| 14 | 1 | 3 | 3 | ||||||
| Average | |||||||||
| 15 | 1 | 3 | 3 | ||||||
| Average | |||||||||
| 16 | 2 | 2 | 2 | ||||||
| Tall | |||||||||
| 17 | 1 | 2 | 3 | ||||||
| Tall | |||||||||
| 18 | 3 | 3 | 2 | ||||||
| Average | |||||||||
|
Zaporozhets A.V. Preparing children for school. Fundamentals of preschool pedagogy. - M., 1989, C 250 Wenger L. How does a preschooler become a schoolchild? // Preschool education, - 1995, - No. 8, pp. 66-74. See Appendix E See Appendix G See Appendix H | |||||||||
The problem of a child's readiness for school is of great importance. AT modern world rapidly developing technologies, education plays a huge role, and school education will be the base (foundation) for all subsequent "knowledge enrichment".
The trends of Western trends make it necessary to revise the education system, and many children are sent to school from the age of 6. However, a child, even if he is ahead of his peers in his physical development, will find it very difficult to learn if the psychological readiness for school is not formed.
Sending an "unprepared" child to school, you can meet with a lot of problems: the child will not be in time, will not understand, this will result in a reluctance to study and go to school, which in the end can even break a person's life. But these problems can be avoided if, having decided to send a six-year-old child to school, conduct an examination with him and establish his degree of readiness.
In my work, I presented several methods that will help determine the readiness or unpreparedness of the child for school:
1) The degree of psychosocial maturity (outlook) - a test conversation proposed by S. A. Bankov.
2) Orientation test of school maturity Kern-Jirasik
The test consists of 4 parts:
Drawing points
· questionnaire.
3) Graphic dictation, developed by D. B. Elkonin.
4) Methodology for identifying the level of development of figurative representations
5) Test "What is missing?", developed by R. S. Nemov.
6) Labyrinth
7) Test "Ten words".
8) Test "The fourth is superfluous".
1) Degree of psychosocial maturity (outlook) - test conversation proposed by S. A. Bankov .
The child must answer the following questions:
1. Give your last name, first name, patronymic.
2. Name the last name, first name, patronymic of dad, mom.
3. Are you a girl or a boy? What will you be when you grow up - an aunt or an uncle?
4. Do you have a brother, sister? Who is older?
5. How old are you? How much will it be in a year? In two years?
6. Is it morning or evening (afternoon or morning)?
7. When do you have breakfast - in the evening or in the morning? When do you have lunch - in the morning or in the afternoon?
8. What comes first - lunch or dinner?
9. Where do you live? State your home address.
10. What does your dad, your mom do?
11. Do you like to draw? What color is this ribbon (dress, pencil)
12. What season is it now - winter, spring, summer or autumn? Why do you think so?
13. When can I go sledding - in winter or summer?
14. Why does it snow in winter and not in summer?
15. What does a postman, a doctor, a teacher do?
16. Why does school need a desk, a bell?
17. Do you want to go to school?
18. Show your right eye, left ear. What are eyes and ears for?
19. What animals do you know?
20. What birds do you know?
21. Who is bigger - a cow or a goat? Bird or bee? Who has more paws: a rooster or a dog?
22. Which is more: 8 or 5; 7 or 3? Count from three to six, nine to two.
23. What should you do if you accidentally break someone else's thing?
Response score
For the correct answer to all sub-questions of one item, the child receives 1 point (with the exception of control questions). For correct, but incomplete answers to sub-questions, the child receives 0.5 points. For example, the correct answers are: “Dad works as an engineer”, “A dog has more paws than a rooster”; incomplete answers: “Mom Tanya”, “Dad works at work”.
Control tasks include questions 5, 8, 15.22. They are rated like this:
No. 5 - the child can calculate how old he is -1 point, names the year taking into account the months - 3 points.
No. 8 - for a complete home address with the name of the city - 2 points, incomplete - 1 point.
No. 15 - for each correctly indicated use of school paraphernalia - 1 point.
No. 22 - for the correct answer -2 points.
No. 16 is evaluated jointly with No. 15 and No. 22. If in No. 15 the child scored 3 points, and in No. 16 - a positive answer, then it is considered that he has a positive motivation to study at school.
Evaluation of results: the child received 24-29 points, he is considered school mature,
20-24 - medium-mature, 15-20 - low level of psychosocial maturity.
2) Orientation test of school maturity Kern-Jirasik
test “Drawing of a man” (male figure);
copying a phrase from written letters;
Drawing points
· questionnaire.
Test “Drawing of a person”
Exercise.
“Here (it is shown where) draw some uncle, as you can.” While drawing, it is unacceptable to correct the child (“you forgot to draw the ears”), the adult silently observes.
Evaluation
1 point: a male figure is drawn (elements of men's clothing), there is a head, torso, limbs; the head is connected to the body by the neck, it should not be larger than the body; the head is smaller than the body; on the head - hair, a headdress, ears are possible; on the face - eyes, nose, mouth; hands have hands with five fingers; legs are bent (there is a foot or boot); the figure is drawn in a synthetic way (the contour is solid, the legs and arms seem to grow from the body, and are not attached to it.
2 points: fulfillment of all requirements, except for the synthetic method of drawing, or if there is a synthetic method, but 3 details are not drawn: neck, hair, fingers; the face is completely drawn.
3 points: the figure has a head, torso, limbs (arms and legs are drawn with two lines); may be missing: neck, ears, hair, clothes, fingers, feet.
4 points: a primitive drawing with a head and torso, arms and legs are not drawn, they can be in the form of a single line.
5 points: lack of a clear image of the torso, no limbs; scribble.
Copying a phrase from written letters
Exercise
“Look, something is written here. Try to rewrite it the same way here (show below the written phrase) as best you can.”
Write the phrase on the sheet capital letters, the first letter is capital: He ate soup.
Evaluation
1 point: well and completely copied sample; letters may be slightly larger than the sample, but not 2 times; the first letter is capital; the phrase consists of three words, their arrangement on the sheet is horizontal (maybe a slight deviation from the horizontal).
2 points: the sample is copied legibly; the size of the letters and the horizontal position are not taken into account (the letter may be larger, the line may go up or down).
3 points: the inscription is divided into three parts, at least 4 letters can be understood.
4 points: at least 2 letters match the pattern, a string is visible.
5 points: illegible scribbles, scratching.
Drawing points
Exercise
“The dots are drawn here. Try to draw next to the same.
In the sample, 10 points are evenly spaced vertically and horizontally from each other.
Evaluation
1 point: exact copying of the sample, slight deviations from a line or column are allowed, a reduction in the pattern, an increase is unacceptable.
2 points: the number and location of points correspond to the sample, a deviation of up to three points by half the distance between them is allowed; dots can be replaced by circles.
3 points: the drawing as a whole corresponds to the sample, in height or width does not exceed it more than 2 times; the number of points may not match the sample, but they should not be more than 20 and less than 7; let's rotate the picture even 180 degrees.
4 points: the drawing consists of dots, but does not match the sample.
5 points: scribble, scribble.
After each task is evaluated, all points are summed up. If the child scored in total for all three tasks:
3-6 points - he has a high level of readiness for school;
7-12 points - average level;
13 -15 points - low level of readiness, the child needs an additional examination of intelligence and mental development.
Questionnaire.
Reveals the general level of thinking, outlook, development of social qualities.
It is conducted in the form of a question-and-answer conversation. Exercise may sound like this: “Now I will ask questions, and you try to answer them.” If a child finds it difficult to answer a question right away, you can help him with a few leading questions. The answers are recorded in points, then summed up.
- Which animal is bigger, a horse or a dog?
(horse = 0 points;
wrong answer = -5 points) - In the morning we have breakfast, and in the afternoon...
(have lunch, eat soup, meat = 0;
dinner, sleep and other incorrect answers = -3 points) - It's bright during the day, but at night...
(dark = 0;
wrong answer = -4) - The sky is blue and the grass...
(green = 0;
wrong answer = -4) - Cherries, pears, plums, apples - what's that?
(fruit = 1;
wrong answer = -1) - Why does the barrier go down before the train passes?
(so that the train does not collide with the car; so that no one gets hurt, etc. = 0;
wrong answer = -1) - What is Moscow, Odessa, St. Petersburg? (name any cities)
(cities = 1; stations = 0;
wrong answer = -1) - What time is it now? (show on a watch, real or toy)
(correctly shown = 4;
only whole hour or quarter hour shown = 3;
does not know hours = 0) - A little cow is a calf, a little dog is..., a little sheep is...?
(puppy, lamb = 4;
only one correct answer = 0;
wrong answer = -1) - Is the dog more like a chicken or a cat? How? What do they have in common?
(per cat, because they have 4 legs, hair, tail, claws (one similarity is enough) = 0;
per cat without explanation = -1
per chicken = -3) - Why do all cars have brakes?
(two reasons given: braking downhill, stopping, avoiding a collision, etc. = 1;
one reason = 0;
wrong answer = -1) - How are hammer and ax similar to each other?
(two common features: they are made of wood and iron, they are tools, they can hammer nails, they have handles, etc. = 3;
one similarity = 2;
wrong answer = 0) - How are cats and squirrels similar?
(determining that these are animals or giving two common features: they have 4 legs, tails, wool, they can climb trees, etc. = 3;
one similarity = 2;
wrong answer = 0) - What is the difference between a nail and a screw? How would you recognize them if they were on the table in front of you?
(the screw has a thread (thread, such a twisted line around) = 3;
the screw is screwed in and the nail is hammered or the screw has a nut = 2;
wrong answer = 0) - Football, high jump, tennis, swimming...
(sport (physical education) = 3;
games (exercises, gymnastics, competitions) = 2;
wrong answer = 0) - What vehicles do you know?
(three ground vehicles + plane or ship = 4;
only three land vehicles or a complete list with an aircraft, a ship, but only after explaining that vehicles are what you can travel on = 2;
wrong answer = 0) - What is the difference between an old person and a young person? What is the difference between them?
(three signs (gray hair, lack of hair, wrinkles, poor vision, often sick, etc.) = 4;
one or two differences = 2;
wrong answer (he has a stick, he smokes...) = 0 - Why do people play sports?
(for two reasons (to be healthy, hardened, not to be fat, etc.) = 4;
one reason = 2;
wrong answer (to be able to do something, to earn money, etc.) = 0) - Why is it bad when someone deviates from work?
(the rest must work for him (or another expression of the fact that someone suffers damage as a result) = 4;
he is lazy, earns little, cannot buy anything = 2;
wrong answer = 0) - Why do you need to put a stamp on a letter?
(so they pay for forwarding this letter = 5;
the other, the one who receives, would have to pay a fine = 2;
wrong answer = 0)
3) Graphic dictation , developed by D. B. Elkonin .
Diagnosing a child's readiness for school
(N.Ya. Kushnir).
The concept of "readiness for school" in developmental and pedagogical psychology is quite common, due to several options for children to enter school life(from six or seven years old), as well as the selection of preschoolers in the gymnasium, lyceum, specialized and specialized classes. In this regard, the problem arose of developing indicators, criteria for a child's readiness for school and, as a result, diagnostic methods, tests that allow one to establish the degree of readiness, to predict development in the learning process.
We have identified two approaches to the study of this issue (see Scheme 2). The first approach can be called pedagogical, according to which readiness for school is determined by the presence of educational skills in children 6-7 years old (the ability to read, count, write, tell).
However, the use of only subject tests, verification tasks, and diagnostic methods for diagnosis provides one-sided information about the child. Issues related to his actual and potential mental development, compliance with psychological age, possible lagging behind or ahead of him remain unresolved. In this regard, the pedagogical approach does not have predictive validity: it does not allow predicting the quality, pace, and features of the assimilation of knowledge by a particular child in kindergarten or elementary school.
The psychological approach to the problem of readiness for school cannot be called universal. Nevertheless, with a wide variety of diagnostic tools used by psychologists to determine school readiness, there is a general theoretical notion that school readiness is the result of a child’s overall mental development throughout his preschool life.
Psychologists have developed many special tests, tests, methods to determine the readiness of children to study at school. Researchers identify different aspects of mental development as the most important indicators of such readiness.
Summarizing the empirical data on the problem of psychological readiness in domestic psychology, experts identify four parameters (affective-need, voluntary, intellectual and speech readiness), on the basis of which diagnostic methods are created, tasks, tests, etc. are developed.
OF INTELLECTUAL DEVELOPMENT OF SIX-YEAR-OLD CHILDREN WITHADMISSION TO THE PREPARATION CLASS
An analysis of diagnostic tools for studying the psychological readiness for school of six-seven-year-old children made it possible to identify the following parameters: the level of development of motivational, intellectual, arbitrary, speech readiness, the formation of the necessary prerequisites for educational activity.
One of the methods for obtaining information about the level of development of children aged 6-7 when they are admitted to school can be express diagnostics, the main purpose of which is to determine which children need to be corrected and developed.
"Picture Test" helps to determine the preferred type of activity
Method "Draw yourself" helps to determine the level of formed figurative representations (group test).
Test "Cubes" helps to determine the level of visual-figurative thinking
Method "Classification" helps to identify the level of formation of concepts through the operation of classification
Method "Third Suitable" helps to determine the level of formation of concepts
Test "Right - left hand" reveals the child's ability to position, the ability to correct their point of view and the opinion of others
Pieron-Ruser Method helps to determine the level of formation of self-regulation and learning (group test)
EXPRESS DIAGNOSIS OF MENTAL,INTELLECTUAL DEVELOPMENT OF SEVEN-YEAR-OLD CHILDREN
Methodology "Test in pictures" helps to determine the preferred type of activity.
Test "Personification of motives" reveals the most significant motives for learning at school
Method "Choose a figure" helps to determine the level of formation visually - figurative thinking
Methods for determining the level of verbal-logical thinking
4.1. Classification. The psychologist says to the child: “From the five words, choose the one that you think is superfluous”
4.2. Analogies.
Test "Right - left hand" helps to determine the ability to position, the ability to correct their point of view and the opinion of other people
"The Coogler Test" helps to determine the level of development of analytical and synthetic activities
Test "Encryption" Veksler helps to determine the level of development of self-regulation, learning ability (group testing)
DIAGNOSTIC METHODS FOR PSYCHOLOGICAL EXAMINATIONCOGNITIVE SPHERE OF CHILDREN OF SIX AND SEVEN YEARS
Task 1 "Draw circles" reveals the ability to memorize, be guided by instructions when performing a task.
Task 2 "Graphic dictation" reveals the ability to follow the instructions of a psychologist, helps to independently solve the problem
Task 3 "Four Rules" reveals the child's ability to plan their actions according to the rule, to exercise self-control
Task 4 "Coding" helps to determine the level of learning, self-regulation
Task 5 "Wand and cross" helps to determine the level of self-regulation
Task 6 "Draw the figure" helps to determine the level of perception
Task 7 "Find the words"(Munsterberg test) helps to determine the level of stability and selectivity of attention
Task 8 "Search for samples" helps to determine the features of selectivity of attention
Task 9 "Recognition of figures"(Bernstein test) helps to identify the features of figurative memory
Task 10 "Nine geometric shapes" helps to determine the features of figurative memory
Task 11 "Pair connections" helps to determine the level of arbitrary memorization using the reception of functional connections
Task 12 "Pictogram" reveals the ability to associative visual-verbal memorization
Sections: School psychological service
The child is given a sheet of paper, a simple pencil.
Instruction. "I will now read the words that you need to remember well and repeat to me at the end of the lesson. There are a lot of words, and to make it easier for you to remember them, you can draw something on a piece of paper that each of them will remind you of. But you can only draw pictures , not letters. Since there are quite a lot of words, and there is only one leaflet, try to arrange the drawings so that they all fit on it. Do not try to draw pictures, the quality of the drawing is not important, it is only important that they correctly convey the meaning of the "word".
A set of words: cheerful boy, delicious dinner, strict teacher, difficult work, cold, cold, deceit, friendship, development, blind boy, fear, cheerful company.
The most unlike
Instruction. One of the figures (any) is taken out of the row, placed closer to the child and asked: "Find among the other figures the most unlike this one. The most unlike - only one." the figurine indicated by the child is placed next to the sample figurine and asked: "Why do you think that these figurines are the most dissimilar?" Each child completes a task with 2-3 figures.
If a child has difficulties, an adult can help and, pointing to two figures that differ in one parameter (for example, a large and small blue square), ask: "How do these figures differ from each other?" You can also help highlight other features - color and shape.
Sequential Pictures
Instruction. "Look at these pictures. What do you think it's about? Now arrange the cards to make a coherent story."
If the child cannot immediately determine the content of the situation, he can be helped by questions: "Who is depicted? What are they doing?" etc. After making sure that the child understood the general content of the pictures, offer to arrange them in order: "Lay out the pictures so that it is clear which one begins this story and which one ends." In the process of work, an adult should not interfere and help the child. After the child has finished laying out the pictures, he is asked to tell the story that resulted from the alignment, gradually moving from one episode to another. If a mistake is made in the story, then the child is pointed to it in the process of the story and is told that it cannot be that the firefighters put out the fire, and then it breaks out, or that the dog first steals the chicken, and then it ends up in the basket again. If the child does not correct the mistake on his own, the adult should not rearrange the pictures until the end of the story.
Graphic dictation.
After all the children have been given sheets, the inspector gives preliminary explanations: “Now we will draw different patterns. We must try to make them beautiful and neat. To do this, you need to listen to me carefully - I will say how many cells and in which side you should draw the line. Draw only those lines that I say. When you draw, wait until I tell you how to draw the next one. The next line must be started where the previous one ended, without lifting the pencil from the paper. Everyone remembers where is the right hand? right hand to the side. See, she points to the door. When I say that you need to draw a line to the right, you will draw it to the door (on the board, previously drawn into cells, a line is drawn from left to right one cell long). I drew a line one cell to the right. And now, without taking my hands off, I draw two cells up (the corresponding line is drawn on the board). Now stretch out the left hand. See, she points to the window. Here I am, without taking my hands off, I draw a line three cells to the left - to the window (the corresponding line is on the board). Does everyone understand how to draw?
After preliminary explanations are given, they proceed to drawing a training pattern. The examiner says: "We begin to draw the first pattern. Put the pencil on the highest point. Attention! Draw a line: one cell down. Do not lift the pencil from the paper. Now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell down. Then continue to draw the same pattern yourself. "
When dictating, you need to make long enough pauses so that the children have time to finish the previous line. One and a half to two minutes are given for an independent continuation of the pattern. Children need to be explained that the pattern does not have to go across the entire width of the page. While drawing a training pattern (both from dictation and then on their own), the assistant walks through the rows and corrects the mistakes made by the children, helping them to follow the instructions accurately. When drawing subsequent patterns, such control is removed, and the assistant only makes sure that the children do not turn their leaves over and start a new pattern from the right point. If necessary, he approves of timid children, but does not give any specific instructions.
After the time allotted for an independent pattern, the checker says: "Now put the pencil on the next melancholy. Ready! Attention! One cell up. One cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell down. One square to the right. One square up. One square to the right. And now you yourself continue to draw the same pattern."
After giving the children one and a half to two minutes to continue the pattern on their own, the inspector says: “That's it, you don’t need to draw this pattern further. We will draw the next pattern. Raise the pencil. Put them on the next point. I’m starting to dictate. Attention! Three cells up. One cell right Two squares down One square right Two squares up One square right Three squares down One square right Two squares up One square right Two squares down One square right Three squares up Now continue to draw yourself this pattern."
After one and a half to two minutes, the dictation of the last pattern begins: "Put the pencil on the very last point. Attention! Three cells to the right. One cell up. One cell to the left (the word "left" is emphasized by the voice). Two cells up. Three cells to the right. Two cells down. One cell to the left, the word "left" is voiced again.) One cell down. Three cells to the right. One cell up. One cell to the left. Two cells up. Now continue to draw this pattern yourself."
After the time allotted for the independent continuation of the last pattern, the inspector and assistant collect the sheets from the children. The total time for the procedure is usually about 15 minutes.
School motivation tests
Ask your child the following questions and write down the answers.
- Do you want to go to school?
- Do you want to stay in kindergarten (at home) for another year?
- What do you like to do most in kindergarten (at home)? Why?
- Do you like having books read to you?
- Are you asking for a book to be read to you?
- What are your favorite books?
- Why do you want to go to school?
- Are you trying to quit a job that you can't do?
- Do you like school uniform and school supplies?
- If you are allowed to wear school uniform and use school supplies, and they will not be allowed to go to school, then that will suit you? Why?
- If we play school now, who do you want to be: a student or a teacher?
- In the game at school, what will we have longer - a lesson or a break?
Ladder test
Show the child a ladder and ask him to place all the children you know on this ladder. On the top three steps there will be good children: smart, kind, strong, obedient - the higher, the better ("good", "very good", "very good") And on the three lower steps - bad. The lower, the worse ("bad", "very bad", "the worst"). On the middle step, children are neither bad nor bad. What step would you place yourself on? Why?
Then ask the child the question: "Are you really like this or would you like to be? Mark what you really are and what you would like to be." After that, ask: "What step would your mother (dad, grandmother, teacher, etc.) put you on."
Analysis of results.
Pictogram
Methodology for the study of mediated memory, figurative thinking. The child is given a sheet of paper, a simple pencil.
Conducting a test. The adult reads the word, and the child draws. Each drawing takes 1-2 minutes. An adult carefully monitors that the child does not write letters, but draws. After finishing the work, the adult must number the drawing so that it can be seen which drawing refers to which word. 20-30 minutes after the end of the drawing, the children are presented with their pieces of paper with drawings and asked to look at their drawings. They remembered the words that an adult dictated to them. The number of correctly reproduced words, as well as the number of errors, are counted and recorded. If instead of the word "separation" the child says "parting" or instead of "delicious dinner" - "sweet dinner", this is not considered a mistake.
For children 6-7 years old, the norm will be the reproduction of 10-12 words out of 12. The nature of the drawings speaks about the development of figurative thinking, namely: their connection with the topic, reflection of the essence of the subject.
Run levels:
- Below the average level - the drawings have little to do with the topic, or this connection is superficial (but the word "cold" the child draws a tree and explains that he is also cold).
- Intermediate level - adequate drawings for simple words and failure or literal, concrete reflection of compound words (e.g. development).
- High level- pictures reflect the essence of the subject. For example, for a "delicious dinner" either a cake, or a table with some kind of dish, or a plate of food can be drawn.
It is necessary to note those cases when the child draws drawings that are practically the same type, little connected with the content of the word, but at the same time correctly reproduce the words. In this case, this is an indicator of good mechanical memory, which compensates for the insufficient level of development of thinking.
The most unlike
L.A. Wagner
Allows you to explore the thinking and perception of children.
Conducting a test. 8 geometric shapes are laid out in a row in front of the child:
- 2 blue circles (small and large) 2 red circles (small and large),
- 2 blue squares (small and large), 2 red squares (small and large).
Children 6-7 years old independently isolate the following parameters: color, size, shape - and are guided by the weight of these parameters when choosing a figure.
The level of performance of the task is determined by the number of signs that the child is guided by when choosing the "most dissimilar" figure and which he named.
- Below the average- the predominance of choice for one attribute without naming the attribute.
- Middle level - the predominance of choice on two grounds and the naming of one.
- High level - the predominance of choice on three grounds and the naming of one or two.
Sequential Pictures
The technique is aimed at studying verbal-logical thinking. The child is offered a series of pictures (5-8), which tells about some event. Sequential pictures of D. Wexler's test are used: Sonya, Fire, Picnic.
Conducting a test. Pictures are laid out in front of the child in random order.
Analysis of results. When analyzing the results, they take into account, first of all, the correct order of the arrangement of pictures, which must correspond to the logic of the development of the narrative.
The child must arrange not only in a logical, but also in a "worldly" sequence. For example, a child can put a card on which the mother gives the girl medicine in front of the picture on which the doctor examines her, explaining that the mother always treats the child herself, and the doctor calls only to write out a certificate. However, for children older than 6-7 years, such an answer is considered incorrect. With such errors, an adult can ask the child if he is sure that this picture (showing which one) is in its place. If the child cannot place it correctly, the examination ends, but if he corrects the mistake, the task is repeated with another set of pictures.
Run levels:
- Below average- the pictures are laid out in random order, and a story is compiled from them.
- Middle level- pictures are laid out and described, following worldly logic.
- High level- children lay out and describe the pictures, following the logic of the depicted content.
Graphic dictation.
The technique is aimed at identifying the ability to listen carefully and accurately follow the instructions of an adult, correctly reproduce the given direction of the line on a sheet of paper, and independently act on the instructions of an adult.
The methodology is carried out as follows. Each child is given a squared notebook sheet with four dots on it (see fig.). In the upper right corner, the surname and name of the child, the date of the examination, and additional data, if necessary, are recorded. After all the children have been given the sheets, the inspector gives preliminary explanations.
Processing of results.
The results of the training pattern are not evaluated. In each of the subsequent patterns, the performance of the dictation and the independent continuation of the pattern are evaluated separately. The assessment is made on the following scale:
- Accurate reproduction of the pattern - 4 points uneven lines, "trembling" line, "dirt", etc. is not taken into account and the score is not reduced).
- Reproduction containing an error in one line - 3 points.
- Reproduction with several errors - 2 points.
- Reproduction, in which there is only a similarity of individual elements with the dictated pattern, - 1 point.
- Lack of similarity even in individual elements - 0 points.
- For an independent continuation of the pattern, marks are given on the same scale.
- Thus, for each pattern, the child receives two marks: one for completing the dictation, the other for the independent continuation of the pattern. Both of them range from 0 to 4.
The final mark of the dictation work is derived from the three corresponding marks for individual patterns by summing the maximum of them with the minimum, there is a mark that occupies an intermediate position or coincides with the maximum or minimum, is not taken into account. The resulting score can range from 0 to 7.
Similarly, out of three marks for the continuation of the pattern, the final one is displayed. Then both final grades are summed up, giving a total score (SB), which can range from 0 (if 0 points are received for dictation work and independent work) to 16 points (if 8 points are received for both types of work).
Test-questionnaire to determine the formation of the "internal position of the student".
Answers to questions No. 1, 2, 3, 4, 5, 10, 11, 12 are taken into account.
With the "internal position of the student" formed, the answers to the questions will be as follows.
No. 1 - I want to go to school.
No. 2 - Doesn't want to stay in kindergarten (at home) for another year.
No. 3 - Those classes that were taught (letters, numbers, etc.)
No. 4 - I love it when people read books to me.
No. 5 - I ask myself to be read to me.
No. 10 - No, it won't work, I want to go to school.
No. 11 - I want to be a student.
No. 12 - Let the lesson be longer.
Ladder test
In the process of completing this task, observe the child: whether he hesitates, thinks, argues his choice, asks questions, etc.
If a child, without hesitation, puts himself on the highest step, believes that his mother (another adult) evaluates him in the same way, arguing his choice, referring to the opinion of an adult: "I'm good. Good and no more, that's mom said," then you can suggest that he has inadequately high self-esteem.
We can talk about high self-esteem if, after some thought and hesitation, the child puts himself on the highest step, naming his shortcomings and mentioning his mistakes, explains them as external, not dependent on him. He considers the reasons that the assessment of adults in some cases may be somewhat lower than his own: "Of course, I'm good, but sometimes I'm lazy. Mom says that I'm sloppy."
If, having considered the task, he puts himself on the 2nd or 3rd step, explains his actions referring to real situations and achievements, that the adult's assessment is the same or lower, then we can talk about adequate self-esteem.
If a child puts himself on the lower steps, does not explain his choice or refers to the opinion of an adult: "Mom said so," then this indicates low self-esteem.
If the child puts himself on the middle step, this may indicate that he did not understand the task or does not want to complete it. Children with low self-esteem due to high anxiety and self-doubt often refuse to complete the task, answering all questions "I don't know."
Inadequately high self-esteem is characteristic of children 4-5 years old: they do not see their mistakes, they cannot correctly evaluate themselves, their actions and actions. Children of senior preschool age are able to analyze their activities and correlate their opinions, experiences and actions with the opinions and assessments of others, therefore self-esteem of 6-7 years old becomes more realistic, in familiar situations, familiar activities approaches adequate. In an unfamiliar situation and unfamiliar activities, their self-esteem may be overestimated.
Low self-esteem in preschool children is considered as evidence of a dysfunctional emotional development of the individual.
Literature.
1. The program of education and training in kindergarten. Pedagogical diagnostics of the development of children before entering school. Ed. T.S. Komarova and O.A. Solomennikova Yaroslavl, Academy of Development 2006)
2. Handbook of a psychologist elementary school. IS HE. Istratova, T.V. Exacusto. Edition 4th. Rostov-on-Don "PHOENIX" 2006
3. Preparation for school. Development tests and exercises. M.N. Ilyina Moscow, St. Petersburg, Nizhny Novgorod, Voronezh, Rostov-on-Don, Yekaterinburg, Samara, Novosibirsk, Kyiv, Kharkov, Minsk. Peter 2004
Determining your child's readiness for school
I. A.R. Luria on the definition of the state of short-term memory
Prepare 10 monosyllabic, not directly related words. For example: needle, forest, water, cup, table, mushroom, shelf, knife, roll, floor, bottle.
Instruction. "I will read the words to you, and then you will repeat everything that you remember. Listen to me carefully. Start repeating as soon as I finish reading. Ready? Reading."
Then clearly pronounce 10 words in a row, and then offer to repeat in any order.
Perform this procedure 5 times, each time put crosses under the named words, recording the results in the protocol.
Identify on which repetition the child reproduces the most words, and then evaluate the following characteristics of the child:
A) if the reproduction first increases and then decreases, then this indicates the exhaustion of attention, forgetfulness;
B) the zigzag shape of the curve indicates absent-mindedness, instability of attention;
B) a "curve" in the form of a plateau is observed with emotional lethargy, lack of interest.
II. Jacobson's method for determining the amount of memory
The child must repeat the numbers you named in the same order.
Instruction. "I'll tell you the numbers, you try to remember them, and then you call them to me."
The second column is control. If the child made a mistake when playing a line, the task for this
row is repeated from another column.
When playing:
III. Methodology for determining the concentration and distribution of attention
Prepare a sheet of paper 10x10 cells. In the cells, randomly place 16-17 different shapes: a circle, a semicircle, a square, a rectangle, an asterisk, a flag, etc.
When determining the concentration of attention, the child must put a cross on the figure you specified. And when determining the switchability of attention, put a cross on one figure, and a zero on the other.
Instruction. "Various figures are drawn here. Now you will put a cross in the stars, but you will not put anything in the rest."
When determining the switchability of attention, the instruction includes the task to put a cross in the figure you have chosen, and in another zero. Do not put anything in the rest.
The correctness, completeness of the task is taken into account. Evaluated on a 10-point system, deducting 0.5 points for each mistake. Pay attention to how quickly and confidently the child completes the task.
IV. A technique that reveals the level of development of the systematization operation
Draw a square on the entire sheet of paper. Divide each side into 6 pieces. Connect the markup so that you get 36 cells.
Make 6 circles of different sizes: from the largest that fits in the cage to the smallest. Place these 6 gradually decreasing circles in 6 cells of the bottom row from left to right. Do the same with the remaining 5 rows of cells, placing hexagons in them first (in descending order of size), and then pentagons, rectangles (or squares), trapezoids and triangles.
The result is a table with geometric shapes, located according to a certain system (in descending order: in the leftmost column, the largest sizes of figures, and in the right - the smallest).
Now remove the figures from the middle of the table (16 figures), leave only in the extreme rows and columns.
Instruction. "Look carefully at the table. It is divided into cells. In some of them, figures different shapes and magnitude. All figures are arranged in a certain order: each figure has its place, its cell.
Now look at the middle of the table. There are many empty cells here. You have 5 figures below the table. (Of the removed 16, leave 5). They have their place in the table. Look and tell me in which cell this figure should stand? Put her down. And what cell should this figure be in? "
The score is based on 10 points. Each mistake reduces the score by 2 points.
V. Methodology for determining the ability to generalize, abstract and classify
Prepare 5 cards each. furniture, transportation, flowers, animals, people, vegetables.
Instruction. "Look, there are a lot of cards here. You need to look at them carefully and sort them into groups so that each group can be called with one word." If the child does not understand the instructions, then repeat again, accompanying the show.
Grade: 10 points for completing the task without a preview; 8 points for completing the task after the show. For each unassembled group, the score is reduced by 2 points.
VI. Methodology for determining the mental abilities of children 6 years old
Prepare 10 sets (5 drawings each):
1) 4 drawings of animals; one drawing of a bird;
2) 4 drawings of furniture; one drawing of household appliances;
3) 4 game drawings, one work drawing;
4) 4 ground transport drawings, one air transport drawing;
5) 4 drawings of vegetables, one drawing of any fruit;
6) 4 drawings of clothes, one drawing of shoes;
7) 4 drawings of birds, one drawing of an insect;
8) 4 drawings of educational supplies, one drawing of a children's toy;
9) 4 drawings depicting food products; one drawing depicting something inedible;
10) 4 drawings depicting different trees, one drawing depicting a flower.
Instruction. "There are 5 drawings shown here. Look carefully at each of them and find the one that should not be there, that does not fit with the others."
The child should work at a pace that is comfortable for him. When he copes with the first task, give him the second and subsequent ones.
If the child does not understand how to do the task, repeat the instructions again and show how to do it.
Out of 10 points for each failed task, the score is reduced by 1 point.
VII. Methodology for identifying the level of development of figurative representations
The child is given 3 cut pictures in turn. Instructions are given for each cut picture. The collection time of each picture is controlled.
A) a boy. In front of the child lies a drawing of a boy cut into 5 parts.
Instruction. "If you put these parts together correctly, you will get a beautiful drawing of a boy. Do it as quickly as possible."
B) Teddy bear.
In front of the child are parts of a drawing of a bear cub, cut into pieces.
Instruction. "This is a cut-up drawing of a teddy bear. Put it together as quickly as possible."
B) teapot. There are 5 parts of the teapot drawing in front of the child. Instruction. "Fold the drawing as quickly as possible" (Object name not given).
From the three estimates obtained, the arithmetic mean is calculated.
VIII. Show color name
Prepare 10 cards of different colors: red, orange , yellow, green , blue, blue , purple, white, black, brown.
When showing the child a card, ask: "What color is the card?"
For 10 correctly named cards - 10 points. Decrease 1 point for each mistake.
IX. Study of the quality of sound pronunciation
Invite the child to name what is shown in the pictures, or repeat after you the words in which there are sounds related to groups:
A) whistling: [c] - hard and soft, [h] - hard and soft
Plane - beads - ear Hare - goat - cart
Sieve - geese - elk Winter - newspaper - knight
B) hissing: [g], [w], [u], [h], [c]
Heron - egg - knife Cup - butterfly - key
Beetle - ski - knife Brush - lizard - knife
Cone - cat - mouse
C) palatine: [k], [g], [x], [th]
Mole - closet - lock Halva - ear - moss
Goose - corner - friend Yod - bunny - May
D) Sonorant: [r] - hard and soft, [l] - hard and soft
Cancer - bucket - ax Spatula - squirrel - chair
River - mushroom - lantern Lake - deer - salt
When choosing other words, it is important that the sound occurs at the beginning, middle and end of the word.
Score 10 points - for the clear pronunciation of all words. Failure to pronounce one sound reduces the score by 1 point.
X. Methodology for determining the level of will mobilization (according to Sh.N. Chkhartashvili)
The child is offered an album of 12 sheets, in which 10 tasks. On the left side (at the turn of each position), at the top and bottom, there are 2 circles with a diameter of 3 cm, on the right - color pictures (landscapes, animals, birds, cars, etc.).
Instruction. "Here's an album, it has pictures and circles. You need to carefully look at each circle in turn, first at the top. And so on every page. You can't look at the pictures." (The last word is underlined intonation.)
Completion of all 10 tasks without distractions from the pictures is worth 10 points. Each failed task reduces the score by 1 point.
XI. Methodology that determines the level of development fine motor skills hands, analytical and synthetic functions of the brain (studied through graphic dictation and the Kern-Jerasek method)
Sample graphic dictation
The child is given a piece of paper in a box and a pencil. Show and explain how to draw lines.
Instruction. "Now we will draw different patterns. First I will show you how to draw, and then I will dictate to you, and you listen carefully and draw. Let's try."
For example: one cell to the right, one cell up, one cell to the right, one cell up, one cell to the right, one cell down, one cell to the right, one cell down.
"See what the picture turned out? Got it? Now complete the task under my dictation, starting from this point." (Put a dot at the beginning of the line.)
First graphic image
Instruction. "Now listen carefully to me and draw only what I will dictate:
One cell up, one cell right, one cell down, one cell right, one cell up. One cell to the right, one cell down, one cell to the right, one cell up, one cell to the right, one cell down."
Evaluation: for the whole task - 10 points. 1 point is deducted for each mistake.
Second graphic dictation
Instruction. "Now draw another drawing. Listen to me carefully:
One cell right, one cell up, one cell right, one cell down, one cell right, one cell down, one cell right, one cell up, one cell right, one cell up, one cell right, one cell down, one cell right, one cell down, one cell right, one cell down, one cell right."
Evaluation: for all tasks - 10 points. 1 point is deducted for each mistake.
Third graphic dictation
Instruction. "Now let's draw another pattern. Listen to me carefully:
One cell right, three cells up, one cell right, two cells down, one cell right, two cells up, one cell right, three cells down, one cell right, two cells up, one cell right, two cells down, one cell right, three cells up, one cell to the right."
Evaluation: for the whole task - 10 points. For each mistake, 0.5 points are deducted.
XII. A technique for studying and evaluating motor perseveration (i.e. pattern repetition of a movement)
Instruction. "Look carefully at this pattern and try to draw the same one. Right here (indicate where)."
The child must continue the pattern shown on the form. 10 forms are offered in turn.
For each correctly completed task - 1 point. Maximum - 10.
XIII. Kern-Yerasek technique
All three tasks of the methodology are aimed at determining the development of fine motor skills of the hand, coordination of movements and vision. All this is necessary for the child to learn to write at school. In addition, with the help of this test, in general terms, it is possible to determine the intellectual development of the child, the ability to imitate the model and the ability to focus and concentrate.
The methodology consists of three tasks:
1. Drawing written letters.
2. Drawing a group of points.
3. Drawing a male figure.
The child is given a sheet of unlined paper. The pencil is placed so that it is equally convenient for the child to take it with both the right and left hand.
A. Copying the phrase "She was given tea"
A child who is not yet able to write is offered to copy the phrase "She was given tea", written in written (!) Letters. If your child already knows how to write, then you should invite him to copy a sample of foreign words.
Instruction. "Look, something is written here. You can't write yet, so try to draw it. Take a good look at how it is written, and at the top of the sheet (show where) write the same way."
10 points - the copied phrase can be read. The letters are no more than 2 times larger than the sample. The letters form three words. The line is deviated from a straight line by no more than 30°.
7-6 points - the letters are divided into at least two groups. You can read at least 4 letters.
5-4 points - at least 2 letters look like samples. The whole group has the appearance of a letter.
3-2 points - scribble.
B. Drawing a group of points
The child is given a form with the image of a group of dots. The distance between the dots vertically and horizontally is -1 cm, the diameter of the dots is 2 mm.
Instruction. "The dots are drawn here. Try to draw the same ones here" (show where).
10-9 points - accurate reproduction of the sample. Dots are drawn, not circles. Any slight deviations of one or more points from a line or column are allowed. There can be any decrease in the figure, but an increase is possible no more than twice.
8-7 points - the number and arrangement of points corresponds to a given sample. Deviation of no more than three points from a given position can be ignored. The image of circles instead of dots is acceptable.
6-5 points - the drawing as a whole corresponds to the sample, not more than twice its size in length and width. The number of points does not necessarily correspond to the sample (however, they should not be more than 20 and less than 7). Deviation from the set position is not taken into account.
4-3 points - the contour of the picture does not match the sample, although it consists of separate points. Sample dimensions and number of points are not taken into account at all.
1-2 points - doodles.
B. Drawing of a person
Instruction: "Here (indicate where) draw some man (uncle)." No explanation or guidance is given. It is also forbidden to explain, help, make comments about errors. Any question of the child must be answered: "Draw as you can." It is allowed to cheer up the child. To the question: "Can I draw an aunt?" - it is necessary to explain that it is necessary to draw an uncle. If the child began to draw a female figure, you can allow her to finish drawing, and then ask him to draw a man next to him.
When evaluating a drawing of a person, the following is taken into account:
The presence of the main parts: head, eyes, mouth, nose, arms, legs;
- the presence of minor details: fingers, neck, hair, shoes;
- a way of depicting arms and legs: with one line or two, so that the shape of the limbs is visible.
10-9 points - there is a head, torso, limbs, neck. The head is not larger than the body. Hair on the head (hat), ears, eyes on the face, nose, mouth. Hands with five fingers. There is a sign of men's clothing. The drawing is made with a continuous line ("synthetic", when the arms and legs seem to "flow" from the torso.
8-7 points - in comparison with the one described above, the neck, hair, one finger of the hand may be missing, but any part of the face should not be missing. The drawing is not made "synthetically". The head and torso are drawn separately. Hands and feet are attached to them.
6-5 points - there is a head, torso, limbs. Arms, legs should be drawn with two lines. Neck, hair, clothes, fingers, feet are missing.
4-3 points - a primitive drawing of the head with limbs, depicted on one line. According to the principle "stick, stick, cucumber - that's the little man out."
1-2 points - the absence of a clear image of the torso, limbs, head and legs. Scribble.
XIV. Methodology for determining the level of development of the communicative sphere
The level of development of the child's sociability is determined in the kindergarten by the teacher during general children's games. The more active the child is in communicating with peers, the higher the level of development of the communication system.
10 points - overactive, i.e. constantly bothers peers, involving in games, communication.
9 points - very active: involves and actively participates in games and communication.
8 points - active: makes contact, participates in games, sometimes he himself involves peers in games, communication.
7 points - more active than passive: participates in games, communication, but does not force others to do so.
6 points - it is difficult to determine whether he is active or passive: if he is called to play - he will go, if he is not called - he will not go, he does not show activity himself, but he does not refuse to participate either.
5 points - rather passive than active: sometimes refuses to communicate, but participates in games and communication.
4 points - passive: only sometimes participates in games when he is persistently invited.
3 points - very passive: does not participate in games, only observes.
2 points - closed, does not respond to peer games.
XV. Methodology for determining the state of long-term memory
Ask the child to name previously memorized words in an hour. Instruction. "Remember the words I read to you."
Score 10 points - if the child reproduced all those words. Each word not reproduced reduces the score by 1 point.
Evaluation of results
The coefficient of psychological readiness (CPG) of a child for school is determined by the ratio of the sum of grades to the number of methods. At the same time, the CPG assesses unsatisfactory readiness up to 3 points, weak readiness up to 5 points, average readiness up to 7 points, good readiness up to 9 points and very good readiness up to 10 points.
The article was prepared according to methodological development A.I. Fukin and T.B. Kurbatskaya
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