• Synopsis of the GCD on cognitive development "A game-journey through your hometown"

DatsoPic 2.0 2009 by Andrey Datso

Modern schools, when a child enters the first grade, conduct testing.

Testing in a comprehensive secondary school is carried out in order to identify the level of development mental ability future first grader. Also, a school psychologist conducts a conversation with the child, who determines the psychological readiness of the child for school.


To get an objective picture, it is better if one of the parents is present next to the child. This is important because native person, located nearby, will help the child cope with emotional experiences in a new unfamiliar environment with strangers. The school does not have the right to refuse parents to attend testing.

So, what questions of the task can be on the school testing of the future first grader?

Tasks that determine the level of knowledge about the surrounding world.

1. Give your name, surname, patronymic.
2. How old are you?
3. What date is your birthday?
4. What is the name of your mother (your father, grandfather, grandmother)? (not Aunt Masha, but Maria Ivanovna Ivanova).
5. What city do you live in?
6. What is your home address?
7. Do you have pets at home?
8. What animals do you know?
9. Which of them are called homemade?
10. What birds, insects, fish, etc. do you know?
11. Name what plants you know.
12. What seasons do you know?
13. Guess the season from the description.

Snow is melting. Every day it gets warmer.
Buds appear on the trees, and then young green leaves, birds arrive.
Bears and hedgehogs wake up.

It's cold outside. Snowing.
There are no leaves on the trees.
All insects are gone.
People are wearing warm clothes. Children are sledding.

It's very hot outside.
The trees have green leaves.
The sun shines brightly. Many flowers grow.
A lot of fruits and vegetables ripen.

The leaves on the trees turn yellow and gradually fall off.
It's getting colder every day.
It often rains heavily. Birds fly to warmer climes.

14. Name the winter months, spring, autumn, summer.
15. How many days in a week?
16. What colors do you know?
17. Name the types of transport.
18. What about furniture?
19. Finish the sentences:

Doll, ball, clockwork machine, cubes are ...
- pen, notebook, pencil, eraser - this is ...
- cabbage, potatoes, carrots, turnips - this is ...
-apricot, cherry, banana, pineapple, peach, pear - this is ...
- linden, acacia, poplar, maple - this is ...
- TV, vacuum cleaner, iron, table lamp is ...

20. Tell us about your family (favorite toy, any cat or dog).

Tasks that determine the level of knowledge in subjects.

1. Draw five different shapes.
2. Fill in 4 circles. Color the triangles 1 less than the circles. Color in as many squares as there are triangles.

3. There are 3 tulips and 2 roses in a vase. How many flowers are in the vase?
Underline the correct number.1 2 3 4 5 6 7
4. Petya had 5 sweets. He ate 1 candy. How many sweets does Petya have left?

5. 6 ears stick out from behind the bush. How many bunnies are behind the bush?
Underline the correct number. 1 2 3 4 5 6 7
6. Fill in as many circles as there are sounds in a word:

7. Cross out the extra word:
DREAM DREAM COM
8. Cross out those figures that you remember. (Previously, on a large sheet, the child looks at and remembers 7 figures for a minute. On an individual sheet, he is offered 12 figures, of which four are extra.)

9. Underline transport with a green pencil, and tools with red.

10. Graphic dictation. (Performed on a space lined in a box.)

The task is performed from the point. 2 cells to the right, 1 cell down,
3 cells to the right, 1 cell up,
1 cell to the left, 1 cell up,
3 cells to the right, 1 cell down,
1 cell to the left, 1 cell down,
3 right, 1 up, 1 left, 1 up, 2 right.

The test items are read by the teacher repeating them 2 times.

It is preferable to print all tasks on a separate sheet for the child.

The teacher helps to navigate if the child cannot find the task.

11. Copy the points to the bottom field.

12. Draw a red triangle to the left of the circle and a blue square to the right of the circle.

Full name _______________________________________________ class ____________ date ________________

1. attention.

A. Correction test. Appendix 1.

S is an indicator of switching and distribution of attention;

N - the number of geometric shapes viewed and marked with the appropriate signs within two minutes;

n is the number of errors made during the execution of the task. Mistakes are considered to be incorrectly affixed characters or missing, i.e. not marked with appropriate signs, geometric shapes.

Evaluation of results

B. Schulte table.

Table No.

Time

2. memory - 10 words

Attempts

needle

knife

cup

cat

table

a shelf

Mushroom

bun

water

forest

Qty

mistakes

№1

№2

№3

№4

№5

3. thinking

A. Generalization - 4 extra (cards)

Evaluation of results

10 points - the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are superfluous.
8-9 points - the child correctly solved the problem in time from 1 min to 1.5 min.
6-7 points - the child coped with the task in 1.5 to 2.0 minutes.
4-5 points - the child solved the problem in 2.0 to 2.5 minutes.
2-3 points - the child solved the problem in time from 2.5 minutes to 3 minutes.
0-1 point - the child did not cope with the task in 3 minutes.

Conclusions about the level of development

10 points - very tall
8-9 points - high
4-7 points - average
2-3 points - low
0 - 1 point - very low

B. Understanding the morality of proverbs, sayings and metaphors.

  1. Strike while the iron is hot.
  1. Not all that glitters is gold.

_________________________________________________________________________________

  1. Do not count your chickens before they are hatched.

_________________________________________________________________________________

  1. To be afraid of wolves - do not go into the forest.

_________________________________________________________________________________

  1. There is safety in numbers.

_________________________________________________________________________________

  1. If you like to ride - love to carry sleds.

_________________________________________________________________________________

  1. The word is not a sparrow: if you fly out, you won’t catch it.

_________________________________________________________________________________

  1. Finished the job - walk boldly.

_________________________________________________________________________________

  1. As it comes around, so it will respond.

_________________________________________________________________________________

B. Understanding the text.

LION AND MOUSE

The lion was sleeping. The mouse ran over his body. He woke up and caught her. The mouse began to ask him to let her go. The mouse began to ask him to let her go, and promised to do him good too. The lion laughed out loud and released the mouse. Then the hunters caught the lion and tied it to a tree with a rope. The mouse heard the lion's roar, ran, gnawed through the rope and saved the lion.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

D. Selection of opposites:

Big small;

Weak - strong;

Warm - cold;

Low - high;

Expensive - cheap

D. Graphic dictation

Preview:

Projective test of personal relationships, social emotions and value orientations "Houses".

The methodological basis of the test is a color-associative experiment, known from the relationship test by A. Etkind. The test was developed by OA Orekhova and allows diagnosing the child's emotional sphere in terms of higher emotions of social origin, personal preferences and activity orientations, which makes it especially valuable from the point of view of analyzing the child's emotional attitude to school.

The following materials are required for the technique:

  1. Answer sheet Annex 2>
  2. Eight colored pencils: blue, red, yellow, green, purple, grey, brown, black. Pencils should be the same, painted in colors corresponding to the stylus.

The study is best done with a group of first-graders - 10-15 people, it is advisable to seat the children one at a time. If possible, you can attract high school students to help, having previously instructed them. The help of the teacher and his presence is excluded, since we are talking about the attitude of children to school life, including the teacher.

The research procedure consists of three coloring tasks and takes about 20 minutes.

Instructions: Today we will be coloring. Find task number 1 on your sheet. This is a path of eight rectangles. Choose the pencil that you like best and color the first rectangle. Set that pencil aside. Look at the remaining pencils. Which one do you like better? Color the second rectangle with it. Set the pencil aside. Etc.

Find task number 2. Before you houses, their whole street. Our feelings live in them. I will name the feelings, and you choose the right color for them and paint them. Don't put away the pencils. You can paint with whatever color suits you. There are many houses, their owners may differ and may be similar, which means that the color may be similar.

List of words: happiness, grief, justice, resentment, friendship, quarrel, kindness, anger, boredom, admiration.

If children do not understand what a word means, they need to explain it using verbal predicates and adverbs.

Find task number 3. In these houses we do something special, and the residents in them are unusual. Your soul lives in the first house. What color suits her? Color it.

Designations of houses:

No. 2 - your mood when you go to school,
No. 3 - your mood in the reading lesson,
No. 4 - your mood at the writing lesson,
No. 5 - your mood at the math lesson
No. 6 - your mood when you talk to the teacher,
No. 7 - your mood when you communicate with your classmates,
No. 8 - your mood when you are at home,
No. 9 - your mood when you do homework,
No. 10 - think for yourself who lives and what does in this house. When you finish coloring it, tell me quietly in my ear who lives there and what he does (the corresponding note is made on the response sheet).

The technique gives a psychotherapeutic effect, which is achieved by the very use of color, the possibility of responding to negative and positive emotions, in addition, the emotional series ends in a major tone (admiration, own choice).

The processing procedure begins with task No. 1. The vegetative coefficient is calculated by the formula:

VK = (18 - red place - blue place) / (18 - blue place - green place)

The vegetative coefficient characterizes the energy balance of the body: its ability to consume energy or its tendency to save energy. Its value varies from 0.2 to 5 points. The energy indicator is interpreted as follows:

  1. 0 - 0.5 - chronic overwork, exhaustion, low performance. Loads are unbearable for a child
  2. 0.51 - 0.91 - compensated state of fatigue. Self-healing of optimal performance occurs due to a periodic decrease in activity. It is necessary to optimize the working rhythm, the mode of work and rest.
  3. 0.92 - 1.9 - optimal performance. The child is distinguished by cheerfulness, healthy activity, readiness for energy consumption. The loads correspond to the possibilities. Lifestyle allows the child to restore the expended energy.
  4. Over 2.0 - overexcitation. More often it is the result of the child's work at the limit of his abilities, which leads to rapid exhaustion. It is required to normalize the pace of activity, the mode of work and rest, and sometimes reduce the load.

Next, the indicator of the total deviation from the autogenous norm is calculated. A certain order of colors (34251607) - autogenous norm - is an indicator of psychological well-being. To calculate the total deviation (SD), the difference between the actual occupied space and the normative position of the color is first calculated. Then the differences (absolute values, without taking into account the sign) are summed up. The CO value varies from 0 to 32 and can only be even. The SD value reflects a stable emotional background, i.e. the prevailing mood of the child. The numerical values ​​of CO are interpreted as follows:

  1. More than 20 - the predominance of negative emotions. The child is dominated Bad mood and unpleasant experiences. There are problems that the child cannot solve on his own.
  2. 10 – 18 – emotional condition fine. The child can be happy and sad, there is no reason for concern.
  3. Less than 10 - Dominance positive emotions. The child is cheerful, happy, optimistic.

Tasks No. 2 and No. 3 essentially decipher the emotional sphere of the first grader and guide the researcher in the likely problems of adaptation.

Task number 2 characterizes the sphere of social emotions. Here it is necessary to assess the degree of differentiation of emotions - normally, the child paints positive feelings with primary colors, negative ones - brown and black. Weak or insufficient differentiation indicates deformation in certain blocks of personal relationships:

Happiness-grief - a block of basic comfort,
Justice - resentment - a block of personal growth,
Friendship - quarrel - a block of interpersonal interaction,
Kindness - anger - a block of potential aggression,
Boredom - admiration - a block of knowledge.

In the presence of an inversion of the color thermometer (primary colors occupy the last places), children often have insufficient differentiation of social emotions - for example, both happiness and quarrel can be indicated by the same red color. In this case, you need to pay attention to how the child colors the pair categories and how far the pairs are in the color choice.

The relevance of the child's experience of this or that feeling indicates its place in the color thermometer (task No. 1).

Task No. 3 reflects the child's emotional attitude towards himself, school activities, teacher and classmates. It is clear that if there are problems in some area, the first grader paints these houses in brown or black. It is advisable to highlight the rows of objects that the child marked with the same color. For example, school-happiness-admiration or homework-woe-boredom. The chains of associations are transparent enough to understand the child's emotional attitude to school. Children with weak differentiation of emotions are also likely to be ambivalent in their emotional evaluation of activities. According to the results of task No. 3, three groups of children can be distinguished:

  1. with a positive attitude towards school
  2. with an ambivalent attitude
  3. with a negative attitude

It should be noted that with extremely low or extremely high values ​​of VC and SD, doubts about the purity of the study, this technique can be duplicated according to the same scheme, but individually, with standard cards from the Luscher test.

Annex 2

Answer sheet for the test "Houses"

Last name, first name class date

1 task

1 2 3 4 5 6 7 8

2 task

1 2 3 4 5 6 7 8 9 10

DIAGNOSTICS OF PSYCHOLOGICAL CLIMATE AND PSYCHOLOGICAL COMFORT IN THE CLASS

The questionnaire requires no more than 5-7 minutes per class. Recording schoolchildren's answers to 20 items of the questionnaire in two columns (No. 11 opposite No. 1, etc.).

Instruction to the class: “Imagine that each statement you read next is about your class. If you agree with the statement, put a plus (+) next to its number, if you disagree, put a minus (-). You can put a question mark two or three times if you answer "I don't know." Remember that there are no "right" or "wrong" answers here. Your personal opinion matters. You don't need to put your name on the sheet.

List of statements:

1. The guys try to do well things that are useful to the whole school.
2. When we get together, we always talk about the common affairs of the class.
3. It is important for us that everyone in the class can express their opinion.
4. We get better if we do something together, and not individually.
5. After the lessons, we are in no hurry to disperse and continue to communicate with each other.
6. We participate in something if we expect a reward or success.
7. The class teacher is interested in us.
8. If the class teacher offers us what to do, he takes into account our opinions.
9. The class teacher strives for everyone in the class to understand why we are doing this or that thing.
10. The guys in our class always behave well.
11. We accept hard work if the school needs it.
12. We make sure that our class is the most friendly in the school.
13. The leader of the class can be the one who expresses the opinion of other guys.
14. If the case is interesting, then the whole class is actively involved in it.
15. In the common affairs of the class, we most of all like to help each other.
16. It is easier to involve us in a case if we prove its benefit for everyone.
17. Things go much better when the class teacher is with us.
18. In case of difficulties, we freely turn to the class teacher for help.
19. If the case fails, the class teacher shares the responsibility with us.
20. In our class, the guys are always right in everything.

Key, processing and interpretation of results.

All 20 statements represent 10 scales, although when processing the results, it is possible to consider the answers of schoolchildren for each of the 20 statements separately. In accordance with the serial number of statements from No. 1 to No. 10 (and similarly from No. 11 to No. 20), these are the following scales:

(I) The value of the school.At high values: orientation to the school, activity in general school affairs, involvement in the rhythm of life parallels, a wide circle of communication in the school team.

(II) The value of the class.At high values: orientation towards the class as the center of school life, involvement in the affairs of the class, emphasis on group (intraclass) interests.

(III) The value of the individual.At high values: orientation to the personality, individuality, priority of independence, free self-expression, personal position.

(IV) The value of creativity.At high values: orientation towards creative participation, interesting work, joint productive activity.

(V) The value of dialogue.At high values: communication orientation, friendships, empathy, concern for the interests of others.

(VI) The value of reflection.At high values: orientation towards introspection, evaluation and reflective understanding of one's own interests and needs.

(VII) Evaluation of creativity (creativity) of the class teacher.At high values: the perception of the class teacher as a creative leader, an inventor and an active participant in common affairs.

(VIII) Evaluation of dialogicity of the class teacher.At high values: the perception of the class teacher as an emotional leader, an authoritative adult who is able to understand and help.

(IX) Assessing the class teacher's reflexivity.At high values: the perception of the class teacher as an intellectual leader, an analyst of the situation in the class, making responsible decisions.

(X) Frankness.It is included in the questionnaire for assessing the reliability of the results, as it measures the attitude of schoolchildren to be critical of socially approved answers. In addition, we believe that cooperation relations are based on trust, sincerity, and openness of positions, therefore, low frankness of answers (low self-criticism) may indicate, despite high scores on other scales, trouble in relationships and pronounced social anxiety.

To process the results, it is necessary to determine the quantitative values ​​for each scale. For each "+" answer, 1 point is counted.(except for statements #10 and #20, where 1 point is counted for each "-" answer) . For every "?" the answer is counted as 0.5 points.

The scores for each scale are summed up and converted into percentages from 0 to 100%. In addition, it calculates GPA as the arithmetic mean of all ten scales. The results obtained are displayed graphically, in the form of a profile.

IMPORTANT : only group results are calculated and analyzed, all answers of schoolchildren are anonymous.

For ease of analysis, results below 60% are considered low, in the range of 60–80% are normal, and high in the range of 80–100%. It is possible to develop intra-school norms.

The results of the X scale are especially interpreted: at values ​​below 50%, the test results are rechecked as unreliable, at values ​​in the region of 50–60%, we are talking about reduced self-criticism, pronounced social anxiety, and the desire to look better in the eyes of surrounding adults.


Parents are increasingly faced with the fact that interviews turn into real exams, and admission not only to gymnasiums and lyceums, but also to ordinary schools (!) Is carried out on a competitive basis. Does this mean that for toddlers who have not received special training, the chances of enrolling in first grade are close to zero? Strictly speaking - no, because according to the decrees of the Ministry of Education and Science, all children who have reached school age, are admitted to the first grade of a general education institution, regardless of their level of training and residence in the territory to which the school is assigned.

A prerequisite for enrollment in the first grade is that the child has reached the age of at least 6.5 years by the beginning school year. Only absence free places sometimes serves as a reason for refusing to accept children who do not live in the nearest microdistrict. No one also has the right to demand the ability to read and write from a future first-grader - all tests and assignments are checked only intellectual development of the baby.

The main task of testing should be to familiarize teachers with children entering the school and the possibility of adjusting the training program depending on the level of their general development. Thus, the results of any interviews conducted with the child are only advisory in nature, otherwise it is considered a violation of the current legislation.

However, to neglect the preparation for school is still not worth it. Having made, after the interview, the first impression of the child, the teacher will not change it soon. This process in each case is individual and depends on the abilities and character of a particular child, as well as external conditions(features of upbringing in the family, "experience" acquired in a preschool institution, etc.). Parents need to focus on approximately two to three months of regular classes for the development of logic, thinking and memory. In any case, such a training will be very useful and will definitely come in handy for a future first grader. Loving parents themselves will perfectly prepare the child for admission testing in the 1st grade, and in a school of any level. Testing the child, as a rule, the future first teacher. We assure you that she will develop the most favorable, positive attitude towards your "wunderkind" after brilliant answers to " tricky questions"for which the baby was prepared at home!

Interviews usually check the following aspects: perception, memory, attention and concentration, thinking, motor skills, speech. They also ask questions about The world”, “City”, “Daily schedule”. The tests also include simple arithmetic problems.

In aspect PERCEPTIONS great importance has a visual memory of the child, his ability to memorize colors, shapes, components of objects. The task for perception can be formulated, for example, in this way: draw a dragonfly (Fig. 1).

MEMORY- one of the most difficult aspects. As a screening test, a series of simple pictures or geometric shapes that you need to remember in 10-20 seconds and then draw on clean slate. This often requires more training.

On the ATTENTION AND CONCENTRATION there are separate tasks. For example: memorize the drawing with dots and try to repeat it (Fig. 2). To the right are the options for performing the test.)

For checkTHINKINGThe future first grader is offered the following tasks:

1. Name as many similarities and differences as possible:

a) a cat and a dog (pets, tail, ears, whiskers, wool; scratches / bites, meows / barks, catches mice / guards the house, etc.);
b) a shepherd and a cow (legs, nose, alive, moving; man/animal, talking/mooing, etc.);
c) crow and pike (tail, breathe, feed; bird / fish, flies / swims, croaks / is silent, etc.).

2. Draw the fourth boat so as to keep the pattern (Fig. 3).

The development of MOTOR SKILLS of a future student is often tested using practical task For example: draw a man. The evaluation criteria here are the adequacy and accuracy of the image (Fig. 4).

Tests from the sectionSPEECH DEVELOPMENTmay sound like this.

1. Name in one word: A boy who goes to school (student); woman playing tennis (tennis player); a person who plays the piano (pianist). If a horse is made of wood, what is it like? (Wooden.) If dad has dark hair, then what is he? (Dark-haired). If today it's raining, then what day? (Rainy).
2. Say it right. One mitten, but many (mittens). One ball, but many (balls). One tree, but many (trees).

In addition, you need to know words that are close and opposite in meaning (synonyms and antonyms), be able to break words into syllables, distinguish between vowels and consonants, and rhyme words (bear - bump).
Often children are given tasks write a story from a picture. It is useful to learn a few short poems and simple tongue twisters with the baby (“A pie is good - inside the curd”), practice solving popular riddles (“A girl is sitting in a dungeon, and a braid is on the street”).

When talking on the topic "The world around" the child should know:

names of insects, animals, their young, habits and habitats;

be able to divide them into groups (wild and domestic, predators and herbivores);

know the names of plants (trees, flowers, vegetables, fruits, mushrooms), as well as their division into edible and inedible.

An important place in the conversation between a teacher and a preschooler is occupied by the topic “City”. The kid needs to be able to navigate well in the rules of behavior for pedestrians on the road, determine the type of transport, correlate stores and goods sold in them, and distinguish between professions. The child must learn your home address and phone number. Knowledge of the seasons and days, the ability to determine the time both by electronic and conventional clocks will come in handy when answering questions on the topic “Daily routine”. In order to boldly solve problems in mathematics in the future, the future first-grader must count from 1 to 20, solve the simplest examples for subtraction and addition (such as 3-1 =...; 4 + 4 =...; 15-2 =... ; 20-9 =...; 10 + 1 =...) and recognize greater than, less than, and equal signs. The kid can be offered such a picture with the task: where are there more balls? (Fig.5).
According to the rules of the interview only full, clear and specific answers count to the questions posed. For example, if you want to give the last name, first name and patronymic of the pope, then the correct answer is: "My dad's name is Mikhail Vasilyevich Ivanov," and the wrong one: "Papa Misha."
Children need to respond quickly enough to tasks - they give little time for reflection. Has the meaning pre-workout at home even if the child is generally well prepared.
It should be borne in mind that, getting into an unusual environment, children often begin to get nervous and often, having necessary knowledge, they are unable to concentrate and give the correct answer .
Unfamiliar place, strangers - it all creates stressful situation, especially for kids who did not attend preschool institutions. Therefore, parents need to take care of the moral and psychological preparation of the preschooler. To check, expand and strengthen the knowledge of the child, parents can quite independently: teaching aids and collections of test items are widely available in bookstores. Such manuals usually contain numerous options for exercises and logical tasks formulated in a form that is understandable to the preschooler and provided with illustrative material.

In addition, in many schools there is a so-called nulevka - a preparatory class, where classes are taught by qualified teachers. They will reveal weak spots, develop individual program, with their help, the child is better prepared for such important event in my life: entering first grade.

Fig.1. Draw a dragonfly

Fig.2. Remember the first drawing and reproduce
(Children answer differently)

Fig.3. Draw the missing boat

Fig.4. draw a man

Fig.5. Where are the most balls?
TRAINING & CAREER #71

How to know if your child is ready for school

admission to school, first grade test, self-testing, child's readiness for school

How to find out on your own, without the help of a specialist, whether the child is ready for school? What tests and methods are usually used by psychologists, the selection committee when entering school?
Parents can assess the level of “maturity” and readiness of the child for school, for admission to the first grade, through observation and answering questions.
The technique was developed by psychologist Geraldine Cheney, this technique is used for admission to Kamennomostovskaya secondary school as, in fact, to any respected school (this is visual, simple, capacious and effective).
Do it for sure!

Evaluation of the development of cognition

1. Does the child have basic concepts (for example: right / left, big / small, up / down, in / out, etc.)?

2. Does the child know how to classify, for example: name things that can roll; name a group of objects in one word (chair, table, wardrobe, bed - furniture)?

3. Can the kid guess the ending of a simple story?

4. Can the child remember and follow at least 3 instructions (put on socks, go to the bath, wash there, then bring me a towel)?

5. Can the child name most of the capital and lowercase letters alphabet?

Baseline Experience Assessment

6. Did the child have to accompany adults to the post office, to the store, to the savings bank?

7. Was the baby in the library?

8. Has the child been to the village, to the zoo, to the museum?

10. Does the child show an increased interest in something. Does he have a hobby?

Assessment of language development

11. Can the child name and designate the main objects around him?

12. Is it easy for him to answer questions from adults?

13. Can the child explain what various things are used for, for example, a vacuum cleaner, a brush, a refrigerator?

14. Can the child explain where the objects are located: on the table, under the chair, etc.?

15. Is the baby able to tell a story, describe some past incident with him?

16. Does the child pronounce words clearly?

17. Is his speech correct in terms of grammar?

18. Is the child able to participate in a general conversation, play out any situation, participate in a home performance?

Assessment of the level of emotional development

19. Does the child look cheerful at home and among peers?

20. Has the child formed an image of himself as a person who can do a lot?

21. Is it easy for the baby to “switch” with changes in the daily routine, move on to new activities?

22. Is the child able to play, study) independently, compete in completing tasks with other children?

Assessment of the ability to communicate

23. Does the child join in the play of other children, does he share with them?

24. Does he take turns when the situation calls for it?

25. Is the child able to listen to others without interrupting?

Assessment of physical development

26. Does the child hear well?

27. Does he see well?

28. Is he able to sit still for some time?

29. Does he have developed coordination of motor skills (can he play ball, jump, go down and up stairs without the help of an adult, without holding on to the railing, ...)

30. Does the child look alert and enthusiastic?

31. Does he look healthy, full, rested (most of the day)?

visual discrimination

32. Can the child identify similar and dissimilar forms (find a picture that is different from the rest)?

33. Can a child distinguish between letters and short words (cat / year, b / n ...)?

Visual memory

34. Can a child notice the absence of a picture if he is first shown a series of 3 pictures, and then one is removed?

35. Does the child know his name and the names of objects that are found in his daily life?

visual perception

36. Is the child able to arrange a series of pictures in order?

37. Does he understand that they read from left to right?

38. Can he put together a puzzle of 15 elements on his own, without outside help?

39. Can he interpret a picture, compose short story by her.

Hearing ability level

40. Can a child rhyme words?

41. Can you distinguish words that begin with different sounds, for example, forest / weight?

42. Can he repeat a few words or numbers after an adult?

43. Is the child able to retell the story, retaining the main idea and sequence of actions?

Evaluation of attitude towards books

44. Does the child have a desire to look at books on their own?

45. Does he listen attentively and with pleasure when people read aloud to him?

46. ​​Does he ask questions about words, about their meaning?

After you have answered the above questions and analyzed the results, you can conduct a series of tests used by child psychologists when entering school.

1. Degree of psychosocial maturity (outlook)-
The child must confidently 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? Tell me your home address, phone, e-mail, ICQ (this is a joke, don't stress :))

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 the eyes, ears, nose 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?

And now, (attention!), the evaluation and interpretation of the child's answers is done as follows:

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 Ganya”, “Dad works at work”.

To control tasks relatequestions 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,
the child received 20-24 points - medium mature,
the child received 15-20 points - low level psychosocial maturity.

2. Orientation test of school maturity Kern - Jirasek(Їrasika) updated
Age: Preschool 5-7 years old, Ready for school.
Question: willingness to learn.
Purpose: To determine the level of readiness of the child for schooling. The test reveals general level mental development, the level of development of thinking, the ability to listen, remember and understand, perform tasks according to the model.
Content: The Kern-Jirasek test consists of 4 parts:

a) test “Drawing of a man” (male figure);

b) copying a phrase from written letters;

c) drawing points;

d) questionnaire.

Short story
This test was proposed by J. Jirasek as a modification and update of the existing A. Kern technique and received the combined name "Updated Kern-Jirasek test".
In 1978, the Kern-Jirasek graphical test was first published in Russian, but it was widely used only 6-10 years later. The exceptional simplicity of testing, maximum accessibility have made it a favorite tool not only among psychologists, but also teachers, and even kindergarten teachers.

Some unfortunate specialists quite freely interpreted the results of the survey, labeling children who did not score the required number of points “underachieving”, “lagging behind”, and even using stronger expressions that put an end to the child who was “unlucky” to pass the test qualitatively. Meanwhile, J. Jirasek warned against such an interpretation, he provided the methodology with very clear instructions and gave precise explanations for the interpretation (see Part 2).

What will tell Kern-Jirasek test and who is it for?

This technique is designed for 5-7 year old children, its purpose is to test their readiness for schooling. This includes an assessment of the child's personal maturity (task 1), his fine motor skills of the hands and visual coordination (task 2), the test also allows you to identify the visual-spatial perception of the future first-grader, visual memory (task 3) and thinking (based on the overall assessment of the entire test) .

The test can be used both individually and in a group.

Methodology

The child is given an A4 sheet folded in half and a simple pencil. The sheet should lie like a notebook. On the unfolded side (on the left half of the sheet), at the top, write a short sentence in advance in written (NOT printed!) Letters: He ate soup.

At the bottom, you draw a group of dots as shown in Figure 2. The right half of the sheet is for the child who will complete the task of copying.

He should sit in a way that is comfortable for him, so that the table and chair are adjusted to his height.

When everything is ready, seat the child, put a folded sheet of paper in front of him, give the first task and wait for him to complete them. Then ask him to unfold the sheet for the second task, and so on.

1. Draw a man. Since you can(we don’t say anything else and repeat the instructions for all the child’s remarks without our own explanation). If he asks if you can draw a woman, say: "You need to draw a man." If the child has already begun to draw a woman, wait until he finishes and repeat the request to draw a man. It happens that a child refuses to draw a man (later I will explain why this may be). Then we do the next task.
2. The child turns the sheet over and sees a sentence at the top left. You say: “Look, something is written here. You don’t know how to write yet, but try, maybe you will succeed in the same way. Look carefully and write the same in the free space next to it.” Those. we invite him to copy the phrase. If your child already knows how to read written text, write any phrase in another language unknown to him, for example, in English: He eat soup.
3. Then he moves on to a group of dots. You say, “Look, there are dots drawn here. Try here, nearby, to draw in the same way.” You can show with your finger the place where he will draw them.
Don't forget to praise your child after the test is over..

If in the first task the child flatly refuses to draw a man, do not insist - this is information for you to think about. Such a refusal may indicate trouble in the child's family, when the father is absent at all, a threat comes from him, or psychologically traumatic impressions are associated with him.

Regarding the interpretation, J. Jirasek noted that the high quality of performance indicates a greater likelihood that the subject will successfully cope with school curriculum. However, if he coped with the test poorly, this does NOT mean that at school he will become a loser and an ignoramus. Not at all. And these kids do well. It just happens that a child schematically draws a person, which affects total amount points.

So if you scored not the points you would like - think about whether you are doing everything for the development of your child? Show him more attention, more often with him all the games and exercises that develop fine motor skills, memory and thinking.

SO, WE CARRY OUT ALL FOUR PARTS OF THE CORE-JIRASEK TEST:

a) Test “Drawing of a person”(very important!) - used in all schools of the CIS:
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.

b) 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, first letter - 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.

c) Drawing points(see figure 2 above)
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.
So, if the child scored in total for all three tasks:
3-6 points - this is a high level of readiness for school;
7-12 points - quite an average level;
13-15 points - so be it, a low level of readiness, the child needs an additional examination of intelligence and mental development (or maybe the child just had a bad mood? - in a day let's pass the test one more time! God willing, everything will work out, but you need to be more careful!)

d) QUESTIONNAIRE. The last part of the Kern-Yirasik test (Kern-Yurasik in another spelling)
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 it is difficult for a child to immediately answer a question, you can help him with a few leading questions. The answers are recorded in points, then summarized:

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

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

3. It is light during the day, and at night ...
(dark = 0; wrong answer = -4)

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

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

6. Why does the barrier go down before the train passes?
(so that the train does not collide with the car; so that no one gets hurt, etc. = 0;
wrong answer = -1)

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

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

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

10. 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;
for a cat without explanation = -1, for a chicken = -3)

11. Why do all cars have brakes?
(two reasons given: braking downhill, stopping, avoiding a collision, etc. = 1;
one reason = 0; wrong answer = -1)

12. How are hammer and ax similar to each other?
(two common signs: 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)

13. How are a cat and a squirrel alike?
(determining that these are animals or bringing two common features: they have 4 legs, tails, wool, they can climb trees, etc. = 3; one similarity = 2; wrong answer = 0)

14. 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)

15. Football, high jump, tennis, swimming are...
(sports (physical education) = 3; games (exercises, gymnastics, competitions) = 2; don't know = 0)

16. 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)

17. What is different an old man from young? What is the difference between them?
(3 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

18. 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)

19. Why is it bad when someone deviates from work?
(the rest must work for him (or another expression that someone is harmed by this) = 4; he is lazy, earns little, cannot buy anything = 2; wrong answer = 0)

20. Why does a letter need to be stamped?
(so they pay for forwarding this letter = 5;
the other, the one who receives, would have to pay a fine = 2; wrong answer = 0)

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

Literature:
1. A. Kern, modified by J. Jirasek. Gutkina N.I. Psychological readiness for school. -
M.: NPO "Education", 1996
2. Psychological readiness for school. - 4th ed., revised. and additional.-
SPb.: Peter, Series " Tutorial", 2004.

The following tests for admission to the 1st grade are used after the Kern-Jirasek test:

3. Test "Find differences". Reveals the level of development of observation.
Prepare two identical pictures that differ from each other by 5-10 details (such tasks are found in children's magazines, in developing copybooks).
The child looks at the pictures for 1-2 minutes, then talks about the differences he found. Child preschool age with a high level of observation should find all the differences.

4. Test "Ten words".
The study of voluntary memorization and auditory memory, as well as the stability of attention and the ability to concentrate.
Prepare a set of one-syllable or two-syllable words that are not related in meaning. For example: table, viburnum, chalk, hand, elephant, park, gate, window, tank, dog.
The condition for the test is complete silence.
At the beginning, say: “Now I want to test how you can remember words. I will say the words, and you listen carefully and try to remember them. When I'm done, repeat as many words as you can remember in any order."
In total, 5 presentations of words are carried out, i.e. after the first enumeration and repetition by the child of the memorized words, you again say the same 10 words: “Now I will repeat the words again. You will again memorize them and repeat those that you remember. Name the words that you said last time, and new ones that you remember.
Before the fifth presentation, say: “Now I will name the words for the last time, and you try to remember more.”
Apart from instructions, you should not say anything else, you can only gently cheer.
A good result is when, after the first presentation, the child reproduces 5-6 words,
after the fifth - 8-10 (for senior preschool age).

5. Test "What is missing?"
This is both a test task and a simple, but very useful game developing visual memory.
Toys, various objects or pictures are used.
Pictures (or toys) are laid out in front of the child - up to ten pieces. He looks at them for 1-2 minutes, then turns away, and you change something, removing or rearranging, after which the child should look and say what has changed. With a good visual memory, the child easily notices the disappearance of 1-3 toys, moving them to another place.

6. Test "The fourth is superfluous."
The ability to generalize, logical, imaginative thinking is revealed.
For children of older preschool age, you can use both pictures and a verbal series.
It is important not only that the child chooses the excess, but also how he explains his choice.
Prepare pictures or words, for example:
image of white mushroom, boletus, flower and fly agaric;
pan, cup, spoon, cupboard;
table, chair, bed, doll.
Possible verbal options:
dog, wind, tornado, hurricane;
bold, courageous, resolute, evil;
laugh, sit, frown, cry;
milk, cheese, lard, curdled milk;
chalk, pen, garden, pencil;
puppy, kitten, horse, piglet;
slippers, shoes, socks, boots, etc.
If you use this technique as a developmental one, you can start with 3-5 pictures or words, gradually complicating the logical series so that there are several correct answers, for example: cat, lion, dog - both a dog (not from the cat family) and a lion (not a pet) can be superfluous.

7. Test "Classification".
Study logical thinking.
Prepare a set of squats that includes different groups: clothes, dishes, toys, furniture, domestic and wild animals, food, etc.
The child is invited to arrange the pictures (preliminarily mixed) into groups, then complete freedom is provided. After completion, the child must explain why he will arrange the pictures in this way (often children put together animals or an image of kitchen furniture and utensils, or clothes and shoes, in which case offer to separate these cards)
High level of task completion: the child arranged the cards correctly into groups, was able to explain why and name these groups (“pets”, clothes”, “food”, “vegetables”, etc.)

8. Test "Composing a story from pictures."
Often used by psychologists to identify the level of development of speech, logical thinking.
Pick up pictures from the series of "stories in pictures", cut them. For senior preschool age, 4-5 pictures are enough, united by one plot.
The pictures are mixed up and offered to the child: “If you arrange these pictures in order, you get a story, and in order to correctly decompose, you need to guess what was at the beginning, what was at the end, and what was in the middle.” Remind that you need to lay out from left to right, in order, side by side, in a long strip.
A high level of task completion: the child correctly folded the pictures, was able to compose a story based on them, using common sentences.

And further...

It is not enough to test only one child. Are you yourself ready?
Take the First Grader Parent Quiz

· Does your child want to go to school?

· Is your child attracted to school because he learns a lot there and it will be interesting to study there?

· Is your child able to do something on his own that requires concentration for 30 minutes (eg building blocks)?

Is it true that your child is not at all shy in the presence of strangers?

· Does your child know how to make up stories from a picture of at least five sentences?

Can your child recite several poems by heart?

Can he change nouns by numbers?

Can he solve simple subtraction or addition problems?

· Is it true that your child has a firm hand?

Does he like to draw and color pictures?

Can your child use scissors and glue (for example, to make appliqués)?

Can he assemble a cut-away picture from five parts in one minute?

Does the child know the names of wild and domestic animals?

Can he generalize concepts (for example, call tomatoes, carrots, onions in one word “vegetables”)?

· Does your child like to do things on his own - draw, assemble mosaics, etc.?

Can he understand and follow verbal instructions accurately?

10-14 points - you are on the right way, the child has learned a lot, and the content of the questions to which you answered in the negative will tell you the points for further efforts;

9 and under - read special literature, try to devote more time to activities with your child and pay attention Special attention for what he can't.

Advanced test for future first graders:

If you are completely sure that your child is completely ready for the gymnasium at the age of 5, and the whole environment considers you crazy, take the test below with your child, which is used by some development centers to assess the capabilities of their pupils and answer questions which are designed to determine whether your child has all the abilities that a 6-7-year-old child needs - the one who goes to first grade ...

1. How old is dad (mother, sister, brother)? When are their birthdays?

2. Where and by whom does father (mother) work?

3. What size shoes do you have?

4. How to thread a needle?

5. How to sew on a button?

6. What to do if you cut your finger?

7. What should you do if you hit your head and feel sick?

8. How to make phone calls?

9. You swim (in a river, in a lake, in the sea). What are the signs that you need to get out of the water immediately?

10. Where can you not eat ice cream?

11. How to behave at the table?

12. When does a bee bite? The difference between a bee and a wasp.

13. What can you eat if your stomach hurts?

14. What can not be eaten if the tooth hurts?

15. After what kind of food are you thirsty?

16. How much and when can you drink in the heat?

17. How to wash dirty dishes?

18. Which potato boils faster - whole or chopped? How to fry it?

19. How to peel old and young potatoes? How to clean carrots?

20. Where to put leftover food, unfit for consumption?

21. How to make tea? How much sugar should be put in a glass of tea?

22. How much does a loaf of white (gray) bread cost?

23. Is it okay to bathe a dog the same way as a cat? If possible, how?

24. The apartment smelled of gas. What to do?

25. How to clean shoes, wash a shirt?

26. Where is the ice thicker - near the shore or in the middle of the reservoir?

27. There is a puddle of water on the floor. Which rag is best to remove water - dry or wet?

28. Why can't zoo visitors feed the animals?

29. What rubbish should be swept with a wet broom?

30. How to behave at a party?

31. What does dad (mom) love the most?

32. Why can't you play on the construction site?

33. How many slices of bread do you need for lunch?

34. How many minutes does it take you to get to school on foot?

35. How to deal with flies, mosquitoes, cockroaches?

36. What is your address (home phone number)?

37. How to care for indoor flowers?

38. An electrical appliance began to spark and a burning smell appeared in the apartment. What to do?

39. A glass thing (glass, decanter) fell to the floor and broke into small pieces. What to do?

40. The ball flew onto the pavement. How to proceed?

41. The earthquake happened at night. What to do?

42. Bitten by a dog. What to do?

43. In front of you is a wounded bird. How to proceed?

44. How to draw a correct circle without a compass?

45. How to draw a straight line without a ruler?

46. ​​A sharp pain appeared in the foot while walking. What to do?

47. What to do with old newspapers and notebooks?

48. A spoon or cup fell into boiling water. How to get it?

49. During the rain, a large puddle formed in front of the entrance of the house. What can be done to make it easier for people to get in and out?

Finally, I would like to remind everyone:

Kamennomostovskaya high school 1-3 steps is rightfully considered one of the best schools in the area;

All the proposed methods can be used as educational games;

When a child enters school, it is not necessary to use all of the listed tests, school psychologists choose the most informative and simple to perform;

It is not necessary to complete all tasks at once, you can offer to complete them for several days;

Now packages of similar methods have appeared on sale, including not only a description, but also visual material, approximate norms.

· FEAR NOTHING: YOUR CHILD IS THE BEST!

When a preschooler reaches the finish line before entering first grade, parents have significantly more worries. Long before the long-awaited event, mothers and fathers begin to prepare the baby for adult, school life, they try to teach him to comply with the regime, independence and, of course, strive to prepare the child for entering the first grade. What are the requirements and entrance tests for admission to school put forward for children 6-7 years old, we will consider in the materials of this article.

1. Basic requirements for admission to the first class.

2. Testing for health reasons.

3. Testing of intellectual abilities.

4. Tests for future first graders.

Basic requirements for enrollment in the first class.

Enrollment of first-graders in primary school held without competition. Upon reaching the age of 7, in the absence of nervous disorders and serious diseases that interfere with the learning process in the children's team, the child is automatically enrolled in the first class of the nearest district or selected own will school parents.

However, parents should be prepared for the fact that teachers and psychologists will communicate with the child before enrolling in primary school.

Each future first-grader will be offered feasible tests, questions will be asked, according to the results of which it will be possible to judge whether the child is ready to enter the school codes or whether he still needs to stay in a preschool institution.

If the school board invites your child to stay in kindergarten, don't worry about it. This does not mean that your child is lagging behind his peers in development, it is simply that he is not yet mentally and mentally ready for a new stage in his life. In a year, he will get stronger, gain strength, and study will be easier for him than if he started studying at school this year.

Health testing.

Testing children for health reasons is nothing more than a medical board. According to its results, the physical and somatic health of the child will be assessed, and it will be revealed to which health group the baby belongs. In addition, the medical report is necessary document to enter primary school.

The medical examination takes place in district clinics or directly in kindergartens. For graduation groups specialized specialists are invited to examine children, assess their state of health and issue appropriate conclusions. The option of passing a medical examination in kindergarten significantly saves time and nerves for both parents and children.

Inspection of specialized specialists can be carried out immediately before September, and six months before the start of the academic year. In the second case, the child will not have to immediately take tests, this will need to be done no earlier than a month before the start of classes.

Before entering school, the child needs to obtain the opinion of the following specialists: an orthopedic surgeon (he will determine the condition of the spine, identify possible posture disorders and give recommendations); an ophthalmologist (will determine the visual acuity of the child, identify possible violations and give recommendations); otolaryngologist (assess the condition of the child's hearing and nasopharynx); dentist (evaluates the correctness of the bite, the presence of caries, gives recommendations on treatment); cardiologist (assesses physical and emotional development, the ability to withstand loads); speech therapist (determines the ability to pronounce all sounds, the formation speech apparatus); neuropathologist (assesses the neuropsychic state of the child); gynecologist (for girls).

Directions for laboratory tests (scraping for enterobiasis, general analyzes blood and urine) are given to the parents of the children, and they take tests on their own in the clinic. The results are pasted or written into the medical record.

Testing of intellectual abilities.

Here it must be said right away that school tests for first-graders for intellectual abilities are in no way an indicator of a lag in the development of a baby. The rating scale is advisory in nature, and the decision whether the child is ready for schooling or not is made on the basis of a general opinion about the child.

It is possible that during an interview with teachers, the kid will get scared, get excited or start to be shy, therefore, during testing, relatives and close people should be with him: mom, dad, grandma, grandpa. They will be able to cheer up the child, support him and even suggest an idea if the child is confused.

Testing of future first-graders is necessary in order for children and teachers to get to know each other, so that teachers focus on the already acquired knowledge of children and can adjust the curriculum.

Parents should understand that this kind of testing and interviews do not violate the current legislation and do not infringe on the rights of the child.

Testing of intellectual abilities should be aimed at determining the level of mental and moral development of the child, his logic, the ability to express his thoughts, to compose stories according to the proposed pictures.

The teacher evaluates how attentive the child is, whether he is able to highlight the main and secondary things in the story, whether he can compose or solve a simple problem, how he holds a pen, whether he knows letters, whether he can combine syllables, read.

Tests for future first graders.

A class will be selected for the interview, in terms of time, communication between the teacher and the child will take about 15-20 minutes. The child will be offered several tasks on various topics (for logic, thinking, mathematics and grammar, and other tests), several questions will be asked.

In this section, we will present several thematic tests to prepare the child for the beginning of schooling. We repeat that all tests are advisory in nature and are not an indicator for enrolling or not enrolling a child in school.

Test #1 - General Information

The child should be able to coherently talk about himself, using the questions of the teacher.

1. Give your first and last name

2. Name your full date birth

3. Name the full home address (street, city, region, country)

4. name full names parents, their age, field of activity

5. Name brothers and sisters, if any, their age, and occupation (schoolchildren, preschoolers, etc.)

Evaluation of the results is carried out subjectively: good results are considered if the child gave full detailed answers to the questions posed, bad - if there are no answers to any question. However, even here one should take into account the degree of tightness and embarrassment of the child during the interview.

Test #2 - General Knowledge

The questions on this test allow the teacher to assess the general level of knowledge of the child. For each correct answer, the child gets 2 points, for an incomplete answer - 1 point. Points are not counted for an incorrect answer.

1. Name the days of the week, months, seasons, or selectively the months of a specific time of the year, part of the day.

2. Name 5 names of boys and girls (separately).

3. name known to the child musical instruments.

4. Name 5 wild and domestic animals (separately).

5. Name 5 wild and domestic birds each (separately).

6. Name 5 names of trees, shrubs, mushrooms.

7. Name 5 indoor and outdoor flowers.

Evaluation of results: 10-14 points - an excellent result. 6-9 points - a good result, 2-5 points - a satisfactory result, less than 2 points - an unsatisfactory result. The teacher will give the parents of the children appropriate recommendations, explain what they should work on.

Test number 3 - Mathematical knowledge and orientation in space

The questions on this test allow the teacher to assess the level mathematical knowledge the child and how he knows how to navigate in space. For each correct answer, the child gets 2 points, for an incomplete answer - 1 point. Points are not counted for an incorrect answer.

2. Name the even numbers in order from zero to ten and back.

3. Name the odd numbers in order from one to nine and back.

4. Be able to identify neighbor numbers.

5. Be able to determine the composition of the number.

6. Be able to identify geometric shapes, compare objects in shape, color, size, quantity, and so on.

7. Be able to perform simple arithmetic operations with numbers.

8. Understand and be able to show the directions of the sides (right, left, top, bottom).

9. Understand and be able to navigate in time (morning, afternoon, evening, night).

10. Understand and be able to navigate the seasons (winter, spring, summer, autumn).

Test number 4 - Literacy and speech development

The questions of this test allow the teacher to assess the level of development of the child's speech and his grammatical knowledge. For each correct answer, the child gets 2 points, for an incomplete answer - 1 point. Points are not counted for an incorrect answer.

1. Be able to distinguish vowels from consonants.

2. Be able to distinguish between hard and soft sounds.

3. Be able to determine the number of sounds in a word.

4. Be able to compose simple sentences with the given word.

5. Tell a poem.

6. Be able to retell a simple text, story, fairy tale.

7. Be able to select synonyms for a given word.

8. Be able to select antonyms for a given word.

9. Understand and be able to distinguish between the concepts of “high-higher-highest” and other options.

10. Be able to group objects according to common features.

Evaluation of results: 15-20 points - an excellent result. 10-15 points - a good result, 5-10 points - a satisfactory result, less than 5 points - an unsatisfactory result. Based on the test results, the teacher will give appropriate recommendations to the parents of the children, explain what they should work on.

Test number 5 - Logic and attention

The questions of this test allow the teacher to assess the level of development of attention and logic in the child. For each correct answer, the child gets 2 points, for an incomplete answer - 1 point. Points are not counted for an incorrect answer.

1. Be able to choose an extra item from the total number of those offered and explain your choice.

2. Find the differences in the proposed pictures.

3. Perform a certain sequence of 3-5 actions that the teacher will offer (for example, take a pencil from the pencil case, draw a circle, take the sheet to the table, put the pencil in the pencil case).

4. Be able to explain simple phenomena(for example, why is the snow melting in the room).

You can find questions for logic and attention on your own and thoroughly prepare with your child for the upcoming test.

Based on the results of all tests, the teacher will determine the level of preparation of the child for the beginning of training and, if necessary, give parents useful advice. Reading speed is not tested in many schools, it is enough that the child knows the letters and knows how to merge syllables.

To enter the first grade, a child must be able to coherently express his thoughts, navigate in space and time, have elementary knowledge of mathematics (add numbers, name geometric shapes), and work with writing materials.

Here are some recommendations for parents of future first graders, based on the experience of teachers primary school. Thanks to these recommendations, parents will be able to independently prepare their child for testing.

A child going to first grade should be able to compose a simple story about himself and his family, know what his parents do on duty, navigate in time and space. A plus to the knowledge of the child will be the ability to distinguish between different professions, to know who and what can do. The kid must understand the difference between wild and domestic animals and birds, know the main types of trees, shrubs, flowers, understand which of them are indoor and which are outdoor.

To prepare a child for testing, you can use notebooks with a printed basis for preschoolers. They contain understandable exercises for the development of attention, logical thinking, and memory development.

To develop a child’s mathematical knowledge, teach him to count sticks, cubes, steps, do arithmetic exercises, do not forget that you need to deal with preschoolers in game form. To develop writing skills, let your child draw, write, color pictures, sculpt from plasticine and do applique. The better his fine motor skills are developed, the better his success in writing will be.

Set your child on the fact that there is nothing wrong with testing and behave calmly yourself. Your excitement will be transferred to the child, and he will also begin to worry.

- a question that every year causes a stir on the "mom" forums. Moms of future schoolchildren want to know exactly what awaits them in the schools they have planned for their child. And we hope that this information will provide the baby with a trouble-free admission.

Despite the excitement that this topic causes, you should not be afraid of interviews before the first class. And there is no need to set the child up for struggle and difficulties. This will only raise his level of anxiety, but will not help him concentrate and express himself.

The explanatory letter of the Ministry of Education on the rules for admission to the first grades prohibits complex testing, entrance exams for future first-graders. The purpose of the interview is to assess general development child and his functional readiness for school.

The interview is conducted not to weed out your child for the competition, but to see if he is ready to study in school mode, or it will be difficult for him for now, and it is worth staying in kindergarten for another year.

If your child is enrolled in a locally assigned school, you cannot be denied admission based on the results of the interview.

The only reason for refusal is the lack of vacancies. In this case, those children whose parents applied for admission earlier will have an advantage.

The interview is conducted by your child's future class teacher together with the school psychologist. There is a certain list of questions that they will ask the baby to answer. And, after analyzing his answers, they will recommend you how to prepare the child for the beginning of training, which specialists (psychologist, speech therapist, neuropsychiatrist) to consult, and so on.

A sample list of questions that a child can be asked at an interview in the first grade

  1. What is your name?
  2. What are your parents' names (name)?
  3. Are you a girl or a boy? What will you be when you grow up, a woman or a man?
  4. Do you have a brother, sister? Who is older?
  5. How old are you? How much will it be in a year or two?
  6. Name your birthday. (preferably year, month and day)
  7. Is it morning or evening? Day or night? (why do you think so? what can show us this?)
  8. When do you have breakfast - in the evening or in the morning? Do you have lunch - in the morning or in the afternoon? What comes first - lunch or dinner?
  9. Where do you live? Give me your address.
  10. What do your parents do for work? (the answer should be quite simple, it is not necessary to name the position of the parents, it is important that the child understands, so think about how you can easily name your job. You should also say where mom and dad work.)
  11. Do you like to draw? What colour is this pencil?
  12. What season is it now - winter, spring, summer, autumn? Why do you think so? (Spring - the snow begins to melt, the days have become longer, it has become warm, the month of April, and this spring month)
  13. When can you go sledding - in winter or summer? (why? You can ride in the summer if you have wheels, and the sled does not roll well on the ground.)
  14. Why does it snow in winter and not in summer?
  15. What does a postman, a doctor, a teacher do?
  16. Bell, school desk, blackboard, chalk, what are they used for at school? (the bell tells the children that it’s time to go to class. Children sit at the desk, write, read. It’s not very convenient to do this on the floor. You can write on the board with chalk. The board is convenient, as you can erase and write more, but if it were paper board, then each time it would be necessary to change.)
  17. Do you want to go to school?
  18. What will you learn there? (Be sure to talk about this topic. Children talk about reading and writing. If possible, show textbooks in various subjects, tell them that there is also singing, drawing, physical education ...)
  19. Show your right eye, left ear. Why do people need eyes, ears, mouth?
  20. What pets do you know? wild? (Talk about what kind of pet gives us what, why people domesticated this or that animal.)
  21. What kind of birds do you know? As well as domestic and wild. (Pets are easy to remember in this order: chickens, geese, ducks, turkeys. A parrot is not poultry. Domestics are those that lay eggs for us.)
  22. Who is bigger: a cow or a goat? Bird or bee?
  23. Who has more paws: a dog or a rooster?
  24. What is more: 8 or 5, 7 or 3? Count from 3 to 6, 9 to 2.
  25. What should you do if you accidentally break something else?
  26. What is the difference (similar) between a hammer and an ax, a nail and a screw, a young man and an old one. (Be sure to consider the tools, it’s easier for a child to understand the differences if he can touch, see. It’s more difficult with an old and young person. Take a closer look at your grandmother on the bench, try to formulate with your child)
  27. Define the word tiger. (At least three points: the tiger is a predatory animal, lives in Africa and Asia, it has stripes, it looks like a big cat.)
  28. Why do people do something: wash their faces, go in for sports, follow the rules of the road.
  29. Why is it bad to lie, steal, fight, break and spoil things. (Questions 28, 29 and 30 are difficult enough for preschoolers, and at the same time very interesting. If you talk to your child on these topics, it will be beneficial for him, and you can learn a lot of interesting things about your child.)
  30. What do the words mean: bicycle, knife, cap, letter, blanket, nail, screw ...
  31. What sights are there in your city?
  32. What is the difference between a city and a village?
  33. What is the name of our planet? What other planets do you know?
  34. Is the moon a planet?