Diagnosis of school readiness for the first time began to be applied abroad. In foreign studies, it is often referred to as a diagnosis of school maturity. Traditionally, there are three aspects of school maturity: intellectual, emotional and social. Based on the selected parameters, tests for determining school maturity are created. American researchers of this problem are mainly interested in the intellectual abilities of children in the broadest sense. This is reflected in the tests they use, which show the development of the child in the field of thinking, memory, perception and other mental functions. Among the most well-known foreign tests for determining school maturity, used in our country, are the Kern-Jirasek Orientation Test of School Maturity and the G. Witzlak Test "Ability to Learn at School".
J. Jirasek conducted a study to establish the relationship between the success of the school maturity test and success in further education. It turns out that kids who do well on a test tend to do well in school, but kids who do poorly on a test may do well in school. Therefore, J. Iirasek emphasizes that the test result can be considered as the basis for a conclusion about school maturity and cannot be interpreted as school immaturity (for example, there are cases when capable children schematically draw a person, which significantly affects their total score). The Kern-Jirasek test can be used both in a group and individually.
The most well-known domestic methods for determining psychological readiness for schooling include methods that reveal the formation of psychological prerequisites for learning, based mainly on the provisions of D.B. Elkonin on the problems of diagnostics mental development during transitional periods. D.B. Elkonin believed that in order to understand mental development in transitional periods, the diagnostic scheme should include the identification of both neoplasms that ended age period, and the appearance and level of development of symptoms characterizing the onset of the next period. In the transition from preschool to primary school age, on the one hand, the formation of game activity should be diagnosed - its main structural components (transfer of the meaning of one subject to another, the ratio of role and rule, the level of obedience to the rule of the game), the level of development of visual-figurative thinking, cognitive motives, general ideas, the use of symbolic means; on the other hand, the loss of immediacy in social relations, the generalization of experiences associated with evaluation, the development of self-control. D.B. Elkonin emphasized that the subject of such diagnostics is not individual mental processes or functions (perception, attention, memory), but operational units of activity. From his point of view, this creates a much greater specificity of diagnostics and makes it possible, on its basis, to outline the necessary correction when a lag in one or another aspect of mental development is detected.
The existing domestic methods for determining the formation of the prerequisites for mastering educational activities actually correspond to this methodological principle. Among them is the "Pattern" technique by L.I. Tsekhanskaya, technique " Graphic dictation" D.B. Elkonin, the technique "Drawing by points" by A.L. Wenger and others.
In addition to methods that determine the formation of psychological prerequisites for learning, school maturity tests are used, consisting of various scales that reveal the development of the child in different areas. An example is the intellectual scales of the Estonian psychologist P.Ya. Kees, which determine the development of perception, logical and spatial thinking. A.G. Leader and V.G. Kolesnikov adapted the norms according to the scales of P.Ya. Keesa for Russia.
A very effective method for examining children for readiness for schooling is the method of M.N. Kostikova. The author proposes to focus not on the result of the test, but on the solution process, while analyzing the difficulties experienced by children and the types of assistance that they need to successfully complete the task. Difficulties mean any interruptions in the execution of tasks, any incorrect execution of them (for example, an unproductive way of working), exceeding the average time indicator. Difficulties indicate that the child cannot perform the experimental task in accordance with the standards. In cases where the child cannot overcome difficulties on his own, the experimenter begins to create conditions for overcoming difficulties. Under the conditions of overcoming difficulties, we mean various types of assistance provided to the child in the process of work. In each specific case, assistance is provided in the volume and quality required to overcome the child's difficulties.
M.N. Kostikova identifies five types of assistance: stimulating, emotionally regulating, guiding, organizing and teaching. Behind each of them is a different degree and quality of the experimenter's intervention in the work of the child. The result of the survey does not just show the level of mental development of the child, but gives the key to an individual approach to his education. The use of this methodology for determining readiness for schooling requires the high professionalism of a psychologist when working with a child.
Despite the variety of existing methods for determining the readiness of children for schooling, psychologists continue to search for more advanced diagnostic programs that meet the following requirements:
1) the survey should not be too long, as it should fit into the time frame for enrolling children in school (April-May);
2) methods should provide information about the motivational readiness of children for school;
3) the examination program must contain the necessary and sufficient components to conclude that the child is ready for school.
At 5-6 summer age the volume of knowledge of the child is actively expanding, and in connection with this, the nature of his mental activity, which is based on understanding, on active analysis and synthesis, is changing. With the development of thinking, the analysis becomes more and more detailed, and the synthesis more and more generalized and precise. Children are already able to understand the connection between surrounding objects and phenomena, the causes of certain events. Along with the visual-figurative, the rudiments of verbal- logical thinking. The attention of the older preschooler is becoming less scattered, more stable. Memory is becoming more and more mediated memorization.
There is an intensive development of the child's speech, which is characterized by a rich vocabulary and a complex structure, which includes almost all speech turns and semantic constructions. Due to the fact that at this age the main thing in mental activity is the desire to acquire new knowledge and skills, children 5-6 years old are often willing to learn reading, writing, mathematics, if such learning takes place in a playful way that is accessible to them.
At the age of 5-6 years, there is an active development of gross motor skills and fine motor skills of the hand. The movements of the child become more precise and clear, the child at this age is able to work independently and accurately with scissors, a needle, the child's hand is almost ready to learn to write. By the end of preschool age, the child is sufficiently capable of voluntary behavior, that is, consciously regulated behavior. The child learns to act by obeying special rules produced not by himself, but given to him from outside.
Thus, the acquired skills of a preschooler are reflected in the intellectual, social, emotional maturity, which may indicate psychological readiness for school.
Topic: Analysis of methods of children's readiness for school
Plan
Introduction
1. Orientation test of school maturity Kern - Jirasek
2. Program of H. Breuer and M. Woiffen
3. Methods "Pattern" L.I. Tsekhanskaya, "Graphic Dictation" by D.B. Elkonin, "Drawing by points" A.L. Wenger
4. Methods for determining readiness for schooling M.N. Kostikova
5. Methods for diagnosing psychological readiness for schooling N.I. Gutkina
Literature
Introduction
Schooling is one of the most important stages in a child's life. Therefore, the concern shown by both adults and children with the approaching need to enter school is quite understandable. Some parents, educators, and the children themselves perceive this moment as a kind of examination of the child for the entire preschool period of life. Such an assessment of the event, perhaps, is not without meaning, because in order to study at school, the child will need everything that he acquired during the period of preschool childhood. For many first-graders it is not at all easy to fulfill school requirements, for this they need considerable stress. Therefore, it is important to find out in advance, even before the start of schooling, how much the mental capabilities of the child meet the requirements of the school. If there is such a match, then the child is ready for schooling, i.e. he is ready to overcome the difficulties that arise in the teaching. The different demands made by education on the child's psyche determine the structure of psychological readiness; its main components are mental and personal readiness. Mental readiness implies sufficient maturity of cognitive processes (perception, memory, thinking, imagination, speech), possession of knowledge, skills and abilities according to the program of education and upbringing in kindergarten, the formation of general intellectual skills. Personal readiness implies the maturity of motives learning activities, developed cognitive attitude to the outside world, a certain level of self-awareness, communicative maturity as the formation of means, skills and desire to communicate, a sufficient level of emotional and volitional development of the child's psyche. Currently, there are a large number of diagnostic programs that can be divided into three groups with a certain degree of conventionality: 1) programs that diagnose the levels of development of individual mental functions used in educational activities; 2) programs that diagnose the formation of the prerequisites for mastering educational activities; 3) mixed programs diagnosing both individual mental functions and the prerequisites for educational activity.
In my test, I want to analyze the methods of children's readiness for school.
1. Program of H. Breuer and M. Woiffen
The Kern-Jirasek Orientation Test of School Maturity can primarily be attributed to the first group. It is aimed at diagnosing visual perception, sensorimotor coordination, and the level of development of fine motor skills of the hand. Its classic version consists of three tasks. The first is the drawing from memory of a male figure; second - drawing written letters; the third is drawing a group of points. The technique is standardized; the result of each task is evaluated according to a 5-point system (1 - the highest score, 5 - the lowest score). The final grade is obtained by adding the grades of all three tasks. The development of children who have received as a result from 3 to 6 points is considered as high, above average; from 7 to 11 as normal, average; 12 to 15 below normal. J. Jirasek investigated the relationship between the success of this test and school performance. It turned out that children who did well on the test, as a rule, do well in school. But a poor test result does not mean that a child cannot study well. Therefore, I. Jirasek offers his own test for identifying school maturity, but his indicators cannot be used as a basis for concluding about school immaturity (unreadiness for school). This is partly due to the lack of information about the mental development of the child, which provides this test. So, he does not evaluate such important aspects of mental development as intellectual and speech development. For this reason, later Jirasek introduced a verbal part into the test, which allows assessing awareness, understanding, ability to reason, knowledge of certain social norms.
2. Methods "Pattern" L.I. Tsekhanskaya, "Graphic Dictation" by D.B. Elkonin, "Drawing by points" A.L. Wenger
Another example of a functional approach to the diagnosis of school maturity is H. Breuer program them. Woiffen(1986). It is entirely focused on assessing the speech development of children. This program consists of two methods: the ‘Differentiation Ability Test’ and the ‘Short Method for Testing the Development of Oral Speech’. The first of these methods diagnoses the development different types differentiation (visual, phonemic, motor speech, melodic and rhythmic), which are prerequisites for the development of oral and written speech. The second technique allows you to evaluate articulation, lexicon, speech memory and speech comprehension. The program for diagnosing speech development by H. Breuer and M. Woiffen is focused on identifying those children who need correction of speech development. Therefore, it is carried out twice: the first time about a year before the child enters school, the second time - shortly before admission. After the first diagnosis, children who need targeted developmental work are identified. The second diagnosis is intended to establish how successful the use of correctional and developmental programs was. The drawback of this program, like the Kern-Jirasek program, is its one-sided nature. Although the speech function is extremely important for successful schooling, its diagnosis is still insufficient to predict the student's educational activity. Diagnostic methods that determine the formation of psychological prerequisites for learning are based on the provisions formulated by D. B. Elkonin that in adolescence (from preschool to primary school) should be assessed as the formation of neoplasms of the previous age stage (development of gaming activity, visual-figurative thinking ), and the appearance of symptoms that characterize the onset of a new transitional period of learning motivation, the development of self-control, etc. The subject of diagnosis is no longer individual mental functions (perception, motor skills, speech), but individual elements of learning activity.
Among the methods diagnosing the formation of the prerequisites for mastering educational activities, it should be noted “Pattern” by L.I. Tsekhanskaya (1988), "Graphic Dictation" by D.B. Elkonin (1988), "Drawing by points" by A.L. Wenger (1981). All these techniques are aimed at studying the child's ability to consciously subordinate his actions to the rules that determine the mode of action. This skill is the most important among educational skills and abilities. "Pattern" and "Graphic Dictation" also assess the ability to listen carefully to the instructions of an adult, and "Drawing by dots" and "Graphic Dictation" - focus on a visually perceived pattern. Material methods "Pattern" are geometric figures arranged in three rows. The top row consists of triangles, the bottom row consists of squares, and the middle row consists of circles. The squares are exactly under the triangles, the circles are in the gap between them. The child is given the task of drawing a pattern, following the rule: connect triangles and squares through circles. At the same time, he must listen to the experimenter's oral instructions, which determine which figures and in what order should be connected. Norms for the methodology are not specified.
Methodology "Graphic dictation" is carried out as follows: the child is given notebook sheet in a cell on which three dots are placed one below the other on the left side (the vertical distance between them is seven cells). From these points, the drawing of a pattern begins under the dictation of the experimenter, who tells how many cells and in which direction the line should be drawn. For this methodology, indicators of high, medium, low levels of performance are determined. In the technique "Drawing by points" it is required to reproduce sample figures, connecting the “points” drawn on the sheet with lines, following the given rule (do not draw a line between two identical “points”). "Points" are crosses, circles and triangles, and the sample figures are an irregular triangle, a rhombus, an irregular trapezoid, a square and a four-ray star. Norms on the methodology are not given. The three methods described above are very popular among psychologists, but they evaluate only one of the aspects of activity - its arbitrariness. Therefore, the information obtained using these methods should be supplemented by information obtained by other methods. A group of psychologists led by A.L. Vengera prepared a diagnostic program, which, along with the methods "Graphic dictation" and "Pattern and rule (drawing points)", included methods that diagnose verbal and visual-figurative thinking, speech development, attitude to school, awareness, development of movements (readiness of children for school: diagnostics of mental development and correction of its unfavorable variants, Moscow, 1989). In our opinion, the diagnostic program of A.L. Venger, E.A. Bugrimenko and others began to be distinguished by redundancy of information, oversaturation with various methods, united by the idea of “learning a little about everything”. It seems that the principle of reasonable sufficiency, the evaluation of the most important moments of mental development that determine future educational activity, has been violated.
3. Methods for determining readiness for schooling M.N. Kostikova
The basis methods for determining readiness for schooling M.N. Kostikova the idea was put forward that the most predictive would be such an examination of the child, which will provide information about the process of solving diagnostic tasks and about the types of assistance that are necessary for their successful implementation. Special attention at the same time, it refers to the analysis of the difficulties experienced by children (stops in completing tasks, wrong decisions, exceeding the average time indicator). When a child has difficulties, he is provided with individual assistance in the amount that is necessary for him to overcome difficulties. M.N. Kostikova identifies five types of assistance: stimulating, emotionally regulating, guiding, organizing and teaching. Stimulating assistance consists in the impact of a psychologist aimed at activating the child's own abilities to overcome difficulties. Emotionally-regulating assistance is a psychologist's value judgments expressing approval or disapproval of the child's actions. Guiding help consists in organizing the child's mental activity in such a way that the experimenter directs his orientation in the task, but does not interfere in the process of solution itself. With organizing assistance, the performing part of mental activity is carried out by the child, and planning and control - by the psychologist. Educational assistance is provided in cases where all other types of assistance are ineffective and the child needs to be taught a new type of activity for him. The main drawback of the developed by M.N. The Kostikovy technique consists in its laboriousness, cumbersomeness, insufficient standardization, which complicates the procedure of the experiment and requires high professionalism and special training from the psychologist.
4. Methods for diagnosing psychological readiness for schooling N.I. Gutkina
The most successful in terms of practical use seems to us method of diagnosing psychological readiness for schooling N.I. Gutkina. Its advantages lie in the fact that, despite its compactness, it allows you to evaluate the most important components of psychological readiness. The selection of tasks included in this methodology is theoretically justified, as a result of which the characteristics of psychological readiness are distinguished by reasonable necessity and sufficiency. This diagnostic program consists of four parts that evaluate the motivational-need, intellectual, speech and arbitrary spheres of children's development. To study the motivational-required sphere, an experimental conversation is used to identify the "internal position of the student" and a methodology for determining the dominance of cognitive or game motives, the latter is as follows. The child is invited to a room where ordinary, not very attractive toys are displayed on the tables, and they are offered to examine them for a minute. Then the experimenter calls him to him and invites him to listen to a fairy tale interesting for his age, which he had not heard before. At the most interesting place, the reading is interrupted, and the experimenter asks the subject what he wants more at the moment - to play with toys or listen to the story to the end. Children with pronounced cognitive interests prefer to listen to a fairy tale, and children with gaming interests prefer to play with toys. For the diagnosis of the intellectual sphere, the "Boots" technique is used, which makes it possible to study the learning ability of children, as well as the features and level of development of generalization. As an experimental task, the subject is taught to digitally code color pictures (a horse, a girl, a stork) by the presence or absence of one sign - boots on their feet. There are boots - the picture is indicated by "1" (one), there are no boots "0" (zero). Color pictures are offered to the subject in the form of a table containing: 1) coding rules; 2) the stage of fixing the rule; 3) the so-called riddles that the subject must solve by coding. In addition to a table with color pictures, a white sheet of paper with images is used in the experiment. geometric shapes, representing two more riddles. The experimenter analyzes the nature of the mistakes made by the child, has the right to ask him leading questions (to find out whether he can solve the problem with the help of an adult), as well as questions to clarify the nature of generalizations (empirical or theoretical). The method has no normative indicators, its results are subjected to qualitative analysis. To assess the intellectual component of psychological readiness, another method, the Sequence of Events, is also used. As experimental material, it uses three plot pictures presented to the subject in the wrong sequence. The child must understand the plot, build the correct sequence of events and make up a story from the pictures. You can complete this task if you have a sufficient level of logical thinking. In addition, this technique diagnoses the speech component of psychological readiness, since drawing up a story from pictures allows you to assess whether the child is fluent in the language, whether he has a narrative speech, what his vocabulary is. Speech development It is also characterized by the level of phonemic hearing (the ability to distinguish various sounds in a word). The indistinguishability of phonemes leads to the fact that the child pronounces and writes words incorrectly, which is why the diagnosis of phonemic hearing is so important. For this purpose, the technique "Sound hide and seek" is used. . The experimenter tells the child that all words consist of sounds that we pronounce, for example, he pronounces several vowels and consonants. Then the child is offered to play "hide and seek" with sounds. The conditions of the game are as follows: each time they agree on what sound to look for, after which the experimenter calls different words to the subject, and he must say whether or not the sound he is looking for is in the word. It is proposed to alternately search for the sounds “o”, “a”, “sh”, “s”. If the subject did not make a single mistake, then it is considered that the task was completed well; if one mistake is made, the task is completed moderately; if there are more than one errors, the task was performed poorly. To diagnose an arbitrary sphere, N.I. Gutkina uses two methods - "House" and "Yes and No". The "House" technique is a task for drawing a picture depicting a house, the individual details of which are made up of elements capital letters. The task reveals the child's ability to copy a sample, which depends on the development of voluntary attention, sensorimotor coordination and fine motor skills of the hand. Analysis of the mistakes made in the figure allows you to evaluate the above mental characteristics. The "Yes and no" technique is used to study the ability to act according to the rule and is a modification of the well-known children's game "Yes and no, don't say, don't wear black and white." As the game progresses, the child is asked questions that provoke “yes” and “no” answers, but pronouncing these words is considered a mistake. The task is considered to be completed at a good level if no errors were made; if one mistake is made, this is an average level, more than one mistake is a poor level of performance. Method N.I. Gutkina was checked for validity and has good prognostic indicators. Some inconvenience of this technique is determined by the absence of quantitative indicators and normative boundaries for many tasks. Based on this technique, N.I. Gutkina developed a system of corrective and educational games that allows to form psychological readiness children to school.
Output
When writing a test and studying the literature, it was revealed that two approaches can be distinguished in solving issues of readiness for school: pedagogical and psychological. Proponents of the first approach determine readiness for school by the formation of educational skills in preschoolers: counting, reading, writing, etc. Such an approach is focused only on selection and does not allow answering the question of what program to teach a preschooler. In addition, within the framework of the approach, the issues of the actual and potential development of the child, the forecast of quality, pace, individual characteristics of learning ZUN, etc. are not resolved. The psychological approach is based on the assumption that readiness for school is determined by indicators of the general mental development of a preschooler. Within the framework of this approach, a wide range of different views on the dominant role of certain characteristics and factors of the psyche are observed. For example, it is widely believed that readiness for school is determined by the value of a child's mental maturity indicator. At the same time, mental maturity is considered as a necessary degree of development of individual mental functions such as emotional, intellectual, social, etc. Approaches that are a combination of pedagogical and psychological approaches are also possible. So, for example, according to A. Anastasi, readiness to study at school "... in essence means mastering the skills, knowledge, abilities, motivation and other behavioral characteristics necessary for the optimal mastering of the school curriculum." Within the framework of this approach, skills and abilities that play an important role in teaching reading, numerical representations, and writing are diagnosed. Examples of diagnosed mental functions can be: the ability to visual and auditory differences; sensorimotor control listening comprehension; vocabulary quantitative concepts and general awareness. Concluding the discussion of diagnostic methods that determine readiness for schooling, we emphasize once again that their use will reveal the features of the mental and mental development of the child, and this is the first step towards creating conditions for optimizing the period of school adaptation of first-graders and preventing academic failure.
Literature
1. Diagnostics in kindergarten. Content and organization diagnostic work in a preschool educational institution. Toolkit. Ed. 2nd. - Rostov n / D: "Phoenix", 2004. - 288 p.
2. Methods of preparing children for school 9psychological tests, basic requirements, exercises) / comp. N.G. Kuvagnova, E.V. Nesterov. - Volgograd: Teacher, 2007. - 40 p.
3. Nikishina I.V. Diagnostic and methodical work in preschool educational institutions. - Volgograd: Teacher, 2007. - 156 p.
4. Basics of psychological diagnostics: Tutorial/ ed. K.M. Gurevich, M.K. Akimova. - M. : Publishing house of URAO, 2003. - 392 p.
5. Raygorodsky D.Ya. Practical psychodiagnostics. Methods and tests. Tutorial. - Samara: Publishing House "BAHRAKH - M", 2005. - 672 p.
6. Stepanova N. Diagnosis of a child's readiness for schooling // preschool education. - 2008. - No. 11. - S. 43-46.
7. Shevandrin N.I. Psychodiagnostics, correction and personality development. – M.: Humanit. ed. center VLADOS, 1999. - 512 p.
Topic: Analysis of methods of children's readiness for school
Plan
Introduction
1. Orientation test of school maturity Kern - Jirasek
2. Program of H. Breuer and M. Woiffen
3. Methods "Pattern" L.I. Tsekhanskaya, "Graphic Dictation" by D.B. Elkonin, "Drawing by points" A.L. Wenger
4. Methods for determining readiness for schooling M.N. Kostikova
5. Methods for diagnosing psychological readiness for schooling N.I. Gutkina
Output
Literature
Introduction
Schooling is one of the most important stages in a child's life. Therefore, the concern shown by both adults and children with the approaching need to enter school is quite understandable. Some parents, educators, and the children themselves perceive this moment as a kind of examination of the child for the entire preschool period of life. Such an assessment of the event, perhaps, is not without meaning, because in order to study at school, the child will need everything that he acquired during the period of preschool childhood. For many first-graders it is not at all easy to fulfill school requirements, for this they need considerable stress. Therefore, it is important to find out in advance, even before the start of schooling, how much the mental capabilities of the child meet the requirements of the school. If there is such a match, then the child is ready for schooling, i.e. he is ready to overcome the difficulties that arise in the teaching. The different demands made by education on the child's psyche determine the structure of psychological readiness; its main components are mental and personal readiness. Mental readiness implies sufficient maturity of cognitive processes (perception, memory, thinking, imagination, speech), possession of knowledge, skills and abilities according to the program of education and upbringing in kindergarten, the formation of general intellectual skills. Personal readiness implies the maturity of the motives of educational activity, a developed cognitive attitude to the outside world, a certain level of self-awareness, communicative maturity as the formation of means, skills and desire to communicate, a sufficient level of emotional and volitional development of the child's psyche. Currently, there are a large number of diagnostic programs that can be divided into three groups with a certain degree of conventionality: 1) programs that diagnose the levels of development of individual mental functions used in educational activities; 2) programs that diagnose the formation of the prerequisites for mastering educational activities; 3) mixed programs that diagnose both individual mental functions and the prerequisites for educational activity.
In my test, I want to analyze the methods of children's readiness for school.
1.
Program of H. Breuer and M. Woiffen
The Kern-Jirasek Orientation Test of School Maturity can primarily be attributed to the first group. It is aimed at diagnosing visual perception, sensorimotor coordination, and the level of development of fine motor skills of the hand. Its classic version consists of three tasks. The first is the drawing from memory of the male figure; the second is the drawing of written letters; the third is drawing a group of points. The technique is standardized; the result of each task is evaluated according to a 5-point system (1 - the highest score, 5 - the lowest score). The final grade is obtained by adding the grades of all three tasks. The development of children who have received as a result from 3 to 6 points is considered as high, above average; from 7 to 11 as normal, average; 12 to 15 below normal. J. Jirasek investigated the relationship between the success of this test and school performance. It turned out that children who did well on the test, as a rule, do well in school. But a poor test result does not mean that a child cannot study well. Therefore, I. Jirasek offers his own test for identifying school maturity, but his indicators cannot be used as a basis for concluding about school immaturity (unreadiness for school). This is partly due to the lack of information about the mental development of the child, which provides this test. So, he does not evaluate such important aspects of mental development as intellectual and speech development. For this reason, later Jirasek introduced a verbal part into the test, which allows assessing awareness, understanding, ability to reason, knowledge of certain social norms.
2. Methods "Pattern" L.I. Tsekhanskaya, "Graphic Dictation" by D.B. Elkonin, "Drawing by points" A.L. Wenger
Another example of a functional approach to the diagnosis of school maturity is H. Breuer program them. Woiffen(1986). It is entirely focused on assessing the speech development of children. This program consists of two methods: the ‘Differentiation Ability Test’ and the ‘Short Method for Testing the Development of Oral Speech’. The first of these methods diagnoses the development of different types of differentiation (visual, phonemic, motor speech, melodic and rhythmic), which are prerequisites for the development of oral and written speech. The second technique assesses articulation, vocabulary, speech memory and speech comprehension. The program for diagnosing speech development by H. Breuer and M. Woiffen is focused on identifying those children who need correction of speech development. Therefore, it is carried out twice: the first time about a year before the child enters school, the second time - shortly before admission. After the first diagnosis, children who need targeted developmental work are identified. The second diagnosis is intended to establish how successful the use of correctional and developmental programs was. The disadvantage of this program, like the Kern-Jirasek program, is its one-sided nature. Although the speech function is extremely important for successful schooling, its diagnosis is still insufficient to predict the student's educational activity. Diagnostic methods that determine the formation of psychological prerequisites for learning are based on the provisions formulated by D. B. Elkonin that in adolescence (from preschool to primary school) should be assessed as the formation of neoplasms of the previous age stage (development of gaming activity, visual-figurative thinking ), and the appearance of symptoms that characterize the onset of a new transitional period of educational motivation, the development of self-control, etc. The subject of diagnosis is no longer individual mental functions (perception, motor skills, speech), but individual elements of educational activity.
Among the methods diagnosing the formation of the prerequisites for mastering educational activities, it should be noted “Pattern” by L.I. Tsekhanskaya (1988), "Graphic Dictation" by D.B. Elkonin (1988), "Drawing by points" by A.L. Wenger (1981). All these techniques are aimed at studying the child's ability to consciously subordinate his actions to the rules that determine the mode of action. This skill is the most important among educational skills and abilities. "Pattern" and "Graphic Dictation" also assess the ability to listen carefully to the instructions of an adult, and "Drawing by dots" and "Graphic Dictation" - focus on a visually perceived pattern. Material methods"Pattern" are geometric figures arranged in three rows. The top row consists of triangles, the bottom row consists of squares, and the middle row consists of circles. The squares are exactly under the triangles, the circles are in the gap between them. The child is given the task of drawing a pattern, following the rule: connect triangles and squares through circles. At the same time, he must listen to the experimenter's oral instructions, which determine which figures and in what order should be connected. Norms for the methodology are not specified.
Methodology "Graphic dictation" is carried out as follows: the child is given a notebook sheet in a cell, on which three dots are placed one below the other on the left side (the vertical distance between them is seven cells). From these points, the drawing of a pattern begins under the dictation of the experimenter, who tells how many cells and in which direction the line should be drawn. For this methodology, indicators of high, medium, low levels of performance are determined. In the technique "Drawing by points" it is required to reproduce sample figures, connecting the “points” drawn on the sheet with lines, following the given rule (do not draw a line between two identical “points”). “Points” are crosses, circles and triangles, and the irregular triangle, rhombus, irregular trapezoid, square and four-ray star serve as sample figures. Norms on the methodology are not given. The three methods described above are very popular among psychologists, but they evaluate only one of the aspects of activity - its arbitrariness. Therefore, the information obtained using these methods should be supplemented by information obtained by other methods. A group of psychologists led by A.L. Vengera prepared a diagnostic program, which, along with the methods "Graphic dictation" and "Pattern and rule (drawing points)", included methods that diagnose verbal and visual-figurative thinking, speech development, attitude to school, awareness, development of movements (readiness of children for school: diagnostics of mental development and correction of its unfavorable variants... M., 1989). In our opinion, the diagnostic program of A.L. Venger, E.A. Bugrimenko and others began to be distinguished by redundancy of information, oversaturation with various methods, united by the idea of “learning a little about everything”. It seems that the principle of reasonable sufficiency, the evaluation of the most important moments of mental development that determine future educational activity, has been violated.
3. Methods for determining readiness for schooling M.N. Kostikova
The basis methods for determining readiness for schooling M.N. Kostikova the idea was put forward that the most predictive would be such an examination of the child, which will provide information about the process of solving diagnostic tasks and about the types of assistance that are necessary for their successful implementation. Particular attention is paid to the analysis of the difficulties experienced by children (stops in completing tasks, wrong decisions, exceeding the average time indicator). When a child has difficulties, he is provided with individual assistance in the amount that is necessary for him to overcome difficulties. M.N. Kostikova identifies five types of assistance: stimulating, emotionally regulating, guiding, organizing and teaching. Stimulating assistance consists in the impact of a psychologist, aimed at activating the child's own abilities to overcome difficulties. Emotionally-regulating assistance is a psychologist's value judgments expressing approval or disapproval of the child's actions. Guiding help consists in organizing the child's mental activity in such a way that the experimenter directs his orientation in the task, but does not interfere in the process of solution itself. With organizing assistance, the performing part of mental activity is carried out by the child, and planning and control is carried out by a psychologist. Educational assistance is provided in cases where all other types of assistance are ineffective and the child needs to be taught a new type of activity for him. The main drawback of the developed by M.N. The Kostikovy technique consists in its laboriousness, cumbersomeness, insufficient standardization, which complicates the procedure of the experiment and requires high professionalism and special training from the psychologist.
4. Methods for diagnosing psychological readiness for schooling N.I. Gutkina
The most successful in terms of practical use seems to us method of diagnosing psychological readiness for schooling N.I. Gutkina. Its advantages lie in the fact that, despite its compactness, it allows you to evaluate the most important components of psychological readiness. The selection of tasks included in this methodology is theoretically justified, as a result of which the characteristics of psychological readiness are distinguished by reasonable necessity and sufficiency. This diagnostic program consists of four parts that evaluate the motivational-need, intellectual, speech and arbitrary spheres of children's development. To study the motivational-required sphere, an experimental conversation is used to identify the "internal position of the student" and a methodology for determining the dominance of cognitive or game motives, the latter is as follows. The child is invited to a room where ordinary, not very attractive toys are displayed on the tables, and they are offered to examine them for a minute. Then the experimenter calls him to him and invites him to listen to a fairy tale interesting for his age, which he had not heard before. At the most interesting place, the reading is interrupted, and the experimenter asks the subject what he wants more at the moment - to play with toys or listen to the story to the end. Children with pronounced cognitive interests prefer to listen to a fairy tale, and children with gaming interests prefer to play with toys. For the diagnosis of the intellectual sphere, the "Boots" technique is used, which makes it possible to study the learning ability of children, as well as the features and level of development of generalization. As an experimental task, the subject is taught to digitally code color pictures (a horse, a girl, a stork) by the presence or absence of one sign - boots on their feet. There are boots - the picture is indicated by "1" (one), there are no boots "0" (zero). Color pictures are offered to the subject in the form of a table containing: 1) coding rules; 2) the stage of fixing the rule; 3) the so-called riddles that the subject must solve by coding. In addition to a table with color pictures, the experiment uses a white sheet of paper with images of geometric shapes, which are two more riddles. The experimenter analyzes the nature of the mistakes made by the child, has the right to ask him leading questions (to find out whether he can solve the problem with the help of an adult), as well as questions to clarify the nature of generalizations (empirical or theoretical). The method has no normative indicators, its results are subjected to qualitative analysis. To assess the intellectual component of psychological readiness, another method, the Sequence of Events, is also used. As experimental material, it uses three plot pictures presented to the subject in the wrong sequence. The child must understand the plot, build the correct sequence of events and make up a story from the pictures. You can complete this task if you have a sufficient level of logical thinking. In addition, this technique diagnoses the speech component of psychological readiness, since compiling a story from pictures allows you to assess whether the child is fluent in the language, whether he has a narrative speech, what is his vocabulary. Speech development is also characterized by the level of phonemic hearing (the ability to distinguish various sounds in a word by ear). The indistinguishability of phonemes leads to the fact that the child pronounces and writes words incorrectly, which is why the diagnosis of phonemic hearing is so important. For this purpose, the technique "Sound hide and seek" is used. .
The experimenter tells the child that all words consist of sounds that we pronounce, for example, he pronounces several vowels and consonants. Then the child is offered to play "hide and seek" with sounds. The conditions of the game are as follows: each time they agree on what sound to look for, after which the experimenter calls different words to the subject, and he must say whether or not the sound he is looking for is in the word. It is proposed to alternately search for the sounds “o”, “a”, “sh”, “s”. If the subject did not make a single mistake, then it is considered that the task was completed well; if one mistake is made, the task is completed moderately; if there are more than one errors, the task was performed poorly. To diagnose an arbitrary sphere, N.I. Gutkina uses two methods - "House" and "Yes and No". The "House" technique is a task for drawing a picture depicting a house, the individual details of which are made up of elements of capital letters. The task reveals the child's ability to copy a sample, which depends on the development of voluntary attention, sensorimotor coordination and fine motor skills of the hand. Analysis of the mistakes made in the figure allows you to evaluate the above mental characteristics. The "Yes and no" technique is used to study the ability to act according to the rule and is a modification of the well-known children's game "Yes and no, don't say, don't wear black and white." As the game progresses, the child is asked questions that provoke “yes” and “no” answers, but pronouncing these words is considered a mistake. The task is considered to be completed at a good level if no errors were made; if one mistake is made, this is an average level, more than one mistake is a poor level of performance. Method N.I. Gutkina was checked for validity and has good prognostic indicators. Some inconvenience of this technique is determined by the absence of quantitative indicators and normative boundaries for many tasks. Based on this technique, N.I. Gutkina has developed a system of corrective and educational games, which makes it possible to form the psychological readiness of children for school.
Output
When writing a test and studying the literature, it was revealed that two approaches can be distinguished in solving issues of readiness for school: pedagogical and psychological. Proponents of the first approach determine readiness for school by the formation of educational skills in preschoolers: counting, reading, writing, etc. Such an approach is focused only on selection and does not allow answering the question of what program to teach a preschooler. In addition, within the framework of the approach, the issues of the actual and potential development of the child, the forecast of quality, pace, individual characteristics of learning ZUN, etc. are not resolved. The psychological approach is based on the assumption that readiness for school is determined by indicators of the general mental development of a preschooler. Within the framework of this approach, a wide range of different views on the dominant role of certain characteristics and factors of the psyche are observed. For example, it is widely believed that school readiness is determined by the value of a child's mental maturity indicator. At the same time, mental maturity is considered as a necessary degree of development of individual mental functions such as emotional, intellectual, social, etc. Approaches that are a combination of pedagogical and psychological approaches are also possible. So, for example, according to A. Anastasi, readiness to study at school "... in essence means mastering the skills, knowledge, abilities, motivation and other behavioral characteristics necessary for the optimal mastering of the school curriculum." Within the framework of this approach, skills and abilities that play an important role in teaching reading, numerical representations, and writing are diagnosed. Examples of diagnosed mental functions can be: the ability to visual and auditory differences; sensorimotor control listening comprehension; vocabulary quantitative concepts and general awareness. Concluding the discussion of diagnostic methods that determine readiness for schooling, we emphasize once again that their use will reveal the features of the mental and mental development of the child, and this is the first step towards creating conditions for optimizing the period of school adaptation of first-graders and preventing academic failure.
Literature
1. Diagnostics in kindergarten. The content and organization of diagnostic work in a preschool educational institution. Toolkit . Ed. 2nd. - Rostov n / D: "Phoenix", 2004. - 288 p.
2. Methods of preparing children for school 9psychological tests, basic requirements, exercises) / comp. N.G. Kuvagnova, E.V. Nesterov. - Volgograd: Teacher, 2007. - 40 p.
3. Nikishina I.V. Diagnostic and methodological work in preschool educational institutions. - Volgograd: Teacher, 2007. - 156 p.
4. Fundamentals of psychological diagnosis: Textbook / ed. K.M. Gurevich, M.K. Akimova. - M. : Publishing house of URAO, 2003. - 392 p.
5. Raygorodsky D.Ya. Practical
Chapter 2. Main directions of work with younger students(A.M. Parishioners)
As a rule, all children entering school want to study well and no one wants to be a poor student. However, the different degree of readiness for schooling, due to the different levels of mental development of children, does not allow all students to immediately successfully master the school curriculum. Therefore, the task of the school psychologist in joint work with the teacher is to create favorable conditions for the development of each child, to ensure an individual approach to him from the very first days of his stay at school. But the latter requires good knowledge developmental features of children. In this regard, the psychologist should get acquainted with future first-graders already at the stage of enrolling them in school.
II.2.1. Methods for determining the readiness of children for schooling.
Definition of school maturity. There are various methods for determining school maturity (19, 20, 79, 35, 21, 31, 88, etc.). For the initial acquaintance with the child, it is most convenient, in our opinion, to use the Kern-Jirasek orientation test of school maturity (31, 88), since it has standards, requires little time for its implementation and is used to examine six-year-old children.
The test consists of three tasks. The first task is to draw a male figure from memory, the second is to draw written letters, and the third is to draw a group of dots. The result of each task is evaluated on a five-point system (1 - the highest score, 5 - the lowest score), and then the total result for the three tasks is calculated. The development of children who received a total of three tasks from 3 to 6 points is considered as above average, from 7 to 11 - as average, from 12 to 15 - as below the norm. Children who have received 12-15 points should be examined in depth, as there may be mentally retarded children among them. But at the same time, it should be borne in mind that without further examination, this group of children cannot be classified as underdeveloped, characterized by school immaturity, since, according to Jirasek, a satisfactory result of the orientation test is a relatively reliable basis for concluding about school maturity with a forecast of good school performance. but an unsatisfactory result cannot serve as a sufficient basis for a conclusion about school immaturity with a forecast of poor school performance.
His research showed that, as a rule, most students who showed a level of development above average and average on the test adapt well to school requirements and successfully master all sections of the school curriculum in grades I-II. Those students who, according to the test, showed a level of development below the average, for the most part, experience difficulties in adapting to school requirements and mastering writing (using a pencil and pen at the beginning of education), but by the end of grade II, almost half of them are doing well in mother tongue and mathematics. Probably, these are children with normal intellect, who, by the time they entered school, had a weak development of volition and fine motor skills of the hand. Without an additional examination, it is difficult to conclude what is the reason for the poor performance of the test - low intellectual development, poor development of volitionality, as a result of which the child cannot perform a task that is not interesting to him, or underdevelopment of sensorimotor connections and fine motor skills of the hand. There are also cases when children with good intellect schematically draw the figure of a man, which significantly worsens their total score, and left-handed children do poorly on task No. 2 (drawing written letters). All of the above once again indicates that a poor result on the Kern-Jirasek test does not have an unambiguous interpretation and requires additional clarification.
(The practice of applying the Kern-Jirasek test shows that often children from dysfunctional families refuse to draw the figure of a man, and children who know written letters rewrite the proposed sample block letters. In this case, you must have a sample of written letters in a foreign language).
The author of the test also notes the limitations of the methodology due to the non-use of verbal subtests in it, which make it possible to judge the development of logical thinking (the test of school maturity basically allows one to judge the development of sensorimotor skills).
The Kern-Jirasek test can be used both in a group and individually.
All three tasks of this graphic test are aimed at determining the development of fine motor skills of the hand and coordination of vision and hand movements. These skills are necessary at school for mastering the letter. In addition, the test allows you to determine in general terms intellectual development of the child (drawing of a male figure from memory) ( There is a whole trend that deals with the definition of the mental development of a person by drawing tests (Goodenough, Makhover, etc.)).
The tasks "drawing written letters" and "drawing a group of dots" reveal the child's ability to imitate a model. This skill is also necessary in schooling. Subtests also allow you to determine whether the child can concentrate, without distraction, work for some time on a task that is not very attractive to him.
Instructions for using the test ( Instructions for the use of the test and evaluation of the results are given according to J. Jirasek (88)). A child (a group of children) is offered a test form. The front side of the form should contain data about the child and leave free space for drawing the figure of a man, on the back in the upper left part there is a sample of written letters, and in the lower left part - a sample of a group of dots. The right side of this side of the sheet is left free for the reproduction of samples by the child. A pencil is placed in front of the subject so that it is at the same distance from both hands (if the child is left-handed, the experimenter must make an appropriate entry in the protocol).
Instructions for task number 1 are as follows: "Here (show each child) draw some man. As best you can." No more explanations, help or drawing attention to the errors and shortcomings of the drawing is allowed. If the children nevertheless begin to ask how to draw, then the psychologist should still limit himself to one phrase: "Draw as best you can." If the child does not start drawing, then you should approach him and encourage him, for example, say: "Draw, you will succeed." Sometimes children ask if it is possible to draw a woman instead of a man. In this case, you must answer that everyone draws a man and they also need to draw a man. If the child has already begun to draw a woman, you should be allowed to finish her, and then ask him to draw a man next to him.
After finishing drawing the human figure, the children are told to turn the piece of paper over to the other side. Task No. 2 is explained as follows: “Look, something is written here. You still don’t know how to write, but try, maybe you will succeed in the same way. Take a good look at how it is written, and here, nearby, on a free write in the same place. It is suggested to copy the phrase: "He ate the soup" (written in written letters). If any child fails to guess the length of the phrase, and one word does not fit on the line, you should draw his attention to the fact that you can write this word higher or lower.
Before task No. 3, the experimenter says: "Look, dots are drawn here. Try to draw here, next to it, in the same way." At the same time, it is necessary to show where the child should draw, since it is necessary to take into account the possible weakening of the concentration of attention in some children. Here is a sample proposed for reproduction (see Fig. 2, on the right).
During the performance of tasks by children, it is necessary to monitor them, while making brief notes about their actions. First of all, you should pay attention to which hand draws future student- right or left, whether he shifts the pencil from one hand to the other while drawing. They also note whether the child is spinning, whether he drops the pencil and looks for it under the chair, whether he began to draw in the wrong place that was indicated to him, or simply outlines the outline of the sample, whether he wants to make sure that he draws beautifully, etc.
Evaluation of test results. Task number 1 - drawing a male figure.
1. The point is set under the following conditions.
The drawn figure should have a head, torso and limbs. The head is connected to the body by the neck and should not be larger than the body. There is hair on the head (perhaps they are covered with a cap or hat) and ears, on the face there are eyes, nose and mouth. The hands end in a five-fingered hand. The legs are bent at the bottom. The figure has men's clothing and drawn in the so-called "synthetic" (contour) method, which consists in the fact that the entire figure (head, neck, torso, arms, legs) is drawn immediately as a single whole, and is not made up of separate finished parts. With this method of drawing, the entire figure can be outlined in one contour without lifting the pencil from the paper. The figure shows that the arms and legs, as it were, "grow" from the body, and are not attached to it. In contrast to the synthetic, a more primitive "analytical" way of drawing involves the image separately of each of the constituent parts of the figure. So, for example, the torso is drawn first, and then the arms and legs are attached to it.
2. points are given in the following case:
Fulfillment of all requirements for 1 point, except for the synthetic method of drawing. Three missing details (neck, hair, one finger, but not part of the face) can be ignored if the figure is drawn synthetically.
3. points. The figure has a head, torso and limbs. Arms or legs are drawn with two lines (3D). The absence of neck, hair, ears, clothes, fingers and feet is allowed.
4. points. Primitive drawing with head and torso. The limbs (one pair is enough) are drawn with only one line each.
5 points. There is no clear image of the trunk ("cephalopod" or the predominance of "cephalopod") or both pairs of limbs. Scribble.
Task number 2 - copying words written in written letters.
1. score. The written sample is well and completely legible copied. The letters exceed the size of the sample letters no more than twice. The first letter in height clearly corresponds to the capital letter. The letters are clearly connected in three words. The copied phrase deviates from the horizontal line by no more than 30°.
2. points. Still legibly copied sample. The size of the letters and the observance of the horizontal line are not taken into account.
3. points. Explicit division of the inscription into three parts. You can understand at least four letters of the sample.
4. points. At least two letters match the pattern. The reproduced pattern still creates the label line.
5 points. Scribble.
Task number 3 - drawing a group of points.
1. score. An almost perfect copy of the pattern. A slight deviation of one point from a line or column is allowed. Sample reduction is acceptable, but the increase should not be more than doubled. The drawing must be parallel to the pattern.
2. points. The number and arrangement of points correspond to the sample. You can ignore a deviation of no more than three points per half the width of the gap between a row or column.
3. points. The drawing as a whole corresponds to the sample, not exceeding its width and height by more than twice. The number of points may not correspond to the sample, but they should not be more than 20 and less than 7. Any turn is allowed - even 180 °.
4. points. The outline of the drawing does not match the pattern, but still consists of dots. Sample dimensions and number of points are not taken into account. Other shapes (such as lines) are not allowed.
5 points. Scribble.
The described test is convenient for initial acquaintance with children in that it gives a general picture of development and can be used in a group, which is very important when enrolling children in school so as not to lengthen the enrollment procedure. After reviewing the results of the test, the psychologist can call for an individual examination of the children he needs in order to more clearly imagine their mental development. If a child scored from 3 to 6 points in all three tests, then, as a rule, there is no need to additionally talk with him in order to clarify the picture of his intellectual development. (Note that this test gives almost no information about personality traits.) Children who score 7-9 points, if these points are evenly distributed among all tasks, may also not be invited for an interview, since these children, as a rule, represent the average level development. If the total score includes very low marks (for example, a score of 9 consists of a mark of 2 for the first task, a mark of 3 for the second and a mark of 4 for the third), then it is better to talk with the child (conduct an individual examination) in order to more accurately imagine features of its development. And of course, it is necessary to additionally examine children who received 10-15 points (the lower limit of average development is 10-11 points and development is below the norm - 12-15 points).
An additional individual examination should help the psychologist to identify the features of the child's intellectual and personal development so that he can outline a corrective and preventive program of work with him. In this regard, it is very important to choose the appropriate methods for this kind of survey.
Determining the level of intellectual development. When starting an additional psychological examination of a child, the psychologist must first of all determine the level of his intellectual development. For this purpose, the method of D. Wexler, created in the USA in 1949 and intended for the study of intelligence in children from 5 to 16 years old, is suitable. In the Soviet Union, a version of D. Veksler's methodology adapted for our country is used (58; 64).
This version of the technique allows to differentiate between healthy children and oligophrenic children. But since, according to the results of this test, it is impossible to draw an unambiguous boundary between the norm and pathology (the same result can be the upper limit of oligophrenia and the lower limit of the norm), we consider it appropriate to use the Wechsler test when enrolling children in school not to distinguish the norm from pathology, and to determine the low, medium and high level mental development. Let children with a low level of mental development (among whom there may be pedagogically neglected, with mental retardation and pathology) study in a regular school in the first year of study, so that during the course of study it would be possible to clarify the diagnosis and then decide on the advisability of transferring this student to a school for mentally retarded children.
Determining the level of development of an arbitrary sphere. The success of teaching in the first grade significantly depends on three parameters: the development of voluntary attention in the child, voluntary memory, and the ability to act according to the rule.
To determine the level of development of voluntary attention in children entering school, we have developed a technique called "House". The technique is a task for drawing a picture depicting a house, the individual details of which are made up of elements of capital letters (Fig. 2, left). The task allows you to identify the child's ability to focus on a sample in his work, the ability to accurately copy it, which implies a certain level of development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hand. In this sense, the "House" method can be considered as an analogue of tasks No. 2 and No. 3 of the Kern-Jirasek test (drawing written letters and drawing a group of points) ( The study showed that the "House" method gives the closest results with task No. 2 of the Kern-Jirasek test.). However, the "House" method allows us to identify the features of the development of voluntary attention, since only "attention errors" are taken into account when processing the results, while the Kern-Jirasek test does not allow, for example, to determine what caused the poor performance of the task - poor attention or poor spatial Perception . So, in task No. 3, the assessment depends both on the reproduction of the correct number of points on paper, and on maintaining a certain distance between them.
Processing of the results obtained by the "House" method is carried out by counting points awarded for errors. The following are considered errors:
- but) incorrectly depicted element (1 point). Moreover, if this element is incorrectly depicted in all the details of the picture, for example, the sticks that make up the right side of the fence are incorrectly drawn, then 1 point is awarded not for each incorrectly depicted stick, but for the entire right side of the fence as a whole. The same applies to the rings of smoke coming out of the chimney, and to the shading on the roof of the house: 1 point is awarded not for each incorrect ring, but for all incorrectly copied smoke; not for every wrong line in the hatching, but for the entire hatching as a whole. The right and left sides of the fence are priced separately. So, if the right part is incorrectly drawn, and the left part is copied without error (or vice versa), then the subject receives 1 point for drawing the fence, but if errors are made in both the right and left parts, then 2 points are given (for each part, 1 score). An incorrectly reproduced number of elements in a drawing detail is not considered an error, i.e. it does not matter how many smoke rings, lines in the hatching of the roof or sticks in the fence;
- b) replacing one element with another (1 point);
- in) absence of an element (1 point);
- G) breaks between lines where they should be connected (1 point).
Error-free copying of the drawing is estimated at 0 points. Thus, the worse the task is performed, the higher the total score received by the subject. Our experiments with children from 5 years 7 months to 6 years 7 months showed that a child with well-developed voluntary attention performs the task "House" without errors and gets 0 points. A child with an average development of voluntary attention makes an average of 1-2 mistakes and, accordingly, receives 1-2 points. Children who receive more than 4 points are characterized by poor development of voluntary attention.
Some notes on the methodology:
When the child reports the end of work, he should be asked to check whether everything is correct with him. If he sees inaccuracies in his drawing, he can correct them, but this must be recorded by a psychologist.
In the course of the task, it is necessary to note the distractibility of the child, and also to fix if he draws with his left hand.
Sometimes poor performance of a task is caused not by poor attention, but by the fact that the child did not accept the task assigned to him "to draw exactly according to the model", which requires careful study of the sample and verification of the results of his work. The rejection of the task can be judged by the way the child works: if he briefly glanced at the drawing, quickly drew something without checking the model, and handed over the work, then the mistakes made in this case cannot be attributed to poor voluntary attention.
If the child has not drawn some elements, he can be offered to reproduce these elements according to the model in the form of independent figures. For example, the following are offered as reproduction patterns: circle, square, triangle, etc. ( various elements drawing "House"). This is done in order to check whether the omission of the indicated elements in the general drawing is connected with the fact that the child simply cannot draw them. It should also be noted that with a defect in vision, gaps between the lines are possible in those places where they should be connected (for example, the corner of a house, the connection of the roof with the house, etc.).
To study the level of development arbitrary memory for children entering school, you can use tasks for memorizing pictures and words. The child is offered to memorize as many color pictures as possible depicting objects familiar to him (25 color pictures are presented; the duration of perception of each picture is 3 seconds). After showing all the pictures, he is asked to name the objects that he just saw in the pictures. In the study of 3.M. Istomina (32) found that five-year-old children memorize on average 6-7 pictures, and six-year-olds - 8. You can use the "Memorizing 10 words" method (74), in which the child is asked to remember the names of 10 familiar objects. Research results show that five-year-old and six-year-old children memorize 3-4 words on average.
The technique "Memorizing 10 words" can also be used to determine asthenia, rapid exhaustion of such mental processes as attention and memory. S.Ya. Rubinshtein (74) points out that if a healthy child remembers more and more words with each new presentation of a verbal series, then a test subject suffering from asthenia (fatigue and exhaustion of mental processes, as a result of which protective inhibition of the central nervous system), with each new presentation remembers less and less less words. Asthenia should be judged not only on the basis of the results of the "Memorizing 10 words" technique, but also on the basis of medical data (information about infectious diseases carried by the child in early age, about birth and craniocerebral injuries, etc.), as well as conversations with parents about the characteristics of the child's behavior.
Due to the fact that with a strongly pronounced protective inhibition it is difficult to maintain concentration on any object for a long time, asthenic children can be attributed to the group of children with weak development of volitionality.
The ability to act according to the rule is determined in the task, which can be performed only if this rule is observed. As such a task, it is convenient to use the "Pattern" technique by L.I. Tsekhanskaya (19), aimed at studying the degree of formation of the ability of children entering school to consciously subordinate their actions to a rule that generally determines the mode of action. In this technique, such a rule is a scheme for connecting its individual elements into an integral pattern. The methodology has standard indicators and is convenient when comparing the level of achievements of various subjects.
Determination of the features of the development of the motivational sphere. It is known that in preschool age, play motives have the greatest motivating force, and in primary school age, educational motives. For effective learning and development of the child, it is important to know what motives dominate in the motivational sphere of the future first-grader - gaming or educational, since with a weak development of educational motivation, the child may not accept the educational task assigned to him.
N.L. Belopolskaya (2, 2a) suggests using the introduction of one or another motive under conditions of mental satiety as a model for determining the dominance of educational or play motives of behavior. In this case, the objective indicators of the change in activity will be the quality and duration of the task, which, before the introduction of the motive under study, caused a state of mental satiety in the child.
The experiment is carried out in three stages. At the first stage, A. Karsten's technique for mental satiety is given (65). As a task, the subjects are asked to fill in circles drawn on a piece of paper with dots. When signs of mental satiety appear, one can proceed to the second stage of the experiment, at which a learning motive is introduced, namely, the subject is informed that the quality and quantity of the task done are evaluated by the school mark (it is warned that at least one page must be done for the top five). At the third stage, a game motive is introduced - the child is offered a game by the rules, which is a game-competition of two participants. In a game-competition for the speed and accuracy of filling circles with dots, the winner is the one who fills 1 page first. After the end of the experiment, a conclusion is made about the motivating force of the game and learning motive for this child.
In the study of N.L. Belopolskaya showed that in children 7-8 years old with mental retardation, play motives prevail over educational ones. It is natural to assume that this pattern will continue at an earlier age, namely at 5.5-6 years. But it does not follow from this that if a 6-year-old child shows dominance of game motivation, then this indicates a mental retardation. With a certain degree of confidence, it can be said that a six-year-old child with mental retardation will have a dominance of play motivation over learning, but in no case can it be argued that if at 6 years of age there is a dominance of play motivation, then this indicates a developmental delay, since six-year-olds According to the periodization of mental development, children belong to older preschoolers, for whom play is the leading activity. Older preschool age flourishing role-playing game and games with rules; it is in the game that the preconditions for learning activity are born, and in particular arbitrariness. Game motivation allows the child to demonstrate a level of development of mental processes that is still inaccessible to him outside the game. Therefore, for the majority of six-year-old children who are at an average level of mental development, the dominance of game motivation can be characteristic. However, there are cases when learning motivation(in the form of a motive for getting a mark) and game motivation (in the form of a game-competition according to the rules) will turn out to be equivalent, since getting a mark for a task performed in a certain way is somewhat akin to a game-competition according to the rules, where winning (the same mark ) is awarded for a certain quality of task performance.
Therefore, when determining the leading type of motivation for six-year-old children, we propose a modification of N.L. Belo-Polish. Drawing circles can be used as experimental material in the experiment on mental satiety. The learning motive is that the subject is told that now he will learn to write the letter "O" (or the number "O") beautifully. If he wants to get the highest mark for his work - "5", then he must write beautifully at least 1 page.
The game motif may be as follows. Figures of a hare and a wolf are placed in front of the child (you can use images of these animals instead of figures). The subject is offered to play a game in which the hare needs to hide from the wolf so that he does not eat it. The child can help the hare by drawing a large field for him with even rows of cabbages. The field will be a sheet of white paper, and the cabbage will be represented by circles. The rows of cabbage in the field should be frequent and even, and the cabbages themselves should be of the same size, then the hare will be able to hide among them from the wolf. For example, the experimenter draws the first two rows of cabbage, then the child continues to work independently. The motives proposed in this modification of the methodology have, from our point of view, a more pronounced educational and game coloring.
So, summing up what has been said, let us emphasize once again the main points of the psychological examination of children during their enrollment in school:
1. The purpose of a psychological examination is to determine school maturity in order to identify children who are not ready for schooling and who need special developmental classes and an individual approach to learning.
2. The first stage of the survey of children entering school should provide indicative information about their school maturity. To solve this problem, it is advisable to use the Kern-Jirasek orientation test of school maturity, which has normative indicators.
3. Children who have received an assessment according to the Kern-Jirasek test, indicating a level of development below the average norm, must undergo an additional psychological examination to clarify the features of the development of their intellectual, voluntary and motivational spheres.
4. An additional psychological study of intelligence is carried out for children who received 12-15 points on the Kern-Jirasek test, since pathology may occur in this group of subjects. For the study of intelligence, it is advisable to use the children's adapted method of Veksler.
5. An additional psychological study of the voluntary and motivational spheres can be carried out for all future first-graders in order to more accurately represent the level of their mental development.
The study of an arbitrary sphere can be carried out using methods that determine the level of development of voluntary attention, memory, as well as the ability to act according to the rule, since it is these parameters of the development of an arbitrary sphere that determine the formation of the prerequisites for educational activity. It must be remembered that the methods used must have standard indicators, otherwise the examined children cannot be divided into groups.
Features of the development of the motivational sphere (dominance at this stage of the child's development of play or educational motives) can be determined by the method of N.L. Belopolskaya.
II.2.2. Development groups.
With children who are not ready for schooling, the psychologist can work directly in groups that we call "development groups" and indirectly through teachers.
A development group is a small group of children, no more than six people (preferably an even number, so that two teams can be formed in games), with whom the psychologist conducts developmental and corrective work aimed at achieving by the children such a level of mental development at which their normal development is possible. schooling. Since the main contingent of such a group is children who are pedagogically neglected and with mental retardation, the content of work in the group is largely reduced to filling gaps in the development and upbringing of these children. Children who fall into the group, as a rule, do not know how to play, they have insufficiently developed play activity which essentially determines the mental development of a preschooler. In this regard, various games are widely used in developmental and correctional programs (plot-role-playing, with rules, developing); playing with children, we create conditions for the development of prerequisites for schooling. The need to use games in the work of the group is also due to the lack of cognitive interest among its participants.
The practice of working in a development group shows that children perceive developmental material better if classes are conducted emotionally. The leader of the group should, as it were, "pour" special correctional and developmental programs and an individual approach.
Target: a comprehensive assessment of the child's psychological readiness for school based on an assessment of the development of the state of psychomotor, concentration, memory, thinking, speech, and intellectual development.
Scientific studies have shown that only healthy children with sufficient psychological readiness can start school. Otherwise, training loads cause stress in many processes in the child's body, which leads to a deterioration in health, a decrease in working capacity, and an increase in morbidity. In these recommendations, we will not dwell on the evaluation physical development and the state of health of preschoolers, since it is well known and is carried out by a medical institution (a nursery doctor).
These recommendations present a comprehensive assessment of a child's psychological readiness for school, compiled according to psychological indicators that are important in the transition from play to learning activities. For a comprehensive assessment, a graphical method is proposed. This method calculates the coefficient of the child's psychological readiness for schooling.
It consists of indicators obtained by examining the child himself and expert assessments received from parents and kindergarten teachers. The proposed method is based on the following indicators of the psychological phenomena of the child:
Motivational-volitional sphere
cognitive system
Communication system.
There are 19 indicators in total. In the diagram, they are arranged horizontally, the evaluation scale is vertical. The rating scale is divided into 5 categories.
The points of the obtained coordinates are put on the map of the total indicators of the examination of the child, which are then connected to each other, the resulting curve is a diagram of the characteristics of the child. Next, the coefficient of the child's psychological readiness for schooling is calculated.
Kpg = --------------,
Where Kpg is the coefficient of psychological readiness,
Exi - the sum of the scores,
N is the number of indicators (19).
If the coefficient (Kpg) is in the range from 1 to 5 points, then this indicates that the child is not ready for schooling.
If the coefficient is in the range from 5.1 to 7 points, then this indicates that the child is not quite ready for school yet, i.e. is in the danger zone. Such a child can be accepted to school, but it will be very difficult for him to study. This child will need a lot of attention from both the teacher and the parents.
The location of the coefficient in the range from 7.1 to 9 points indicates the psychological readiness of the child to study at school.
A coefficient from 9.1 to 10 points indicates a high readiness of the child to study at school.
Thus, the child receives several grades, which can be used to judge his mental development in general and the psychological readiness of the child for schooling in particular. Based on the assessments, a diagram of the characteristics of the child is compiled. The map shows the coordinates of assessments, which show the level of mental development of the child: the highest, strong, weak, satisfactory.
According to this method, children who have received a coefficient of 7 points and above are admitted to the first grade. And on the basis of the diagram of psychological characteristics, the teacher sees strong and weak sides child. The main feature of the graphical method is the visibility and simplicity of the survey. The child's card is filled out in kindergarten and handed over to the school psychologist.
For example, Dima I. received the following marks: 9+8+8+6+7+7+6+8+9+9+6+6+7+8+7+6+7+7+5=136.
The total score was 136 points. In this way,
