State budgetary educational institution - secondary school No. 519
Primary school teacher
Babaeva Maria Viktorovna
Theoretical foundations and methods for studying the psychological readiness of children for schooling
Moscow
2014
Introduction
1.1. Determination of the psychological readiness of children for school
1.1.1. Basic approaches to the definition of psychological
school readiness
1.1.2. Methods for determining psychological
readiness of children for school
1.2. Thinking as the most important indicator of intellectual
readiness of children for school
1.2.1. Psychological features of thinking of preschoolers
1.2.2. Methods of psychodiagnostics of thinking of preschoolers
1.3. The problem of the relationship between thinking and personality of the child
Bibliography
Introduction.
This paper considers actual problem the study of the psychological readiness of children to study at school, which includes various aspects. One of these aspects is the intellectual readiness of children for school.
For a long time it was believed that the main criterion for a child's intellectual readiness for school is the amount of knowledge that he owns. Of course, a certain outlook, the child's ideas about the living and inanimate nature, people, their work, social life are necessary as the foundation on which the assimilation of the new is built. But that's not all. Program elementary school will require from him the ability to compare, analyze, generalize, reason, draw conclusions, i.e., sufficiently developed methods of cognition. However, children achieve a high level of cognitive activity if the learning process is specifically focused on the development of thought processes. Therefore, thinking is one of the most important indicators of children's intellectual readiness for school.
This work is devoted to the study of the peculiarities of thinking of preschoolers. I tried to study thinking on a personal level, as a mental activity, the nature and course of which are determined by the personal organization of the subject (in this case preschooler). The problem of studying the features of thinking (namely, individual thought processes) on a personal level is relevant today, since it has been studied by few people.
Theoretical foundations and methods for studying the psychological readiness of children to study at school.
1.1. Determination of the psychological readiness of children for school.
1.1.1. Basic approaches to the definition of psychological readiness
school.
Under the psychological readiness for school education is understood the necessary and sufficient level mental development child to master the school curriculum in the conditions of learning in a team of peers.
The main goal of determining the psychological readiness for schooling is the prevention of school maladaptation. In accordance with this goal, various classes have recently been created, the task of which is to implement an individual approach to teaching in relation to children both ready and not ready for school in order to avoid manifestations of school maladaptation.
In domestic psychology, the problem of psychological readiness for school was dealt with by such psychologists as Bozhovich L.I., Elkonin L.B., Salmina N.G., Kravtsova E.E. and others. The entire theoretical study of this problem was based on the works of L.S. Vygotsky, who singled out the level of actual development and the "zone of proximal development".
The necessary and sufficient level of actual development should be such that the training program falls into the "zone of proximal development" of the child. It is determined by what a child can achieve in cooperation with an adult. Cooperation is understood very broadly: from a leading question to a direct demonstration of a solution to a problem. As L.S. Vygotsky, “the zone of proximal development defines functions that have not yet matured, but are in the process of maturation; functions that can be called not the fruits of development, but the buds of development, the flowers of development”. “The level of actual development characterizes the successes of development, the results of development for yesterday, and the zone of proximal development characterizes mental development for tomorrow.
day” (Vygotsky L.S., 1982, p. 273).
If the current level of a child’s mental development is such that his “zone of proximal development” is lower than that required for mastering the curriculum at school, then the child is considered psychologically unprepared for schooling, because as a result of a discrepancy between his “zone of proximal development” required, he cannot master the program material
and immediately falls into the category of lagging behind students.
Is not it. Bozhovich singled out several parameters of a child's psychological development that most significantly affect the success of schooling: a certain level of motivational development, including cognitive and social motives for learning, sufficient development of voluntary behavior and the intellectual sphere. The most important is the motivational plan (Bozhovich L.I., 1997).
A child ready for school wants to learn also because he already has a need to take a certain position in the society of people, namely a position that opens access to the world of adulthood (the social motive of learning), because he has a cognitive need, which he cannot satisfy at home. The fusion of these two needs contributes to the emergence of a new attitude of the child to the environment, called the internal position of the schoolchild (Bozhovich L.I., 1968). This neoplasm L.I. Bozhovich attached great importance, believing that the internal position of a student can act as a criterion for readiness for schooling.
The school is the link between childhood and adulthood. And if attending preschool institutions is optional, then school attendance is strictly obligatory, and children, reaching school age, understand that school gives them access to adulthood. Hence the desire to go to school appears in order to take a new place in the system of social relations, that is, to satisfy not only the cognitive need, but also the need for a new social status which children get by being included in the educational process as a serious activity leading to a result that is important both for the child and for the adults around him.
"Internal position of a schoolchild" that arises at the turn of preschool and
primary school age, allows the child to get involved in the process in
as a subject of activity, which is expressed in the conscious formation
the use and use of intentions and goals, or, in other words, the production
free behavior of the student.
D. B. Elkonin believed that voluntary behavior is born in a collective game, which allows the child to rise to a higher level of development than playing alone. The team corrects violations in imitation of the intended model, while it is very difficult for the child to exercise such control on his own. “The control function is still very weak,” writes D.B. Elkonin, and often still requires support from the situation, but the significance of the game is that this function is born here. That is why the game can be considered a school of voluntary behavior” (Elkonin D.B., 1995, p.280).
Discussing the problem of readiness for school, D. B. Elkonin singled out the necessary prerequisites for learning activities. Analyzing them, he and his collaborators identified the following parameters:
The ability of children to consciously subordinate their actions to a rule that generally determines the mode of action;
Ability to focus on a given system of requirements;
The ability to listen carefully to the speaker and accurately perform tasks offered orally;
The ability to independently perform the required task according to a visually perceived pattern.
In fact, these are the parameters of the development of voluntariness, which are part of the psychological readiness for school, on which teaching in the 1st grade is based.
Arbitrariness as one of the prerequisites for educational activity is also singled out by N. G. Salmina. In addition, she draws attention to the level of formation of the semiotic function and personal characteristics, including the features of communication (the ability to work together to solve problems).
tasks), development emotional sphere and other. And she
believes that the degree of development of the semiotic function characterizes the intellectual development of the child (Salmina N. G., 1988).
There are other approaches to determining the psychological readiness of children for school, when, for example, the main emphasis is on the role of communication in the development of the child. At the same time, three areas are distinguished: attitude towards an adult, attitude towards a peer and attitude towards oneself, the level of development of which determines the degree of readiness for school and in a certain way correlates with the main structural components of educational activity (Kravtsova E.E., 1991) .
In domestic psychology, when studying the intellectual component of psychological readiness for school, the emphasis is not on the amount of knowledge acquired by the child, but on the level of development of intellectual processes. “... a child should be able to single out the essential in the phenomena of the surrounding reality, be able to compare them, see similar and different; he must learn to reason, find the causes of phenomena, draw conclusions” (Bozhovich L.I., 1997, p.67).
In addition to these components of psychological readiness for school, speech development also stands out. Speech is closely related to the intellect and reflects both the general development of the child and the level of his logical thinking. It is necessary that the child be able to find individual sounds in words, and for this he must have developed phonemic hearing.
Psychological readiness for schooling - holistic education
which implies a sufficiently high level of development of motivational
noah, intellectual spheres and the sphere of arbitrariness. developmental delay
one of the components of psychological readiness entails a lag
development of others, which determines the peculiar options for the transition from
school childhood to primary school age (Kulagina I.Yu., 1999).
Traditionally, three aspects of school maturity are distinguished: intellectual
ny, emotional and social. The most important indicators of intellectual maturity are the characteristics of the development of the child's thinking.
Indicators of the development of thinking to the level of readiness for schooling is the child's ability to carry out mental operations of analysis, synthesis, comparison, generalization in familiar material, the formation of visual-figurative thinking to a level that allows you to perform educational tasks that are characteristic of the initial period of education. . Intellectual maturity is also understood as differentiated perception (perceptual maturity), including the selection of a figure from the background; concentration of attention; analytical thinking, expressed in the ability to comprehend the main connections between phenomena; the possibility of logical memorization; the ability to reproduce the pattern, as well as the development of fine hand movements and sensorimotor coordination. Thus, intel-
lectual maturity largely reflects the functional maturity
brain structures.
Emotional maturity is mainly understood as a decrease in impulsive reactions and the ability to perform a task that is not very attractive for a long time.
Social maturity includes the child's need to communicate with peers and the ability to subordinate their behavior to the laws of children's groups, as well as to play the role of a student in a situation of schooling.
Based on the considered approaches and parameters, researchers create methods for determining the psychological readiness of children for school.
1.1.2.Methods for determining the psychological readiness of children for school.
To the most famous domestic methods for determining the psychological
school readiness includes methods that identify
the formation of psychological prerequisites for learning, based on
based mainly on the provisions of D.B. Elkonin on the problems of diagnosing psycho-
chemical development in transitional periods.
D.B. Elkonin believed that in order to understand mental development in transition
periods, the diagnostic scheme should include the identification of both
neoplasms of the completed age period, as well as the identification and level of development of symptoms that characterize the onset of the next
rhoda. In the transition from preschool to primary school age,
we can diagnose, on the one hand, the formation of gaming activity
ness - its main structural components (transfer of the meaning of one
subject to another, the ratio of roles and rules, the level of subordination
the game), the level of development of visual-figurative thinking, cognitive
nyh motives, general ideas, the use of symbolic means;
on the other hand, the loss of immediacy in social relations,
generalization of experiences related to evaluation, development of self-control. D.B.
Elkonin emphasized that the subject of such diagnostics is not
specific mental processes or functions, and operational units
activities. From his point of view, this creates a much greater
accuracy of diagnostics and makes it possible, on its basis, to outline the necessary
muyu correction upon detection of a lag of certain aspects of mental
whom development (Elkonin D.B., 1981).
Existing domestic methods for determining the formation
prerequisites for mastering educational activities actually correspond to this
methodological principle. Among them are the “Pattern” technique by L.I. Tsekhanskaya,
technique " Graphic dictation»D.B. Elkonin, technique «Drawing according to
points” by A.L. Wenger. All these techniques are aimed at studying the formation
the child’s ability to subordinate his actions to the rules that determine
shchim mode of action. This skill is the most important among educational
skills and abilities. "Pattern" and "Graphic Dictation" also evaluate the ability
ne to listen carefully to the instructions of an adult, and "Drawing by dots" - the original
focus on a visually perceptible pattern. These techniques are very
popular, but they evaluate only one of the aspects of the activity - its
willfulness.
The most successful in terms of practical use is
methodology for diagnosing psychological readiness for schooling
N.I. Gutkina. The methodology consists of four parts that assess the motivational-need, intellectual, speech and arbitrary spheres of children's development. Its advantage is that, with its compactness, it allows
allows you to evaluate the most important components of psychological readiness (Gut-
kina N.I., 1993).
Effective for screening children for school readiness
training is the methodology of M.N. Kostikova. the author offers orientation
focus not on the result of the test, but on the decision process, analyzed
while addressing the difficulties experienced by children and the types of assistance that
ry necessary for them to successfully complete the task. under embarrassment
implied any stops in the execution of the task, any incorrect
their implementation, exceeding the average time indicator.
M.N. Kostikova identifies five types of assistance: stimulating, emotional
nal-regulating, guiding, organizing and teaching. Result-
examination does not just show the level of mental development of the re-
Benk, but gives the key to an individual approach to his training (Kostikova
M.N., 1987). The disadvantage of this technique is its laboriousness and cumbersomeness, and the procedure for its implementation requires high professionalism and special training.
In addition to methods that determine the formation of psychological
prerequisites for learning, school maturity tests are used, consisting
from various scales that reveal the development of the child in various areas
rah. An example is the intellectual scale of the Estonian psycho-
ha P.Ya.Kesa. It consists of five tests diagnosing attention, memory, representations, visual-figurative thinking. But this test does not evaluate
such important aspects of mental development as verbal and
speech, motivation and arbitrariness are not analyzed. American researchers of this problem are mainly
are interested in the intellectual abilities of children in the widest possible
sense. This is reflected in the intellectual tests they use.
takh, in tests showing the development of the child in the field of thinking, memory,
perception and other mental functions.
Among the most famous foreign tests for determining school maturity are
losti, used in our country, can be called "Orientation
school maturity test "Kern-Jirasek and G. Witzlak's test" Ability to
learning at school. "The Kern-Jirasek test is aimed at diagnosing visual
perception, sensorimotor coordination, the level of development of fine motor
ricky hands. J. Jirasek investigated the connection between the success of this test
and school performance. It turned out that the children who coped well with the test
usually do well in school. But a bad result in the test yet
does not mean that the child cannot study well. Therefore, this test is
is used to identify school maturity, but its indicators cannot be used
called as the basis for the conclusion about school immaturity. This partly explains
due to the lack of information about the mental development of the child, which this test provides. So, he does not evaluate such important aspects of mental
intellectual and speech development. For this reason, later
Jirasek introduced a verbal part into the test, which makes it possible to evaluate the information
intelligence, understanding, the ability to reason, knowledge of certain social
nyh norms.
Analyzing the existing methods for determining psychological readiness
the child’s ability to study at school, one can also note those that appeared in the
Recently, various express diagnostics for determining readiness for
school. They are a set of techniques with which to quickly
and effectively diagnosing the child's readiness for learning in
school.
Determining the psychological readiness for schooling, a specialist needs to clearly understand why this is done. It can be
following goals:
Understanding the peculiarities of the mental development of children in order to determine an individual approach to them in the educational process;
Identification of children who are not ready for schooling in order to conduct developmental work with them aimed at preventing school failure and maladaptation;
The distribution of future first-graders into classes in accordance with their “zone of proximal development”, which will allow each child to develop in the optimal mode for him;
Postponing for one year the start of education for children who are not ready for school to school.
Also, based on the results of the diagnostic examination, groups and development classes can be created in which the child will be able to prepare for the beginning of systematic schooling.
1.2. Thinking as the most important indicator of children's intellectual readiness for school.
1.2.1. Psychological features of thinking of preschool children.
At preschool age, the child's thinking enters a new phase of development.
tiya: there is not only an increase in the range of ideas and an expansion of horizons, but also a restructuring of mental activity itself.
With the correct organization of educational and educational work, a preschooler
begins to understand the causal relationship between observables
phenomena and reason about them without falling into contradictions. Muscle development
change does not occur in isolation, it is associated with general changes in
the life of the child and his relationship to the surrounding reality.
At first, thought processes are in the nature of auxiliary
ny operations directly included in practical activities.
They are not yet distinguished into independent intellectual actions,
directed towards solving cognitive problems.
If at the beginning preschool age the child's thinking is inextricably linked
zano with his practical activities and play, then at the next step
development, special cognitive tasks begin to stand out and, accordingly,
veno special intellectual actions aimed at their solution
nie. A characteristic expression of the new direction of children's activity is
endless "why?" preschooler.
The development of thinking is closely connected with the development of other cognitive
processes. Describing the general course intellectual development child-
ka, the famous Russian physiologist I.M. Sechenov wrote: “... the roots of thought in
baby lie in feeling. This already follows from the fact that all mental
the interests of early childhood are focused exclusively on subjects of external
of the world, and the latter are known primarily through the organs
mental sensory processes, complex spatial pre-
ideas, how the understanding of causal dependence is formed, abstract
new concepts. It was I.M. Sechenov singled out the significance of the objective activity
the child's ability to form his thinking.
In the period of preschool childhood, a transition is made from visual-action
venous thinking, characteristic of children 3-4 years old, to visual - figurative
thinking, characteristic of children 5-6 years old and verbal, characteristic of de-
tyam 6-7 years old.
Special studies by G.I. Minska showed that the experience accumulated
child in solving visual-effective tasks (formation
mechanisms of orientation in the conditions of the task and activation of speech forms
communication), can have a decisive influence on the transition to visual-image-
mental and verbal thinking (Minskaya G.I., 1954).
Figurative thinking in cognition plays an important role. The solution is
Some types of intellectual tasks occur figuratively. Figurative representations provide an understanding of the conditions of the problem, their correlation with
reality, and then - control over the realism of the solution.
Visual-figurative thinking moves to a higher level,
to visual-schematic thinking, when a child of 6-7 years old operates not only with specific images, but is also able to draw a simple
scheme (the arrangement of furniture in the room, the road to the place where he usually walks
no) can use the schema when working with the constructor. His presentation
knowledge about the familiar is already sufficiently flexible, he is able to understand the connections between
individual objects, their spatial position, combination and
wearing. However, it is still difficult for him (and far from everyone can do this) to decide
some task mentally, without action and scheme, that is, verbally-logically
some thinking at this age is at the very beginning of its formation.
This kind of thinking in its developed form is finally formed
only in adolescence and is leading in adult thinking
human. Developed verbal-logical thinking implies the ability
to abstract reasoning, built according to the laws of logic.
The principles of logical thinking are embedded in human speech. Their os-
warfare is carried out thanks to the child's assimilation of a system of meanings,
fixed in words. The word generalizes the objective properties and relations of objects that the child encounters under certain conditions, makes it possible to transfer the found method of action to other, essentially similar conditions, but the word is not yet used by him as independent remedy thinking. So, preschoolers aged 5, when they were given damaged toys, in many cases correctly identified the cause of the breakdown and eliminated it, but could not tell why they did so. But, nevertheless, the preschooler gradually begins to use logical forms of thinking in the process of solving problems. A child of 6-7 years old is already able to master at an elementary level such methods of logical thinking as comparison, generalization, classification and concretization.
Comparison - this is a comparison of objects and phenomena, finding similarities and differences between them. Psychologists have long noted that highlighting differences occurs much earlier than similarities. This is because the operation of difference is the operation of describing visual features, and the operation of similarity is logical operation, assignment to a certain category. By the age of 6, a child usually knows how to compare various objects with each other, but does this on the basis of only a few signs (for example, colors, shapes, sizes, etc.). In addition, the selection of these features is often random and is not based on a comprehensive analysis of the object.
It is necessary to teach children the ability to find the essential features of an object, because this is one of the important prerequisites for mastering the technique of generalization.
Generalization- this is a mental union of objects and phenomena according to their common and essential features. It is produced on the basis of analysis and comparison. Comparing objects and phenomena, at first we find only their common and different properties, and then we combine these objects and phenomena according to their common, essential properties.
Depending on which feature stands out, objects can fall into different groups. In this case, the generalization acts as a classification. Classification - this is the mental distribution of objects into classes (groups) in accordance with the most significant features. To classify, it is necessary to be able to analyze the material, compare its individual elements with each other, find common features in them, generalize on this basis, distribute objects into groups based on the common features identified in them and reflected in the word (group name). Thus, the implementation of the classification involves the use of generalization and comparison techniques.
Preschoolers are not yet able to master the methods of generalization and classification in full, but they develop such skills as relating a specific object to a given class and vice versa, concretizing a given general concept through single concepts; group objects based on the found common features and designate the formed group with a generalized word. When constructing a classification, the ability to correlate concepts of different degrees of generalization is also formed: single objects can be combined by a concept of the second degree of generalization (for example, perch, bream, pike are fish), and this concept, in turn, together with other concepts of the same kind, can be included in the concept of an even wider scope - in the concept of the third degree of generalization (for example, fish, birds, animals are animals).
Generalization proceeds in unity with concretization. Specification is the thought of the particular, which corresponds to a certain general and is manifested in illustrating the general with separate, particular facts and examples. Concretization is of great importance in the assimilation of knowledge. The more particular specific cases are considered, the deeper the assimilation of the general position, rule, law. The ability to give examples, facts, an indicator of understanding certain patterns.
However, it must be emphasized that logical thinking, starting to develop at preschool age, does not provide all the necessary conditions for children to assimilate knowledge about the world around them. Much at this age development is more important figurative thinking. It allows the child to create generalized representations that underlie abstract concepts. Thanks to figurative thinking, he solves specific problems much more accurately, therefore, the possibilities of logical thinking should be used when he gets acquainted with some of the basics of scientific knowledge, without striving for it to become predominant in the structure of thinking of a preschooler.
1.2.2. Methods of psychodiagnostics of thinking of preschool children.
Psychodiagnostic methods are methods that allow, with the help of relatively short tests, to determine the comparative level of mental development of the child, i.e. its correspondence to a certain average level established for children of a given age group, or a deviation from the average level in one direction or another.
The value of diagnostic methods, the possibilities and limits of interpretation of the results obtained with their help depend primarily on their content, on which aspects of the child's mental development are used as indicators of the level of this development. The content of diagnostics, in turn, is determined by the general theory of mental and, in particular, the mental development of the child, from which the authors of diagnostic systems proceed (Venger L.A., 1978).
Various tests are used to diagnose the thinking of preschoolers. They are aimed at diagnosing different aspects of mental activity (the product, process of this activity), they also explore different types of thinking. The fact is that thinking involves orientation in the connections and relationships between objects. This orientation can be associated with direct actions with objects, their visual study or verbal description, thereby determining the type of thinking - visual-active, figurative, schematic, verbal-logical.
Diagnosis of the level of development of visual-figurative thinking can be carried out using the "Rybka" technique (author V.V. Kholmovskaya). As a material, a set of building elements is proposed, from which the child must build a fish depicted in a colored dissected diagram. Here the child shows the ability to navigate according to the scheme, plan his actions, analyze the scheme and reproduce it in the design.
Visual-effective thinking can be considered not as an independent type of mental actions, but as a stage in the development of visual-figurative or logical thinking.
To diagnose the level of development of logical thinking, tasks can be offered that require both the selection of essential features of objects and their correlation according to these features, as well as specific logical actions: classification, seriation, generalization, comparison, systematization. At the same time, if in the middle preschool age only tasks for seriation are available to children, then in the older ones, tasks for classification, comparison, generalization, systematization, etc. For example, such methods as “Classification according to a given principle” and “Free classification” (author E .Ya. Agaeva) are aimed at identifying the level of development of the elements of logical thinking, the degree of development of generalization. Completing a task in these methods involves the child working with a certain set of cards (20-25) with subject images. The child must analyze what is shown in the pictures, highlight the signs, determine the basis for classification and decompose the proposed pictures into groups.
Methodology L.A. Wenger "The most unlike" is aimed at identifying the level of mastery of mental operations: analysis, comparison and generalization of features. Here the material is 8 geometric figures, different in shape, color and size. First, the child is invited to compare these figures and it is important that he name the differences between these figures in all three ways. Then one of the figures is taken out of the general row and the child is offered to find among the rest the most unlike this one. The levels of task completion are determined by the number of features that the child was guided by when choosing the “most dissimilar” figure and which he named.
To determine the level of development of mental processes, such as generalization, concretization, classification and comparison, it is very convenient to use the technique "Mastering the general structure of mental activity by children" (developed by U.V. Ul'enkova). The technique consists of several tasks, each of which is aimed at identifying the level of development of a particular mental operation (this technique is described in more detail in the experimental part of the presented work).
a short time to reveal the level of development of thinking of preschoolers.
To diagnose thinking, more capacious methods are also used, involving the work of children in special notebooks. For example, the technique of N.B. Wenger "Systematization" is aimed at identifying the level of development of the actions of logical thinking on the basis of the systematization of objects in size and shape. The technique uses tasks for placing geometric shapes in a matrix composed of two features. The "Schematization" technique (author R.I. Bardina), aimed at identifying the level of development of visual-figurative thinking, contains tasks for using conditional-schematic images for orientation in space. The child is offered to find a path in a branched system of paths, using the symbol of this path (a diagram or several landmarks).
To diagnose thinking, various intellectual tests are also used, which contain subtests to identify the level of development of various aspects of the mental activity of preschoolers. This, for example, is the Veksler method. There is a children's version of the methodology specially adapted to the conditions of our country (A.Yu. Panasyuk), designed to study the intellectual development of children from 5 to 16 years old and consisting of 12 (6 verbal and 6 non-verbal) subtests. The level of development of mental activity is revealed by such subtests as "Analogies-similarity", aimed at studying the child's ability to generalize concepts, highlight their most significant features; "Successive pictures", aimed at studying the child's ability to establish a sequence of events based on the analysis of cause-and-effect relationships; "Kohs Cubes" and "Folding Objects", aimed at studying constructive thinking, as well as the ability to analyze and synthesize at the subject level (Burlachuk L.F., 1989).
In diagnostics, there are projective techniques, with the help of which it is possible to determine the level of formation of mental activity in children. For example, such a test as "Drawing of a Man" is one of the most common in psychology. It is used in a wide variety of areas of psychology and for a variety of purposes. In our case, this test allows us to reveal the formation of figurative and spatial representations in a child. The drawing of a person also gives a general idea of the intelligence of the child as a whole.
The general level of development of preschoolers' thinking can only be judged by comparing the solution of visual-figurative tasks and the correctness of verbal-logical reasoning. If a child has more developed figurative thinking compared to logical thinking, it can be safely assumed that the lack in the development of verbal reasoning will be filled in the future. But for this you need to carry out special corrective work. The inverse relationship - a good level of verbal reasoning and conceptual generalization with weak figurative thinking - is fraught with the danger of verbalism, i.e. formal assimilation of knowledge without a deep understanding of what is being said.
Thus, in solving the problem of the readiness of the child's thinking for schooling, one can single out various aspects, the study of which requires an adequate selection of psychodiagnostic methods.
1.3. The problem of the relationship between thinking and personality of the child.
In modern psychological literature there is a significant
the number of studies that make it possible to describe the structure of mental activity
features, its genesis, age and individual differences (P.Ya. Galperin,
1959, 1966; V.V. Davydov, 1973, 1986; N.N. Poddyakov, 1977; Ya.A. Ponomarev,
1960; O. K. Tikhomirov, 1969; J. Bruner, 1977; A Wallon, 1956; J. Piaget,
1963 and others).
A special direction is formed by works in which the relationship is revealed
features of thinking with different sides of the child's personality (Zeigarnik
B.V., 1979; Rubinstein S.Ya., 1968; Vygotsky L.S., 1960 and more. etc.). Wop-
about the relationship between affect and intellect was raised by L.S. Vygotsky in his early, today classic, works (1934, 1956), where he indicated
called for the fact that it is impossible to understand thinking, especially its development in a child,
out of touch with such a side of his personality as emotional. L.S. Vygots-
ky wrote: “He who has torn thinking from the very beginning from affect, that forever
closed his way to explaining the causes of thinking itself, because de-
a terministic analysis of thinking necessarily presupposes an autopsy
driving motives of thought, needs and interests, motives and tendencies
tions that direct the movement of thought in one direction or another" (Vygots-
cue L.S., 1934, p.14).
The most complete reflection of the principle of unity of affective and intellectual
tual spheres was obtained in the works of L.S. Rubinstein. Developing a method
logical foundations for the study of thinking, he emphasized the need
the possibility of considering thinking in a personal way. He wrote: "In order to
to approach thinking in its concrete reality, it is necessary, as it were, to enter into
new content, consider thinking in personal terms, as a specific cognitive activity person in her personal motivation. it
the main direction” (Rubinshtein S.L., 1968, p. 228).
Experimental studies aimed at identifying mutual
connection of the features of thinking with the development of different aspects of the personality, are divided into two groups. In some works, focused directly on the use of
following thinking, questions of the correlation of certain
results of intellectual activity with various situational
motives, with some emotional-volitional features and individual
personality traits (Zaporozhets A.V., 1948; Istomina Z.M., 1948; Lipkina
A.I., 1975 and others). In another group of works carried out in the context of research
personality - a search is carried out for the constitutive formation of personality
of the subject’s sphere of speech, the influence of one or another constitutive
general education (“internal conditions”, orientation, etc.) on the characteristic
ter the course of mental activity (S.L. Rubinshtein and his collaborators)
nicknames, studies of L.I. Bozovic and collaborators, etc.).
So, for example, in the study of A.V. Zaporozhets (1948) it was shown that in
In the course of the development of children's thinking, not only a change in individual
intellectual operations, but also orientation (here under the direction
term refers to age-related changes in the child's attitude to presenting
tasks) of children's thinking, which, in turn, is reflected in
the specifics of the problem solution. The work indicates that the nature of the motive, which
which encourages the child to act, gives a peculiar direction to his thinking: “Often the child does not solve the tasks assigned to him at all
not because he did not sufficiently master the relevant intellectual
actions and operations or has not reached the appropriate level of development of thinking; a peculiar solution is obtained because the child is peculiar
but is aware of the task in accordance with his motives"
(Zaporozhets A.V., 1948, p. 83).
voluntarily memory of children, experimentally showed the dependence of
changes in the activity of memory on the nature of the motive for memorization. However, in
In this study, the motive is considered as a stimulus of activity,
artificially created in the experiment (and therefore does not characterize
individual subject's personality).
Consideration of the qualities of the mind as personal parameters of mental activity
ness is carried out in the studies of A.I. Lipkina (1968,1975). According to
its objective content, as well as certain parameters that
we characterize the stable factors of regulation inherent in the subject
thought process. As such a factor, A.I. Lipkin considered
rips such a quality of the mind as criticality. In those cases when the object of the critical orientation of the individual becomes herself, self-esteem comes to the fore. In an experimental study by A.I. Lipkina
it is shown that self-assessment has a significant impact on the nature and specifics of the solution of the problem, becomes an integral, having the character of a regulator, a component of its solution.
Currently, there are original studies aimed at
to identify the relationship between the features of thinking with individual emotional
volitional traits. For example, in the work of O.K. Tikhomirov and his
employees (1969) poses one of the most important psychological problems,
which consists in the study of thinking “as an activity of the individual”. With this
the path of hypnosis technique was chosen as the goal. During the experiment,
was a comparison of the work of the subject, performed outside the hypnotic
state, with works by him in a state of hypnosis, when the test subject
the personality of the great writer, artist, etc. was discovered. As a result,
there is the possibility of creating such a motivation for activity that is not achieved
runs under normal conditions. However, the question of the influence of the specifics of the structure of the personality sphere on the nature of the course of mental activity is here
stayed away.
Turning to another group of works carried out already in the context of personality research, we should first dwell on the concept
S.L. Rubinstein. It is in his works that the problem of personality, its development in the process of active influence on the world is posed. As a basic principle, S.L. Rubinstein uses the position of the dialectical materialist theory that the interaction of a person as a subject with the surrounding world is the initial one. He repeatedly emphasized that the study of internal psychological patterns that determine the mental effect of external influences is the fundamental task of psychological research.
Based on this understanding of the mental, S.L. Rubinstein decides to
the problem of thinking in a certain way: “Thinking is determined by its
object, but the object does not directly determine thinking, but indirectly
bath, through the laws of mental activity” (1957, p. 40)
"An exhaustive consideration of mental processes - perception,
thinking, ... should include both "personal", and, in particular, motivational
aspect of the corresponding activity, that is, to reveal in them the relation
personality to the tasks that confront it” (1957, p. 123).
“Motives, attitudes, attitudes are a necessary aspect that must
women should be taken into account when studying perception, thinking, etc.; without this I can't
there can be an exhaustive, concrete study of a single process"
(1957, p. 124).
Thus, S.L. Rubinstein defines thinking as "the thinker-
human activity, the subject of mental activity”, underlined
nodding the importance of the personal-motivational plan, common to thinking with
any human activity (1959, p.54).
Unfortunately, the experimental work of S.L. Rubinstein,
in which the internal conditions of thinking were studied (Slavskaya K.A., 1965,
1968; Brushlinsky A.V., 1964 and later works of these authors), did not
touched the personal-motivational aspect of mental activity.
The search for some constitutive principle that characterized
would be the personality of the subject, was also produced in line with other directions. it
the work of L.I. Bozhovich and her collaborators.
In the concept of L.I. Bozhovich, as a constitutive beginning, the
there is "orientation". At the heart of the orientation of the personality lies the emerging
in the process of educating a person, a stably dominant system, in
which the main, leading motives, subjugating all the others, are characteristic
depict the structure of the motivational sphere of a person.
All motives are divided by L.I. Bozhovich into two large categories: some are related to the content of the activity, others are related to broader relationships.
the child's relationship with the outside world.
Pointing to the hierarchical structure of the motivational sphere, the author
emphasizes that the central link in the formation of personality is the
development of the motivational sphere of a person: his needs, desires, aspirations
and intentions (Bozhovich L.I., 1968, 1972, 1978). Hierarchical structure
the motivational sphere is determined by the orientation of a person’s personality, which has a different character depending on what motives in their own way
With. 40).
Some features of the intellectual development of children in line with this
direction were studied by L.S. Slavina (1951, 1955). Analyzing "intel-
terizing the child's attitude to intellectual activity, and operational
rationally - technical, i.e. relevant intellectual knowledge, skills and abilities.
The study of the characteristics of children's thinking, depending on the direction of their personality in line with this direction, was not conducted.
So, as it was shown above, in a number of works of domestic psychologists (L.S. Vygotsky, S.L. Rubinshtein, B.V. Zeigarnik, etc.) the unity of the intellectual and affective spheres is pointed out, the importance of studying
cheniya thinking in personal terms.
In experimental studies focused directly
on the study of mental activity, it was shown that the nature of the child's thinking significantly depends on the specifics of the motivating motive (A.V. Zaporozhets; Z.M. Istomina), on the complex of emotional-volitional properties of the personality (O.K. self-esteem of the child (A.I. Lipkina) and a number of other personality traits and qualities. The results of the conducted research give grounds to assume that such a connection between thinking and the specific structure of the subject's personal sphere takes place.
In the considered works, the connection between the peculiarities of thinking and individual manifestations of the child's personal sphere is fixed, but the problem of studying thinking in a personal way, as a mental activity, the nature and course of which is determined by the subject's personal organization, is currently relevant and underdeveloped.
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n1.doc
Research Methodsthe level of readiness of children for learning inschoolPSYCHOLOGIST'S WORKBOOK
Many educational psychologists experience difficulties in choosing methods for studying the level of readiness of children for schooling. Some methods, such as the Kern-Jirasik test, do not provide sufficient information about the individual characteristics of the children, others, for example, the Wechsler test, are very complex, require highly qualified psychologists and significant time-consuming diagnostic procedures. It seems to us that the selection of methods for studying the level of readiness of children for schooling that is being presented to your attention is devoid of these shortcomings.
Today, there is much debate about the admissibility or inadmissibility of using a variety of psychological and pedagogical methods for determining the readiness of children for schooling. But practice shows that as early as September, first-grade teachers are faced with very intricate problems related to the education of their wards. Very often, teachers are unable to understand the reasons for the school failure of individual children. Therefore, it is expedient for the pedagogue-psychologist, together with the teacher, to conduct a psychological and pedagogical study at the beginning of September, which makes it possible, at least as a first approximation, to determine the available skills of the children who have arrived. Of the variety of questions about the psychological characteristics of the child for the success of schooling, the following are especially important:
1) dynamicresources mental activity (the rate of mental processes, the speed of entering a new activity, the duration of the period of working capacity);
2) peculiaritiesself-regulationmentalactivitieschild(the presence or absence of arbitrariness, stability - instability of attention, the ability to switch attention, the speed of switching to another activity);
3) indicatorsvisual-motorcoordination(development of the “eye-hand” ligament is important for the success of teaching writing, labor and motor skills);
4) reachedlevelintellectualdevelopment(the beginnings of the ability to operate in thinking with abstract concepts, to use the operations of analysis and synthesis in speech and visual forms, the ability to abstract);
5)
abilitychildsuccessfullyto interactcopeersandadults.
The dynamic characteristics of the human psyche are innate, such as eye or hair color. And this means that the teacher needs to take them for granted. If the child does not have a very high rate of mental activity, then it will probably never be possible to increase it significantly. In turn, it is impossible to slow down the pace of mental activity. But all the other characteristics of the child listed above are quite possible to develop in the direction necessary for studying at school. Before any pedagogical influence, it is worth determining the initial level from which the teacher starts working with a particular child.
The set of proposed methods is just designed for this. The basis of the handout used was the original materials given in the book by L.A. Yasyukova.
To conduct research using the methods proposed below, it is necessary to photocopy the given handout, increasing it 2 times to A4 format (standard typewritten sheet). You should also prepare forms in which you will record the results obtained by each child.
It is advisable to conduct a study of the level of readiness of children for school in two stages.
The firststage -
group. The school psychologist conducts the Toulouse-Pieron test (Appendix No. 1) and the Bender test (Appendix No. 3) in a class with children. With the help of the Toulouse-Pieron test, the dynamic characteristics of the child's psyche, the properties of attention, performance and arbitrariness are clarified. The Bender test allows you to determine the current level of visual-motor coordination of children.
Secondstage -
individualinterviewchildWithteacher.
It is structured by special tasks to study the volume of the child's visual and verbal memory, the mental operations and speech skills he has mastered. All children are presented with the same tasks, which makes it possible to determine the level of success in performing both a separate exercise and the entire complex as a whole.
It is worth recalling that:
Before starting the study, the child should rest;
It is unacceptable to study readiness for school at a time when the child is sick;
Before work, he should be invited to visit the toilet.
In the process of studying the readiness of children to study at school, it is necessary to create a comfortable, friendly environment for them. Do not forget to praise the child for completing each task, regardless of whether he coped with the task or not.
Group stage research
It is carried out by a school psychologist, since it is the most difficult. The duration of the study is approximately 30 minutes. Have a separate, double-sided, A4 (standard typewritten sheet) for each child. On one side, the Toulouse-Pieron test (Appendix No. 1) should be reproduced, on the other, the Bender test (Appendix No. 3). You will need a stopwatch to work.
Before starting the test, draw two sample squares on the board and approximately 10 squares from the test line below.
Put simple pencils on the desks.
Toulouse-Pieron test
1. Test execution practice
In order to correctly understand the content of the task, children are initially trained.
Instruction to training dough: “Guys, now we will work on such forms with squares ( show location sheet). Find on the left on the sheet the two squares that are drawn on my board. So that I can see that you understand correctly, put your finger on them ( show on the blackboard and on the sheet, make sure, what all found specified squares). These two squares are samples. Consider them carefully. The first square has the left side painted, and the second has the upper right corner. Let's look at the first square drawn on the top long line. Tell me, does this square look like any of the sample squares? That's right, it doesn't look like it. To show this, let's underline it ( underline on the blackboard and ask do children then same most in them forms). Now let's look at the next square. Does it match any pattern? That's right, it matches, but with what? With the second! To show that it matches, let's cross it out with a vertical bar! ( blacken on the blackboard and ask children do So same)».
Similarly, ask the children about each square on the board. After the squares on the board are over, invite the children to complete the proposed task on their own, practicing to the end of the line. Ask if everyone understood the task. If you notice mistakes in any child, then work with him the instructions for this task again. Ask the children to wait quietly while the other children finish their work when they are done. Remember those who failed to understand the instruction correctly during the group explanation process in order to find out the reason later.
2. Test execution
Instruction:
“At my command:“ Start! ”, - we will all carry out the task itself together. We will work right on time. I will give one minute for each line. In one minute, none of you will have time to complete the entire line. Someone will do so much ( show
half line), someone so much ( show
a little
more
or
a little
less). No need to rush, you need to work carefully! As soon as a minute has passed, I will say: "Stop, the second line has gone." You immediately move your hand show
on the
letterhead,
how postpone
hand
in
Start
second
lines) and start doing the second line. Work, work, another minute will pass, and I will say: “Stop, the third line has gone.” After that, you immediately transfer your hand and begin to make the third line. And so we will make 10 lines. You need to compare with the same squares ( show
on the
sample squares), do the same thing that you just did: strike through and underline in the same way. Clear?" If a
children
answered
what
them
all
clear,
then
tell: "Now everyone took their pens, put their hand on the first line (check that all the children did this) and began." By
expiration
10
minutes
you
speak
children: “Stop, all the work is finished, the pens are put down, no one writes anything else. We rested, waved our hands.
Bender test
Next, ask the children to turn the form over so that they have testBender. Show them the correct (book) layout of the sheet. Show the children the picture above.
Instruction: “Guys, look carefully at the picture at the top of the sheet. Here below on the free part of the sheet ( show) try to redraw
this drawing so that it looks very similar. Take your time, time is not measured here, the main thing is to make it look similar.
Analysis of the results of the Toulouse-Pieron test
Analysis of the results of the Toulouse-Pieron test consists of counting the total number of completed tasks and the number of errors made. To count, you need to use the key (see Appendix No. 2), which must be transferred to a transparent film. To make it, put a sheet of transparent film on the key given in Appendix No. 2. For example, it may be part of a transparent folder for papers. First, with an indelible marker, you apply two reference crosses on the transparent film (one in the upper left and the other in the lower right corners). Then, in places where the film is superimposed on the circles, you put oblique vertical lines. It is very important that the test form itself and the key to it absolutely match in size.
Next, you proceed to the actual analysis of the test. All areas marked with a vertical line must be crossed out, located outside them - underlined. If the square is both crossed out and underlined, then this is considered a mistake. The calculation is carried out for each line, and then the total number of done and the number of errors are separately summed up. Next, you should calculate the ratio of correctly completed tasks to the total number of completed tasks. As a result, we get a fraction with a value from 0 to 1. For example, a child in only 10 lines crossed out and underlined 291 squares. However, he made 7 mistakes. The desired ratio of what was done correctly to the total number is 0.98 (291_7) / 291 = 0.98.
The total number of completed tasks gives an idea of the dynamics of the child's mental activity. A result from 180 to 290 is considered normal. An extremely low rate of mental activity occurs with a result below 140. But the fractional ratio (from 0 to 1) of correctly done to the total number of tasks tells us about the level of self-regulation and arbitrariness inherent in the child. Ideally, having discovered that he is making many mistakes, the child should reduce the pace of work to the optimal ratio between the speed of work and its quality. If he is in a hurry, trying to do as much as possible, not paying attention to the number of mistakes, the value of our fraction decreases. Normal result here - 0.91–0.95.
An unacceptably low result is a value below 0.88. Upon receipt of it, it is possible with a high degree of probability to predict serious problems in the child's education. They can manifest themselves in the form of instability of attention, rapid fatigue and the inability to maintain the required performance.
The process of entering the work is indicated by a certain line-by-line increase in the total number of completed tasks, subject to a decrease in the number of errors. Careful observation of the child's behavior in the classroom will also allow you to note the presence or lack of volition: you can notice whether he is able to put aside his immediate desires for a while and clearly follow the instructions of an adult.
Bender test analysis
The analysis of the Bender test is qualitative. Poor visual-motor coordination is shown by a drawing made by a child without a detailed analysis of the image of the sample, when the basic proportions and conjugation of elements are not respected (there are extra spaces and intersections of lines), the number of circles does not match the sample, some elements are missed, there are significant distortions of the image.
Individual stage of the study
The individual stage of the study is carried out by a psychologist according to the method proposed below. It is necessary to photocopy the stimulus material, doubling it, and also prepare a form for fixing the results for each child (Appendix No. 8). The study will take you approximately 15 minutes. Before it starts, the child is not given anything in his hands. The teacher only records his answers in the form, be sure to note the number of the task option used.
The procedure for presenting test tasks:
1. Short-term speech memory.
2. Short-term visual memory (Appendix No. 4).
3. Intuitive speech analysis-synthesis.
4. Speech analogies.
5. Arbitrary possession of speech:
a) correction of semantically incorrect phrases;
b) restoration of offers;
c) completion of sentences.
6. Intuitive visual analysis-synthesis (Appendix No. 5).
7. Visual analogies (Appendix No. 6).
8. Abstract thinking (Appendix No. 7).
Task 1. Short-term speech memory
Instruction: “Now I will tell you the words, and you listen carefully and remember. When I stop talking, immediately repeat everything that you remember, in any order. Clearly say all the words from any row (1 – 4) With interval in half a second on graduation nod head and quiet tell: "Speak."
Write down everything that the child says (words that he invented himself, repetitions, etc.), without correcting, criticizing or commenting on his answers. Write down the words as they are pronounced by the child, marking for yourself distortions and pronunciation defects. At the end of the work, be sure to praise the child, saying: “The task was difficult, and you are great, you remember a lot” (even if the child remembered only 2-3 words).
The wordsformemorization:(choose
one
from
lines)
1. Horn, port, cheese, rook, glue, tone, fluff, sleep, rum, or
2. Litter, lump, growth, pain, current, whale, lynx, run, salt, or
3. Cat, shine, moment, cream, drill, goose, night, cake, beam, or
4. Oven, rain, grade, cake, peace, bow, edge, itch, home.
For each correctly named word, 1 point is awarded (maximum 9 points).
Task 2. Short-term visual memory
Put a table with 16 pictures in front of the child.
Instruction: “Here are pictures. Watch and remember. Then I will take these pictures from you, and you will tell me everything that you remember, in any order.
The time for presenting pictures is 25–30 seconds. On the answer sheet, mark with a cross everything that the child names correctly. When the child is silent, tell him: "Try to mentally look at the picture, maybe you will see something else." Children usually manage to remember something else. Write down what the child remembers, and be sure to praise him for his work. For each correctly named picture, 1 point is awarded (maximum 16 points).
Task 3. Intuitive speech analysis-synthesis
Instruction: “Now I will speak to you. You have to find which word is superfluous. There will be five words in total, four can be combined, they fit together, and
one thing - inappropriate, superfluous, call it.
Read the sequence of words (see below for three options for sequences of words) and write down the extra word that the child will name. Praise him. Do not ask the child to explain why he chose a particular word. If the child does the first task incorrectly or does not understand how it is to find an extra word, take an example with him: “aster, tulip, cornflower, corn, violet.” Let the child say about each word what it means. Help him choose an extra word and explain why it is superfluous. Note if the child was able to guess on his own. If, when completing the first task, the child named the last word in the row as superfluous, despite the fact that before that he did not cope well with the task for short-term speech memory (see task No. 1), ask him if he remembered all the words. Read the words again. If after that the child gives the correct answer, he needs to read the next rows 2-3 times. All repeated presentations of words are noted in the answer sheet in order to later find out the reason during interpretation, analyzing the indicators of the speed of processing information, attentiveness, speech memory, thinking, anxiety. The correct answers are in italics. For each correct answer, 1 point is awarded (maximum 4 points).
Option 1
3.1. Onion, lemon, pear, wood , Apple.
3.2. Electric lamp, candle, spotlight, Firefly , flashlight.
3.3. Centimeter, scales, clock, radio , thermometer.
3.4. green, red, solar , yellow, purple.
Option 2
3.1. Dove, goose, swallow, ant , fly.
3.2. Coat, pants, cupboard , hat, jacket.
3.3. Plate, cup, teapot, tableware , cup.
3.4. Warm, cold, cloudy weather , snowy
Option 3
3.1. cucumber, cabbage, grape , beets, onions.
3.2. A lion, starling , tiger, elephant, rhinoceros.
3.3. steamer, trolleybus, car, bus, tram.
3.4. Large, small, medium, large, dark.
Task 4. Speech analogies
Instruction: “Now imagine a “table” and a “tablecloth”. These two words are somehow related. You need to find the right word for the word "floor" to get the same pair as "table-tablecloth." I'll tell you the words, and you choose which one fits the word "floor" so that it turns out the same as "table-tablecloth." "Gender" - choose: "furniture, carpet, dust, boards, nails."
Write down the answer. If the child answered incorrectly, do not tell him about it, and analyze the next task with him as an example.
Continuation instructions: "Pen-write" - how are these two words related? You can say that they write with a pen, right? Then what word is suitable for the word “knife” to make it the same as “pen-write”? "Knife" - choose; "run, cut, coat, pocket, iron."
Write down the answer. If the child answered incorrectly again, do not analyze more examples. Complete the tasks in accordance with the general instructions. Do not correct the child and do not make critical remarks in the process.
Pairs of words
1. table:tablecloth= floor: furniture, carpet , dust, boards, nails.
2. a pen:write= knife: run, cut , coat, pocket, iron.
3. sit:chair= sleep: book, tree, bed , yawn, soft.
4. city:at home= forest: village, trees , birds, dusk, mosquitoes.
Task 5. Arbitrary command of speech
Exercise 5.1. Correction semantically infidels phrases
Instruction:
“Listen to the sentence and think whether it is correct or not. If it's wrong, say it right." Read the offer. If the child says that everything is correct, write it down and move on to the next sentence. At the request of the child, the proposal can be repeated. This fact must be noted in the answer sheet. If the child, after listening to the first sentence, begins to explain why the sentence is wrong, stop him and ask him to say so that it is correct. Do the same with the second sentence.
Offers
1) The sun rose and the day ended. (Has begun day. )
2) This gift brought me great sadness. (Delivered
to me
big
joy.)
Task 5.2. Restoring Offers
Instruction: “And in this sentence, something is missing in the middle (a word or several words). Please fill in the missing one and say the whole sentence.
Read the sentence, pausing at the gap. Write down the answer. If the child says only the word to be inserted, ask him to say the whole sentence. If the child is at a loss, do not insist. Do the same with the second sentence.
Offers
1) Olya .... your favorite doll (took broke lost dressed and t. P.);
2) Vasya... red flower (tore off,
donated,
saw
and
t.
P.).
Task number 5.3. Completion of sentences
Instruction: "Now I'll start the sentence, and you finish." Pronounce the beginning of the sentence so that it sounds unfinished intonation, and wait for an answer. If the child is at a loss with an answer, tell him: "Think of something that could end this sentence." Then repeat the beginning of the sentence. This fact must be noted in the answer sheet. Write your answers verbatim, keeping the order of the words and their pronunciation. Do not correct the child and praise him for his work.
Offers
1) "If the weather is good on Sunday, then..." (we let's go to walk and t. P.)
or "If there are puddles on the streets, then..." (need put on boots, was rain and t. P.);
2) "The child goes to kindergarten because..." (he more small, to him there Like and t. e.)
or "We dress warmly because..." (on the street cold and t. P.);
3) "The girl hit her head and cried because..." (her became painfully, very was in a hurry and etc.)
or « Kids love ice cream because...” (it tasty, sweet and t. d.);
4) "Sasha doesn't go to school yet, although..." (already going, already grew up and t. P.)
or "Dasha is still small, although..." (already walks in kindergarten and t. d.).
For each flawless addition, 1 point is awarded. If there are minor errors - 0.5 points (maximum 8 points).
Task 6. Intuitive visual analysis-synthesis
Show the child the pictures intended for this task (see Appendix No. 5).
Instruction: “Look at these pictures. Who is in the top row? Show me. And in the next row, which picture is superfluous? (and So Further). Write down the answers. If the child hesitates to answer, ask him: “Do you understand what is drawn in the pictures?” If he doesn't understand, tell him. If the child says that there are no extra pictures (this may happen after looking at the fourth row of pictures), mark this on the answer sheet. Then ask the child to look again at the row of pictures and find the extra one. Write down which picture he chooses again. If the child refuses to seek, do not insist.
correctanswers:
1. Dog (row of pictures No. 1)
2. Flowers (row of pictures No. 2)
3. Baton (row of pictures No. 3)
4. Paper (row of pictures No. 4)
For each correct answer - 1 point (maximum 4 points).
Task 7. Visual analogies
Show the child the pictures intended for this task (see Appendix No. 6).
Instruction: “Look, here they have already combined “kitty” and “kitten” ( show). Then to the chicken right here ( show) which of these pictures ( show on the Pictures from below) should be added to get the same pair? If "cat and kitten", then "chicken and ..."? Show me."
Write down the answer. Show the following pictures. Repeat the instructions, but no longer name what is drawn in the pictures, but only show. Accept and write down all answers without criticism, be sure to praise the child for the correct answers.
For each correct answer - 1 point (maximum 8 points).
correctanswers:
1. Chicken (picture 3 ).
2. Briefcase (picture 2 ).
3. Eye (picture 4 ).
4. Paper (picture 3 ).
5. Hedgehog (picture 4 ).
6. Electric stove (picture 2 ).
7. Ice cream (picture 1 ).
8. Face (picture 4
).
Task 8. Abstract thinking
Show the child the pictures intended for this task (see Appendix No. 7).
Task number 8.1
Instruction: “Look, a refrigerator is drawn. Do you know what a refrigerator is used for? Which of these pictures show on the Pictures on right) something is drawn that is not used for what a refrigerator is needed for, but vice versa? Show me this picture."
Write down the answer, don't ask for an explanation. Move on to the next task.
Rightanswer: electric stove - picture 2.
Task number 8.2
Instruction: "These two pictures ( show on the two upper Pictures) have something in common. Which of the lower pictures ( show) must be added to them so that it approached this one at the same time show on the acorns), and to another picture show on the owls), and for this common to be repeated? Which of the below pictures is better just fit the top two at once? Show me." Write down the answer; if the child points to "berries", ask "why?" and write down.
Rightanswer: two berries - picture 2
Task number 8.3.
Instruction: « Which word is longer - "cat" or "kitten"?
Write down the answer. In this task, the instruction cannot be repeated.
Task number 8.4
Instruction:
“Look, this is how the numbers are written (show): 2, 4, 6, ... Here ( show
on the
ellipsis) what number should be added: 5, 7 or 8? Write down the answer. Praise your child and say the job is done. For each correct answer - 1 point (maximum 4 points).
An interview with the teacher will determine the level of development of the child's mental skills achieved by the time of the survey. In the form for fixing the results, calculate the total amount of points scored by the child from the first to the eighth task.
If a
child
will be able
impeccably
execute
all
proposed
to him
tasks,
then
he
pick up
in
sum
57
points.
However
practice
shows
what
normal
result
for
6
–
7 year olds
children,
forthcoming
to
admission
in
school,
is
sum
in
21
score.
High
total
result
for
preschooler
-
more
26
points
short
-
less
15
points.
Usually
"average"
preschooler
remembers
With
first
times
near
5
words
and
5
–
6
pictures;
in
3,
4,
6,
8th
assignments
gaining
on
2
–
3
points,
in
5th
task
-
5
–
6
points
a
in
7th
-
only
2
points.
School Readiness Form boy/girl
Date of meeting with the child ______________________________ Time from ______ to _______________
FULL NAME. child _________________________________________________________________________
Date of birth_______________________ Age at the time of interview___years___months
"Short-term speech memory"
| Incentive word | Child's answer | Points |
| 1. | ||
| 2. | ||
| 3. | ||
| 4. | ||
| 5. | ||
| 6. | ||
| 7. | ||
| 8. | ||
| 9. |
2. "Short Term Visual Memory"
| Sample stimulus and verbatim response of the child in case of errors | Points |
| 1. | |
| 2. | |
| 3. | |
| 4. | |
| 5. | |
| 6. | |
| 7. | |
| 8. | |
| 9. | |
| 10. |
"Intuitive speech analysis-synthesis"
| Exercise | Child's answer | Points |
| 1 | ||
| 2 | ||
| 3 | ||
| 4 | ||
| Sum of points | ||
"Speech analogies"
| Exercise | Child's answer | Points |
| 1 | ||
| 2 | ||
| 3 | ||
| 4 | ||
| Sum of points | ||
"Free Speech"
| Exercise | Child's answer | Points |
| 1a | ||
| 1b | ||
| 2a | ||
| 2b | ||
| 3a | ||
| 3b | ||
| 3c | ||
| 3g | ||
| Sum of points | ||
"Intuitive visual analysis-synthesis"
| Exercise | Child's answer | Points |
| 1 | ||
| 2 | ||
| 3 | ||
| 4 | ||
| Sum of points | ||
"Visual Analogies"
| Exercise | Child's answer | Points |
| 1. | ||
| 2. | ||
| 3. | ||
| 4. | ||
| 5. | ||
| 6. | ||
| 7. | ||
| 8. | ||
| Sum of points | ||
« Abstract thinking"
| Exercise | Child's answer | Points |
| 1 | ||
| 2 | ||
| 3 | ||
| 4 | ||
| Sum of points | ||
Toulouse-Pieron test:
Information processing speed (total)N ____________________________________________________________________________
Self-regulation indicator - correct (total - errors) K ________________________________________________________________
Attentiveness index K/N _______________________________________________________________________________________
Bender test:
Level of hand-eye coordination _________________________________________________________________________________
summary characteristic
| Characteristic | State of the art |
||
| Weak | Average | Good |
|
| Information processing speed | |||
| Attentiveness | |||
| hand-eye coordination | |||
| short-term speech memory | |||
| short-term visual memory | |||
| Intuitive speech analysis-synthesis | |||
| Speech analogies | |||
| Arbitrary command of speech | |||
| Intuitive visual analysis-synthesis | |||
| Visual analogies | |||
| Abstract thinking | |||
Teacher-psychologist______________________________
The attitude of the child to learning, along with other signs of readiness for learning, forms the basis for the conclusion that the child is ready or not ready to study at school. If a child is attracted to purely external school attributes (a satchel, a bell, new school supplies), then this is the position of a preschooler, and if he is attracted by the attributes of learning (he likes to read, write, decide), then this is already the position of a student.
A high level of cognitive activity is important for a student. Cognitive activity is the child's need for new experiences. Is your child inquisitive? Try to invite him to guess any object you have conceived by asking questions. Some children ask a lot of questions and demand to continue the game, while others guess one object somehow, and refuse to play further.
To determine motivational readiness, it is recommended to use the following tests:
Method "Pictures"
The bottom line is that children are offered pictures with game situations and educational situations. The child must choose pictures with situations in which he would like to participate. Children with low motivational readiness often choose pictures that are not related to educational activities.
Test by T. I. Nezhnova
Target: determination of the formation of the internal position of the student.
Equipment: answer sheet with 5 pairs of geometric shapes.
Instruction: Guys, you certainly know that there are many different countries. How many of you know the names of other countries? (Children answer) You named many countries, they are so different, different people live there. But in one thing, all these countries are similar: there are schools everywhere. But these schools are also very different. For example, in England there are two schools (two identical circles are drawn on the board)
What do you think is the best school? (Children prefer school B)
The experimenter invites the child to draw a cross where he sees fit.
There are also two schools in Japan (there are two ellipses on the board).
Which school is better?
Opinions may vary. I am very interested in what each of you thinks, but, unfortunately, I cannot listen to everyone at once and remember who said what. Let's do this: put the leaves in front of you so that the square is on top, shake the handles. I will tell you what other schools there are, and each of you will put a cross in the school that you like best.
Tasks:
|
1 A. Lessons in reading, mathematics, writing every day, and lessons in drawing, music, physical education and labor once a week. 2 A. Children must behave according to certain rules and not violate them. 3 A. Children come to school, sit in the classroom all together, the teacher teaches them. 4 A. Children are taught by a teacher. 5 A. For good study, grades are 5 and 4. |
1 B. Lessons in drawing, work, physical education, music - every day, and lessons in reading, writing and mathematics once a week. 2 B. There are no special rules of conduct, everyone does as he wants. 3 B. A teacher comes home to each child and teaches him everything that is supposed to be. 4 B. Children are taught by the mothers of the students in turn. 5 B. For good study they give treats: sweets, ice cream. |
R. S. Nemov's technique
The purpose of this technique is to find out if the child entering the school has an interest in learning. This refers to the desire to acquire new knowledge, useful skills and abilities associated with the development of the school curriculum.
Correct and complete, deserving of appreciation in 1 point, only a detailed, quite convincing answer is considered, which does not raise doubts from the point of view of correctness.
If the answer is one-sided incomplete, then it is evaluated at 0.5 points. For example, the full answer to question 2 should sound something like this: "To acquire useful knowledge, skills and abilities." How incomplete the answer "Learn" can be evaluated.
An answer is considered incorrect if there is no hint of acquiring useful knowledge, skills and abilities, for example: "In order to have fun." For such an answer is put 0 points.
Questions:
1. Do you want to go to school?
2. Why do you need to go to school?
3. What will you do at school? (Option: What do they usually do at school?)
4. What do you need to have in order to be ready to go to school?
5. What are lessons? What are they doing on them?
6. How should you behave in class at school?
7. What is homework?
8. Why do you need to do homework?
9. What will you do at home when you come home from school?
10. What will be new in your life when you start studying at school?
According to the results of this methodology, a child who, as a result, scored at least 8 points.
A child is considered not ready for learning if the total score is less than 5.
Arbitrariness of behavior
This is the child's ability to show strong-willed efforts: the ability to restrain his emotions, independence, perseverance, the ability to plan his actions, to act according to the rule.
The following tasks can be used to determine the arbitrariness of behavior:
Game "YES and NO do not say"
This is a famous children's game. The child is asked questions, in response to which he should not pronounce the words YES and NO. For example: "Your name is Kolya?" - "Of course" or "Wrong, my name is not Kolya."
Methodology "Graphic dictation"
To conduct a graphic dictation, you will need a sheet of paper in a cage and a pencil / pen. An adult dictates the direction, for example: one cell to the right, one cell down, two cells to the right, one cell up, etc. As a result, the child should get a pattern. To begin with, you can offer a simple pattern, and if successful, complicate it.
Self-esteem
On the learning activities The child's self-esteem also has a big impact. How younger child, the more the assessment is inadequate in the direction of overestimation. By the time of entering school, the degree of adequacy of self-esteem increases. To identify self-esteem, the Dembo-Rubinshtein technique is used.
Dembo-Rubinstein technique (Ladder).
This technique has many varieties. The child is offered a ladder or figurines - each at a certain level. On the first step there are the best qualities (the most beautiful, the smartest, etc.), and on the last step, respectively, the worst ones. The child is invited to find his place on the ladder.
Willingness to interact with peers
Does your child have friends? Does he love collective games? Does he often change friends? Do conflicts often arise in communication with peers?
In addition to all of the above, the child must be socially adapted. What does it mean? Think about whether your child feels confident enough outside of his home? Does he know how to dress himself, put on shoes, cope with laces, zippers, buttons? Does he know how to use a public toilet? This is especially true for children who have not attended kindergarten.
The material was prepared by Yurgel O. A.
Relevance……………………………………………………………….3 p.
I. The problem of the psychological readiness of the child for school
in the studies of domestic and foreign scientists……………….6 p.
1.1. The study and analysis of modern research on the problem ... .6 p.
1.2. Overview of diagnostic techniques aimed at studying
different aspects of the psychological readiness of a preschooler
to school…………………………………………………………....24 pp.
II. Experimental study of the readiness level of children
To study at school……………………………………………………35 pp.
2.1. Description of the methods and results of the study………………35 p.
2.2. Psychocorrectional work with unprepared children…………..45 pp.
III. Conclusion…………………………………………………………….48 p.
Literature………………………………………………………………….50 p.
Application.
I Relevance .
Entering school is the beginning of a new stage in a child's life, his entry into the world of knowledge, new rights and obligations, complex and diverse relationships with adults and peers.
Every year, on the first of September, along with thousands of first-graders, their parents and educators mentally sit down at their desks. Adults are holding a kind of exam - right now, beyond the school threshold, the fruits of their educational efforts will manifest themselves.
One can understand the pride of adults whose children confidently walk along the school corridors and achieve their first successes. And parents experience completely different feelings if the child begins to lag behind in school, fails to cope with new requirements, losing interest in school. Analyzing the years of preschool childhood, one can find the reasons for his readiness or unpreparedness for schooling.
Currently, our children start school at the age of 6-7. And if a seven-year-old child's readiness for school as a whole is formed, then for six-year-olds its final completion is carried out in the first year of schooling. This is facilitated by an appropriate approach to children.
The most important task facing the system of preschool education is comprehensive development child's personality and preparation for school. However, a significant number of children, despite the “passport” age and the “school” skills and abilities they have, experience great difficulties in learning. The main reason for their failure is that they are still “psychologically” small, that is, they are not ready for the school type of education. The very logic of life suggests that it is necessary to develop criteria and indicators of the psychological readiness of children for schooling, and not focus only on the physical or passport age of children.
The study of the preparation of children for school was started directly under the guidance of the psychologist-academician A. V. Zaporozhets. The results of the work were repeatedly discussed with D. B. Elkonin. Both of them fought for the preservation of childhood for children, for the maximum use of the possibilities of this age stage, for a painless transition from preschool to primary school age.
D. B. Elkonin, discussing the problem of a child’s readiness for school, put the formation of prerequisites for educational activity in the first place. Among the most important prerequisites, he attributed the child's ability to focus on a system of rules in work, the ability to listen to and follow the instructions of an adult, and the ability to work according to the model.
L.S. Vygotsky, relying on research on imitation, noted that “a child can only imitate what lies in the zone of his own intellectual capabilities,” and therefore there is no reason to believe that imitation does not apply to the intellectual achievements of children.
There are many works in the domestic literature, the purpose of which is to study the problem of preparing children for schooling: V.V. Davydov, R.Ya. Guzman, V.V. Rubtsov, G.A. Zuckerman, etc.
The problems of diagnosing children entering school were dealt with by L.A. Wenger, V.V. Kholmlvskaya, D.B. Elkonin and others.
Preparing children for school is a multifaceted task, covering all spheres of a child's life, therefore, it involves a multi-component education.
First of all, the child must have a desire to go to school, i.e. motivation to learn.
The social position of the student must be formed: he must be able to interact with peers, fulfill the requirements of the teacher, and control his behavior.
The main neoplasm of preschool childhood is the ability to play role-playing, plot and, most importantly for the school, games with rules.
And most importantly, he must have good mental development, which is the basis for the successful mastery of school knowledge, skills and abilities, as well as for maintaining the optimal pace of intellectual activity.
In foreign studies, intellectual activity is mentioned in the works of G. Getzer, A. Kern, J. Jirasek, and others.
Summarizing their work, we can say that the development of intellectual readiness for learning at school involves:
Differentiated perception;
Analytical thinking (the ability to comprehend the main features and relationships between phenomena, the ability to reproduce a pattern);
Logical memorization;
Interest in knowledge, the process of obtaining it through additional efforts;
Mastery of the ear colloquial speech and the ability to understand and apply symbols;
Indeed, for the full-fledged upbringing and readiness of the child for schooling, it is necessary to develop cognitive processes - intuition, abstraction, thinking, the ability to solve cognitive problems, and the accumulation of sensory experience. Child development mental capacity is the most important task of its comprehensive development.
The mental capabilities of a person are unlimited, unique, it is difficult to imagine their level. Modern researchers have come to the conclusion that only 3-5% of brain cells are actively working. The trouble is that cells that are not loaded with work are inactive, lose their activity, which means that they need to be constantly loaded with work.
The school has undergone major transformations recently, new programs have been introduced, the structure of the school has changed. Ever higher demands are placed on children going to first grade. Therefore, it is necessary to make sure that classes on the development of the intellectual abilities of students are held at a high level. The developing games of B.P. help in this. Nikitina, V.V. Voskobic, logical blocks of Gyenes, "Colored numbers" - Kuizener's sticks.
As practice has shown, when using new technologies and methods with children, good results are noticeable in the development of children's cognitive abilities. Children are better prepared for schooling, there is an intensive development of logical thinking and a comprehensive development of the child.
Object of study : Psychological readiness of the child for schooling.
Subject of study : Methods for diagnosing and correcting a child's psychological readiness for school.
Purpose of the study : To study the features of the psychological readiness of the child for school and outline ways to correct unprepared children.
Tasks:
1. Analysis of the literature on the research problem.
2. Identification of the levels of psychological readiness of children for school.
3. Determine methods for correcting children who are not ready for school.
Hypothesis:
1. Timely diagnostics makes it possible to create conditions for correction, thanks to which those indicators of the psychological readiness of children for school, which turned out to be underdeveloped, successfully develop.
2. Research methods : Observation, conversations, examination The preparedness and competence of the teacher contributes to a more effective identification of problems in the field of psychological readiness for school.
using special techniques, studying special literature, processing information.
The studies were carried out on the basis of preschool educational institution No. 1713 of the South-Eastern District of Moscow. Children of senior preschool age were observed - 10 people.
I .The problem of the child's psychological readiness for school in the studies of domestic and foreign scientists.
I . 1. Study and analysis of modern research on
problem .
For the successful development of intellectual and cognitive readiness for school, the development of higher mental processes is necessary: sensory development (perception), attention, memory, thinking, imagination.
The sensory development of a child is the development of his perception and the formation of ideas about the external properties of objects: their shape, color, size, position in space, as well as smell, taste, etc. With the development of sensorics (from Latin sensus - sensations), the child has the opportunity to master aesthetic values. Cognition begins with the perception of objects and phenomena of the surrounding world, therefore sensory abilities form the foundation of the mental development of the child.
The problem of perception has been widely studied both in foreign and domestic psychology. Abroad, special attention was paid to the study of perception and its development by representatives of associative psychology (D. Selly), Gelstatt psychology (K. Koffka, G. Volkelt) and functional psychology (K. Buhler, J. Piaget). A fundamentally different scientific approach to the problem of perception takes place among domestic psychologists (E.N. Sokolov, M.D. Dvoryashina, N.A. Kudryavtseva, N.P. Sorokun, P.A. Shevarev, R.I. Govorova and others ). Their research is aimed at revealing the main patterns of the reflection of reality, to analyze the peculiarities of perception in preschool children. They say that sensory abilities are the functional capabilities of the body that provide a person with a sense and perception of the world around him and himself. In the development of sensory abilities, an important place is occupied by the assimilation of sensory standards.
Sensory standards are generally accepted samples of the external properties of objects. Seven colors of the spectrum and their shades in terms of lightness and saturation act as sensory standards of color, geometric figures, quantities - the metric system of measures, etc. act as standards of form.
Sensations are a reflection of the individual properties of objects that directly affect the sense organs (on the analyzers of vision, hearing, touch, smell, etc.).
Perception is a holistic reflection of an external material object or phenomenon that directly affects the senses. With the help of a visual analyzer, a person perceives such properties as shape, color, size; using a taste analyzer, it determines whether an object is sour or sweet, etc.
Representation - a sensual image of a phenomenon or object that is not currently perceived, but was perceived earlier in one form or another. Based on such representations, a person can describe the properties of an object or phenomenon that is currently absent. At five, seven years, the main attention should be paid to the perception of form, size and color. The correct formation of these concepts is necessary for the assimilation of many subjects at school, and for the formation of abilities for many types of creative activity. Stages of purposeful development of sensory abilities include
Formation of sensory standards
Learning how to examine an object, as well as distinguish between shape, color and size, perform increasingly complex visual actions.
The development of analytical perception: the ability to understand color combinations, dismember the shape of objects, highlight individual measurements of magnitude.
After sensory standards are mastered, it is necessary to teach the child to use them as samples when examining various objects. First, the child must learn to perceive the color of specific objects. This is not at all difficult when the objects have a relatively pure color. However, when this color contains elements of different color tones, and expressed in different degrees (for example, aqua, coffee, burgundy, etc.), the task becomes difficult. It requires special training and the ability to distinguish and distinguish objects with different color shades.
Teaching children to examine the shape of an object is, first of all, learning to see the similarity between the very shape of an object and some simple geometric figure. Then it is important to teach the child to verbally designate the shape of this object (for example, a TV is rectangular, a plate is round, etc.). However, not many objects have a simple shape, unambiguously resembling some kind of geometric secondary (smaller) parts and individual additional details. At 5-7 years old, the child must learn to consistently examine precisely such
complex object shapes. At all stages of teaching actions to examine the form, the technique of tracing the outline of the object and its parts by children can be used. It helps to compare the outlined form with the mastered standards.
Training in examining the size of objects should be directed mainly to the development of the eye. To do this, you can teach children to solve increasingly complex "eye" tasks. First, the child learns to compare two objects, applying one to the other, to pick up two objects by eye, which in their total value are equal to the third. Then he must master a more complex way of examining a quantity - learn how to use the simplest measure. For example, choosing an object equal to the sample,
the child measures the sample with a strip of paper, and then, using this measure, looks for an object of the desired size. When moving on to tasks for the eye, it should be borne in mind that they are quite difficult even for 6-7-year-olds. However, as special studies show, the level of visual actions in children can be increased in the course of targeted training. The eye develops in constructive activity, when the child picks up the necessary details that are missing for the construction, in modeling, when he divides the lump of clay so that it is enough for all parts of the object, in appliqué, drawing and, of course, in games.
The perception of the form of a complex structure involves the ability to visually split it into separate elements corresponding to certain geometric patterns, and to determine the ratio of these elements to each other. And these actions can be taught to a child already at preschool age.
The situation with magnitude is somewhat different. The analytical perception of this property is not associated with the selection and unification of parts of a complex whole, but with the allocation of different dimensions of an object - its length, height and width. However, since you cannot separate length and width from the object itself, you need to teach the child to compare objects according to these measurements. At the same time, it is important to show that the dimensions of an object themselves are relative: their definition depends on its position in space.
Indeed, the acquisition of knowledge, skills and abilities by children begins with perception. Therefore, in order to help the child achieve success in learning, the teacher needs to study various aspects of his perception and ensure a high level of development of the main types of perception and its features such as objectivity, integrity, awareness, and ingenuity of perception. Along with the development of perception, the child's memory improves, which is expressed in its objectivity and arbitrariness.
By memory we understand the process of reflecting the past experience of a person, manifesting in remembering, preserving and subsequent recall of what he perceived. Thanks to memory, a person reflects perceived phenomena that at the moment do not affect him. The memory of children is characterized by great plasticity, i.e., easy imprintability of acting stimuli.
The problem of memory development in preschool children was of interest to many domestic psychologists (A.A. Smirnova, P.I. Zinchenko, Z.M. Istomina, S.F. Zhuikova, N.I. Murachkovsky, A.N. Tsymbalyuk, etc.). L.S. Vygotsky considered memory as a complex activity of the child, formed under the influence of communication with adults in the process of active mental activity of the child. These ideas were developed in the studies of A.N. Leontiev, A.R. Luria, L.V. Zankov and others.
The problem of the significance and development of various aspects of the memory of children in preschool age is most widely considered in the study by Z.M. Istomina, who established the dependence of memory processes (memorization and reproduction) in preschool age on the activity in which they are carried out, studied age and individual differences memory processes in children of different preschool ages, different levels and stages of development of mnemonic processes in preschoolers were identified, correlations were established between the levels of development of various aspects of memory processes (speed and accuracy of memorization), between different types of memory (voluntary and involuntary), ways of successful formation of logical memory were identified in preschool children.
At preschool age, the main type of memory is figurative memory. It provides memorization of visual samples, the color of objects, sounds, smells, tastes, faces, etc. Its development and restructuring are associated with changes taking place in various areas of the child's mental activity, and, above all, in cognitive processes: perception and thinking. During the preschool age, as A.A. Lyublinskaya showed, there is a transition:
From single representations received in the process of perception of one specific object, to operating with generalized images;
From an “illogical”, emotional, neutral, often vague, vague image, in which there are no main parts, but only random, non-existent details in their incorrect interconnection, to an image that is clearly differentiated, logically meaningful, causing a certain relationship to the child;
From an undivided, fused static image to a dynamic display used by older preschoolers in different types activities;
From operating with separate representations torn apart from each other to reproducing holistic situations, including expressive, dynamic images, i.e. reflecting objects in a variety of connections.
The role of memory in the development of a child cannot be overestimated. With its help, he acquires knowledge about the world around him and about himself, masters the norms of behavior, acquires various skills and abilities. And he does it mostly involuntarily. .
Involuntary memory is memorization and reproduction, in which there is no special purpose to remember or recall something. Memorization and reproduction are carried out directly in the activity and do not depend on the will and consciousness. Arbitrary memory is a mnemonic activity specifically aimed at memorizing some material, involving an independent setting of the goal of remembering and recalling this material and associated with the use of special techniques and methods of memorization.
Depending on the characteristics of the material that is remembered and reproduced, there are also figurative and verbal-logical memory. Figurative memory ensures the memorization of visual images, the color of objects, sounds, smells, tastes, faces, etc. It is visual, auditory, tactile, olfactory and gustatory. Verbal - logical memory is a memory for individual words, concepts, thoughts.
According to the duration of memorization and preservation of material, memory is also divided into short-term and long-term. In addition, operative memory is also allocated, which serves the activity directly carried out by a person and uses information from both short-term and long-term memory. Working memory is important in the implementation of any more or less complex actions, when you need to keep in mind some intermediate results (for example, in arithmetic calculations, when reading, cheating).
It is believed that the 5th year of life is, on average, the beginning of a period of more or less satisfactory memorization, since it is from this year that childhood impressions are quite systematized and remain for life. Early childhood memories tend to be fragmentary, scattered, and few in number.
By the age of 6, an important neoplasm appears in the child's psyche - a gradual transition from involuntary, direct to voluntary and indirect memorization and recall.
At the same time, in the corresponding processes, special perceptual actions stand out and begin to develop relatively independently, mediating mnemonic processes aimed at better remembering, more fully and accurately reproducing the material retained in memory.
By the end of preschool age, the process of arbitrary memorization can be considered formed. Its internal psychological sign is the child's desire to discover and use logical connections in the material for memorization.
During child development a new functional system is emerging, which is characterized primarily by the fact that memory and attention become the center of consciousness, which, when forming special actions, acquire an arbitrary and deliberate character. During the preschool age, in connection with the complication of the activities of children and their movement in general mental development, attention becomes of great importance in the development of cognitive activity.
Attention is understood as the direction of a person's mental activity, its focus on objects that have a certain significance for the individual. Attention can be directed both to the objects of the external world, and to one's own thoughts and experiences.
From the mass of various stimuli, a person chooses those that are of interest. In the study of N.F. Dobrynin, the question of the role of attention in the regulation of psychological activity, the need for direction and concentration for the choice of activity and its planning, setting goals, making decisions, developing sequential parts when performing various tasks, connecting parts with the whole and the whole with certain parts. The development of attention is considered by him in close connection with the activity of the individual, based on the advanced principle of the significance of the individual and social factors. In the course of this, it was established that the development and emergence of all the properties of attention are significantly influenced by such personality traits as mental development, activity, interest, skills, a sense of responsibility, independence, organization, general discipline, sufficient development of will, etc. (57).
By attention is meant the direction and concentration of consciousness on certain objects or certain activities while distracting everything else. Attention can be involuntary (unintentional) and arbitrary (deliberate), in other words, involuntary and volitional. The extremely important role of attention in the educational process was emphasized by K.D. Ushinsky: “Attention is exactly the door through which everything that enters the human soul from the outside world passes”
With involuntary attention, your mental activity occurs as if by itself, without conscious volitional efforts of the individual, without prior intention. In its origin, this attention is biological. It can arise under the influence of external and internal factors. A strong sound, a bright color, a pungent smell, something pulsating, moving, unusual - these are external factors. Feelings, interests, needs that are permanently or temporarily significant for you are internal factors.
Unlike involuntary attention, voluntary attention is social in origin. It is not a product of the maturation of the body, but is formed in a child only in communication with an adult. The development of voluntary attention in a baby at first ensures the realization of only those goals that adults set for him, and then those that are set by him independently.
This ability is key in the development of the psyche of a preschooler. It is thanks to the development of voluntary attention that the child becomes able to actively, selectively "extract" from memory the necessary information. qi yu selected yat main, essential, make correct decisions.
Rankings arbitrarily about the meaning of aibo le suitable are the task and, in which it is necessary to consistently analyze various features (or sides of one object and compare them with the features of another.
Attention is the basis of any intellectual activity. Not a single mental process, whether it be perception, thinking, memory or imagination, can proceed without attention. Psychologists have found that the higher the level of development of attention, the higher the effectiveness of training. It is inattention that is the main reason for the poor performance of children at school, especially in the lower grades. Education poses new tasks for the child, not similar to those that he is used to solving during the game.
Some features of the ontogenetic development of attention were established by L.S. Vygotsky, who revealed the process of transition of involuntary attention to voluntary and showed how, under the influence of the environment and upbringing, voluntary active attention arises, the disclosure of which begins with establishing contact with adults surrounding him, using the word as way of active influence. L.S. Vygotsky’s research was continued in the work of A.N. Leontiev, who singled out three main stages in the development of attention in children. The first stage appears in preschoolers in the form of involuntary attention. The second stage is associated with the emergence of voluntary attention under the influence of external stimuli (requirements of adults, circumstances, rules). At the third stage, external stimuli are replaced by internal ones, and attention becomes an internally mediated and controlled process. At this stage, the child himself shows interest in the process and result of the activity of voluntary attention (102).
Psychological research has shown that:
The maximum duration of one game for a six-month-old child is only 14 minutes, and by the age of six it increases to one and a half hours. At the same time, it has been established that six-year-old children are able to actively and productively engage in the same business for no more than 10-15 minutes.
If at the age of three in 10 minutes of the game the child is distracted on average 4 times, then at the age of six only once.
The stability of attention in restrained, balanced children is 1.5 - 2 times higher than in easily excitable ones.
At preschool age, changes concern all types and properties of attention. The possibility of distribution of attention increases in connection with the automation of many actions of the child. .
The origins of voluntary attention lie outside the personality of the child. This means that the development of involuntary attention does not in itself lead to the emergence of voluntary attention. Arbitrary attention is formed with the help of certain means. In addition to situational means of organizing attention, there is a universal means of organizing attention - speech. As speech develops, the child acquires the ability to organize his attention in advance on the upcoming activity. Thus, voluntary attention is formed at preschool age in connection with the general increase in the role of speech.
To be attentive, you need to have well-developed properties of attention - concentration, stability, volume, distribution and switching.
Concentration is the degree of concentration on the same subject, the object of activity.
Sustainability is a characteristic of attention over time. It is determined by the duration of maintaining attention on the same object or the same task.
The amount of attention is the number of objects that a person is able to perceive, cover at a single presentation. By the age of 6-7, a child can perceive up to 3 objects at the same time with sufficient detail.
Distribution is a property of attention that manifests itself in the process of activity that requires performing not one, but several actions at the same time, for example, listening to the teacher and at the same time recording some fragments of the explanation in writing.
Switching attention is the speed of moving the focus of attention from one object to another, the transition from one type of activity to another. Such a transition is always associated with an effort of will. The higher the degree of concentration of attention on one activity, the more difficult it is to switch to another.
Observation is one of the most important components in intelligence person. The first distinguishing feature of observational is etsya then that it manifests itself as a result of internal mental activity when part ov ek is trying on know, izu read about b e t by own initiative, rather than as directed and out. Second I peculiarity-n ab people tied With memory Yu thinking. To notice in about b kt Oh little amethy but significant details, you need to understand a lot about similar objects and also be able to compare and allocate and common and distinguishing features. Preschoolers already notice a lot, and this helped ae t know them b surrounding th world. The training of that ability should be carried out in close connection with the development of memory and thinking, as well as simultaneously with the formation of eh the needs of the child, the elementary form of the manifestation of the Torah is I am curiosity and curiosity.
Speaking of cognitive processes, one should not forget about thinking.
Thinking is the process of human cognition of reality with the help of thought processes - analysis, synthesis, judgments, etc. There are three types of thinking:
Visual-effective (knowledge by manipulating objects (toys);
Visual-figurative (knowledge with the help of representations of objects of phenomena);
Verbal-logical (cognition with the help of concepts, words, reasoning).
Individual and age-specific features of the mental activity of preschoolers in the assimilation and application of knowledge were studied by many psychologists M.V. Volokitina, N.A. Menchinskaya, S.D. Maksimenko, A.Z. Zak, S.F. Zhuikov, N.N. Poddyakov, I.V. Dubrovina, G.P. Antonova and others.
In the studies of L.S. Rubenshtein, N.A. Menchinskaya, Z.I. Kalmykova and others, it was established that the basis of mental activity is such mental processes as analysis and synthesis, on which other mental processes depend.
In the studies of G.I.Minskaya, it is shown that during the preschool age the child moves from visual-effective to verbal-logical thinking. This study, which proved the existence of such a transition, at the same time indicates that children give the highest percentage of correct decisions when their thinking is visual-active in nature (solving problems in a visual-active plan gave 96.3%, verbally - 22%).
On the basis of visual-effective thinking, more complex shape thinking is visual-figurative. It is characterized by the fact that the child can already solve problems on the basis of ideas, without the use of practical actions. This allows the child, for example, to use diagrams or mental arithmetic.
By the age of six or seven, a more intensive formation of verbal-logical thinking begins, which is associated with the use and transformation of concepts.
The development of verbal-logical thinking in children occurs at least in two stages. At the first stage, the child learns the meaning of words related to objects and actions, learns to use them in solving problems, and at the second stage, he learns a system of concepts denoting relationships and rules of the logic of reasoning.
The development of logical thinking should begin in preschool childhood. So, for example, at the age of 5-7, a child is already able to master at an elementary level such methods of logical thinking as comparison, generalization, classification, systematization and semantic correlation.
Consider the techniques of logical thinking in more detail:
1. Comparison is a technique aimed at establishing signs of similarity and difference between objects and phenomena. By the age of 5-6, a child usually already knows how to compare various objects with each other, but, as a rule, he does this on the basis of only a few signs (for example, colors, shapes, sizes, and some others). In addition, the selection of these features is often random and is not based on a comprehensive analysis of the object.
In the course of learning the method of comparison, the child must master the following skills:
a) Select the features (properties) of an object based on its comparison with another object. Children of 6 years old usually distinguish only two or three properties in an object, while there are an infinite number of them. In order for a child to be able to see this multitude of properties, he must learn to analyze an object from different angles, to compare this object with another object that has different properties. By selecting objects for comparison in advance, you can gradually teach the child to see in them such properties that were previously hidden from him. At the same time, to master this skill well means to learn not only to distinguish the properties of an object, but also to name them.
2. Determine the common and distinctive features (properties) of the compared objects.
When a child has learned to distinguish properties by comparing one object with another, one should begin to form the ability to determine the general and distinctive features of objects. First of all, you need to teach the ability to conduct a comparative analysis of the selected properties and find their differences. Then you should go to the general properties. At the same time, it is first important to teach the child to see common properties in two objects, and then in several.
3. Distinguish between essential and non-essential features (properties) of an object when essential properties are specified or easily found.
After the child learns to distinguish common and distinctive properties in objects, the next step can be taken: to teach him to distinguish essential, important properties from insignificant, secondary ones. To do this, it is better to use tasks with visual material, in which the essential feature is predetermined or is, as it were, “on the surface”, so that it can be easily detected.
Then you can try to show with simple examples how the concepts of “general” feature and “essential” feature are related. It is important to draw the child's attention to the fact that a "general" feature is not always "essential", but "essential" is always "general".
For example, show a child two objects, where the “common” but “insignificant” feature is the color, and the “common” and “essential” feature is the shape.
The ability to find the essential features of an object is one of the important prerequisites for mastering the generalization technique.
The next techniques are Generalization and classification.
Classification is the mental distribution of objects into classes in accordance with the most essential features. Generalization is the mental association of objects and phenomena according to their common and essential features.
Preschoolers are not yet able to master the methods of generalization and classification in full. It is still difficult for him to master the elements of formal logic necessary for this. However, some of the skills necessary to master these techniques can be taught. For example, he can form the following skills:
To refer a specific object to a class given by an adult and, conversely, to concretize a general concept given by an adult through singular ones (reference action).
In order to be able to refer a specific object to a class given by an adult (for example, a plate - to the class "dishes") or to concretize a general concept given by an adult through single ones (for example, "toys" is a pyramid, a toy car, a doll), children need to know generalizing words, only under this condition, it is possible to carry out generalization and subsequent classification.
The most difficult for a preschooler are the following generalizing words: insects, shoes, furniture, tools, vehicles, fruits, trees, weapons.
Since the child's passive vocabulary is wider than his active vocabulary, the child may understand these words but not use them in his speech.
2. Group objects on the basis of independently found common features and designate the formed group with a word (generalization and designation actions).
The development of this skill usually goes through several stages. At first, the child combines objects into one group, but cannot name the educated group, since he is not sufficiently aware of the general features of these objects. At the next stage, the child already makes attempts to designate grouped objects, but instead of a generic word, he uses the name of one of the objects of the group (cherries, cherries, strawberries - "cherries") or indicates an action that an object can produce or that can be performed with an object (bed, chair , armchair - "sit"). The main problem of this stage is the inability to identify common features and designate them with a generalizing word. The third stage differs from the previous one in that here the child already uses a generalized name to designate the group as a whole. However, as in the previous stage, the name of the group with a generalizing word follows only after the actual grouping of objects. The most important is the fourth, final stage, at which the so-called "anticipatory generalization" is formed. At this stage, the child, even before the grouping of objects, can designate them by a generic concept. Mastering advanced verbal generalization contributes to the development of the ability to carry out grouping in the mind.
3. Distribute objects into classes (classification action).
Unlike generalization, classification, in addition to the considered actions, involves the distribution of objects into classes (or objects into groups). Such a distribution is always relative, since many objects, due to their complexity, cannot be assigned to any one class only. It all depends on the basis on which the classification is carried out. It is understood as a sign from the point of view of which the given set is divided into classes. The same items can be classified in different ways, depending on which attribute is taken as the basis (for example, in the game "Department Store" the type of "goods" - fruits, vegetables, etc., acts as such a basis; if If another attribute was taken, say, the color or price of a “commodity”, then its final distribution would look different).
The next method of logical thinking is systematization.
To systematize means to bring into the system, to arrange objects in a certain order, to establish a certain sequence between them. To master the method of systematization, the child must first of all be able to isolate various features of objects, and also to compare different objects according to these features. In other words, he must be able to perform elementary comparison operations.
The main logical actions that are required when performing systematization are the seriation and classification of objects.
Seriation is the ordering of objects according to the degree of intensity of one or more features.
At senior preschool age, a child can master the following skills necessary for systematization:
1. Find a regularity in the arrangement of objects ordered by one attribute and placed in one row.
To develop this skill, tasks are usually used in which it is necessary to add one more object to the already ordered objects, but one that would not violate the laws of their arrangement. The problem can be solved only if this pattern is found. And in order to find it, the child must carefully analyze each object included in the series and find a sign (principle) by which each next object differs from the previous one. At the initial stage of training this skill in tasks of this type, only visual signs should be used, i.e. signs that a child can detect visually. Such signs can be a change in the number of elements of an object, a change in its shape, color, etc.
2. Arrange the objects of the series, located randomly. In this case, more complex tasks are used. In them, objects are offered in an unordered form. Such tasks can be of two types. The first type of task involves the development of the ability to independently find a sign (visually presented), according to which objects must be ordered. Here it is important that the child learns, on the basis of the analysis of objects, to find the most essential feature inherent in each of them, but changing from object to object.
The second type of tasks is aimed at developing the ability to operate with abstract features (as opposed to visual ones). Such signs can be the quality of performing certain actions, the degree of expression of personal properties (for example, each next baby “sings better than the previous one” or “is more accurate than the previous one”) and others. And they should be asked verbally (verbally), so that the child does not have the opportunity to use any external support. Then the ordering of objects must be done entirely in the mind.
3. Find a regularity in the arrangement of objects ordered on the basis of two or more features and placed in a matrix.
With the development of this skill, the main thing is to teach the child to take into account several signs at the same time when searching for patterns.
It is important to pay attention to the development of the child's ability to justify his decision, to prove the correctness or fallacy of this decision, to put forward and test his own assumptions (hypotheses).
To correlate objects by meaning means to find some connections between them, it is better if these connections are based on essential features, properties of objects and phenomena. However, it is important to be able to rely on secondary, less significant properties and features.
To find these connections, you need to compare objects with each other, paying attention to their functions, purpose, other internal properties or features. Compared items can have relationships based on different types of relationships. For example, these can be connections based on relations of the "part-whole" type (wheel - car, house - roof), on the opposite properties of objects or phenomena (for example, salt - sugar, night - day, etc.) on similarity or opposites of the functions of objects (pen - pencil, pencil - rubber), belonging to the same genus or species (spoon - fork, apple - pear) and other types of relationships. Teaching “semantic correlation” is learning the ability to quickly grasp (find) such relationships.
The training sequence should be as follows:
1. Semantic correlation of two visually presented objects (“picture - picture”).
2. Correlation of the visually presented object with the object indicated by the word (“picture - word”).
3. Semantic correlation of objects and phenomena presented in the form of words "word - word").
Expanding children's interests, increasing their activity contributes to the development of children's thinking.
At the senior preschool age there is an interest in knowledge and a sense of satisfaction from the knowledge of the new, the unknown. Curiosity is clearly manifested, expressed in the questions “why?”, “why?”, “for what?”, i.e. the desire to establish and understand the cause-and-effect relationships and dependencies of objects and phenomena of the surrounding world.
With the appropriate organization of education, children of senior preschool age “reach a relatively high degree of generalization and abstraction, acquire the ability to understand conditional schematic images, acquire generalized knowledge about the connections and relationships of things reflected in them” (L.A. Wenger) (32); they have access to the assimilation of knowledge in a certain system in all sections of the program with the allocation of characteristic patterns, dependencies in them (A.V. Zaporozhets (69), N.N. Podyakov (156), A.P. Usova (192)); they can isolate individual aspects of the whole object, analyze their properties, using purely visual perception.
Among all cognitive processes, thinking is the leading one. It is closely connected with and accompanies other cognitive processes, determining their character and quality. It means to activate cognitive activity in the learning process - this, first of all, to activate their thinking.
Speaking of cognitive processes, one should not forget about imagination.
Everyone knows what imagination is. We very often say to each other: “Imagine such a situation...”, “Imagine that you...” or “Well, come up with something!” So, in order to do all this - "represent", "imagine", "invent" - we need imagination. Only a few strokes need to be added to this laconic definition of the concept of "imagination".
When a person imagines (of course, in the good sense of the word), various mental images arise in his mind. And depending on the nature of their origin, it is customary to distinguish between reproductive (or recreative) and productive (or creative) imagination. Images of reproductive imagination arise on the basis of verbal or graphic description. Images of creative imagination are always original. They are synthesized by a person independently, without relying on any description.
Imagination is the process of building an image of a product of activity even before its occurrence, as well as creating a program of behavior in cases where a problem situation is characterized by uncertainty.
The peculiarity of imagination is that it allows you to make a decision and find a way out in a problem situation, even in the absence of knowledge, which in such cases is necessary for thinking. Fantasy (a synonym for the concept of "imagination") allows you to "jump over" some stages of thinking and imagine the final result.
Distinguish between passive and active imagination.
Passive is called imagination, which arises "by itself", without setting a special goal.
Active imagination is aimed at solving certain problems. Depending on the nature of these tasks, it is divided into reproductive (or recreative) and productive (or creative).
Reproductive imagination is different in that it creates images that match the description. For example, when reading literature, when studying a map of the area or historical descriptions, the imagination recreates what is displayed in these books, maps, stories.
Productive imagination, in contrast to the recreative one, involves the independent creation of new images that are realized in original and valuable products of activity.
Psychological research shows that a child's imagination develops gradually, as he accumulates certain experience.
That is why the imagination of a child is in no way richer, but in many respects poorer than the imagination of an adult. He has more limited life experience and therefore less material for fantasies. It’s just that sometimes a child explains in his own way what he encounters in life, and these explanations sometimes seem to us, adults, unexpected and original. At the same time, imagination plays a more important role in the life of a child than in the life of an adult. With it, children learn the world and himself.
The imagination of a child must be developed from childhood, and the most sensitive, “sensitive” period for such development is preschool age. “Imagination,” as the psychologist wrote
Dyachenko O.M., who studied this function in detail, is, as it were, that sensitive musical instrument, the mastery of which opens up the possibility of self-expression, requires the child to find and fulfill his own plans and desires.
Imagination can creatively transform reality, its images are flexible, mobile, and their combinations allow us to give new and unexpected results. In this regard, the development of this mental function is also the basis for improving the creative abilities of the child. Unlike the creative imagination of an adult, a child's fantasy is not. participates in the creation of social products of labor. She participates in creativity “for herself”, there are no requirements for realizability and productivity. At the same time, it is of great importance for the development of the very actions of the imagination, preparation for the upcoming creativity in the future.
Cognitive processes were considered in detail, but one cannot fail to mention other skills that, to one degree or another, must be developed in a child for schooling.
One of the most important outcomes of mental development during preschool childhood is the child's psychological readiness for schooling. I.Yu.Kulashna distinguishes two aspects of psychological readiness - personal (motivational) and intellectual readiness for school. Both aspects are important both for the child's educational activity to be successful and for his speedy adaptation to new conditions, painless entry into a new system of relationships.
In order for a child to study successfully, he, first of all, must strive for a new school life, for “serious” studies, “responsible” assignments. The appearance of such a desire is influenced by the attitude of close adults to learning as an important meaningful activity, much more significant than the game of a preschooler. The attitude of other children also influences, the very opportunity to rise to a new age level in the eyes of the younger ones and equalize in position with the older ones. The desire of the child to occupy a new social position leads to the formation of his inner position. L.I. Bozhovich characterizes this as a central personality neoplasm that characterizes the personality of the child as a whole. It is this that determines the behavior and activity of the child and the whole system of his relations to reality, to himself and to the people around him. The schoolchild's lifestyle as a person engaged in a socially significant and socially valued business in a public place is perceived by the child as an adequate path to adulthood for him - he responds to the motive formed in the game "to become an adult and really carry out its functions" (D.B. Elkonin)
The general emotional attitude to school was specially studied by M.R. Ginzburg with the help of an original technique developed by him. He selected 11 pairs of adjectives that positively and negatively characterize a person (“good-bad”, “clean-dirty”, “fast-slow”, etc.), each of which is printed on a separate card. Two boxes with pictures pasted on them were placed in front of the child: on one - children in school uniform with briefcases, on the other - guys sitting in a toy car. This was followed by verbal instruction:
“These are schoolchildren, they go to school; and these are preschoolers, they are playing. Now I will give you different words, and you think about who they are more suitable for: a schoolboy or a preschooler. Whoever is more suitable, you will put in that box.
By this method, 62 children of 6 years old were examined - pupils preparatory group kindergarten (24 people) and two zero grades of the school (38 people). The experiment was carried out at the end of the academic year. Analysis of the results showed that 6-year-old children, both attending kindergarten and studying at school, have a positive attitude towards school. Both of them characterized schoolchildren with positive adjectives, and preschoolers with negative adjectives. The exception was only three children (one from kindergarten, two from school).
From the moment the idea of the school acquired the features of the desired way of life in the child's mind, it can be said that his inner position received new content - it became the inner position of the schoolchild. And this means that the child psychologically moved into a new age period their development - primary school age. The internal position of a schoolchild in the broadest sense can be defined as a system of needs and aspirations of the child associated with the school, i.e. such an attitude towards school, when the child experiences participation in it as his own need (“I want to go to school!”). The presence of the student's inner position is revealed in the fact that the child resolutely renounces the preschool-play, individual-direct mode of existence and shows a brightly positive attitude towards school-educational activity in general, and especially to those aspects of it that are directly related to learning.
Such a positive orientation of the child to the school as to the actual educational institution is the most important prerequisite for his successful entry into the school-educational reality, i.e. acceptance by him of the relevant school requirements and full inclusion in the educational process.
The class-lesson system of education presupposes not only a special relationship between the child and the teacher, but also specific relationships with other children. A new form of communication with peers takes shape at the very beginning of schooling.
Personal readiness for school also includes a certain attitude towards oneself. Productive learning activity implies an adequate attitude of the child to his abilities, work results, behavior, i.e. a certain level of development of self-consciousness. The personal readiness of a child for school is usually judged by his behavior in group classes and during a conversation with a psychologist. There are also specially developed conversation plans that reveal the position of the student (N.I. Gutkina's method), and special experimental techniques. For example, the predominance of a cognitive or play motive in a child is determined by the choice of activity - listening to a fairy tale or playing with toys. After the child has examined the toys in the room for a minute, they begin to read a fairy tale to him, but they stop reading at the most interesting place. The psychologist asks what he wants more now - to listen to a fairy tale or play with toys. Obviously, with personal readiness for school, cognitive interest dominates, and the child prefers to find out what will happen at the end of the fairy tale. Children who are not motivationally ready for learning, with a weak cognitive need, are more attracted to the game.
Determining the child's personal readiness for school, it is necessary to identify the specifics of the development of the sphere of productivity. The performance of the child's behavior is manifested in the fulfillment of requirements, specific rules set by the teacher, when working according to the model. Therefore, the features of voluntary behavior can be traced not only when observing the child in individual and group classes, but also with the help of special techniques.
The rather well-known Kern-Jirasek orientation test of school maturity includes, in addition to drawing a male figure from memory, two tasks - sketching written letters and drawing a group of points, i.e. sample work. The technique of N.I. Gutkina "House" is similar to these tasks: children draw a picture depicting a house made up of elements capital letters. There are also simpler methods.
Tasks by A.L. Wenger “Draw tails for mice” and “Draw handles for umbrellas”. And mouse tails and handles are also letter elements.
It is impossible not to mention two more methods of D.B. Elkonin - A.L. Wenger: graphic dictation and “sample and rule”.
The “Pattern and Rule” technique involves simultaneously following the pattern in your work (the task is given to draw exactly the same pattern as the given geometric figure point by point) and the rule (the condition is stipulated: you cannot draw a line between the same points, i.e. connect a circle with a circle , a cross with a cross and a triangle with a triangle). The child, trying to complete the task, can draw a figure similar to the given one, neglecting the rule, and, conversely, focus only on the rule, connecting different points and not referring to the model. Thus, the technique reveals the level of orientation of the child to a complex system of requirements.
I . 2. Overview of diagnostic techniques aimed at
study of different aspects of psychological readiness
preschooler to school.
Psychological readiness for schooling is a holistic education that implies a fairly high level of development of the motivational, intellectual and productivity spheres. The lag in the development of one of the components of psychological readiness entails a lag in the development of others, which determines the peculiar options for the transition from preschool childhood to primary school age. Domestic and foreign psychologists have developed many methods for diagnosing different aspects of this problem. Some of them have already been cited above. In this part, we will look at some more of them.
A. R. Luria's method allows to reveal the general level of mental development, the degree of mastery of generalizing concepts, the ability to plan one's actions. The child is given the task of memorizing words with the help of drawings: for each word or phrase, he himself makes a concise drawing, which will then help him reproduce this word. THOSE. the drawing becomes a means to help memorize words. For memorization, 10-12 words and phrases are given, such as, for example, truck, smart cat, dark forest, day, fun game, frost, capricious child, good weather, strong man, punishment, interesting tale. After 1-1.5 hours after listening to a series of words and creating the corresponding images, the child receives his drawings and remembers for which word he made each of them.
The level of development of spatial thinking is revealed in different ways. Efficient and convenient A.L. Wenger's technique "Labyrinth ».
The child needs to find a way to a certain house among others, wrong paths and dead ends of the labyrinth. In this he is helped by figuratively given instructions - by which objects (trees, bushes, flowers, mushrooms) he will pass. The child must navigate in the labyrinth itself and in the scheme that displays the sequence of the path, i.e. problem solving.
The most common methods for diagnosing the level of development of verbal-logical thinking are the following:
a) "Explanation of complex pictures": the child is shown a picture and asked to tell what is drawn on it. This technique gives an idea of how correctly the child understands the meaning of the depicted, whether he can highlight the main thing or is lost in individual details, how developed his speech is.
b) "Sequence of events" - a more complex technique. This is a series of story pictures (from 3 to 6), which depict the stages of some action familiar to the child. He must build the correct row from these drawings and tell how the events developed. A series of pictures can be content of varying degrees of difficulty. The "sequence of events" gives the psychologist the same data as the previous method, but, in addition, the child's understanding of cause-and-effect relationships is revealed here.
Kern-Jirasek test .
This test is aimed at determining school maturity.
This test consists of three tasks. The first is drawing a male figure from memory, the second is sketching written letters, the third is sketching a group of dots. The result of each task is evaluated on a five-point system (1 is the highest, 5 is the lowest score), then the total result for the three tasks is calculated. The development of children who received a total of 3 to 6 points is considered as above average, from 7 to 11 - as average, from 12 to 15 - below the norm. Children who have received 12-15 points should be examined in depth, as some of them may be mentally retarded.
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 in general terms determine the intellectual development of the child (first task). The second and third tasks reveal his ability to imitate a model, which is necessary in school education. They also allow you to determine whether the child can concentrate, without distraction, work for some time on a task that is not very interesting for him.
The Kern-Jirasek test can be used both in a group and individually.
Instructions for using the test.
A child (a group of children) is offered a test form. The first side of the form contains data about the child and free space is left 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 the sheet is left free for reproduction of samples by it. 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).
Before completing the first task, each child is asked to draw the figure of a man (without further explanation). Helping the subject or drawing his attention to the errors and shortcomings of the drawing is excluded. If the child finds it difficult to complete this task, then he should be encouraged (for example, by saying: “Draw, you will succeed”). Sometimes children ask if it is possible to draw a woman instead of a man. In this case, a negative answer should follow. If the child began to draw a woman, then you should be allowed to finish her, and then ask him to draw a man next to him.
At the end of the drawing, the children are asked to turn the sheet of paper over to the other side and are asked to copy two words (“This is a ball”) written in written letters (second task). If the child did not guess the length of the phrase and one word did not fit in the line, then he can be advised to write this word higher or lower.
In the third task, children are asked to copy a group of drawn points. It is necessary to show the child the place on the sheet of paper where he should draw, as some children may have a weakening of concentration. Below is a sample suggested for reproduction:
During the performance of tasks, it is required to monitor the children, while making brief notes about their actions. First of all, they pay attention to which hand draws - right or left, whether he shifts the pencil from one hand to another 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, despite the instructions, whether he traces the contour of the sample, whether he wants to make sure that he draws beautifully, etc.
Evaluation of test results
Exercise 1
1 point The drawn figure should have a head, torso and limbs. The head is connected to the body and should not be larger than it. There is hair on the head (perhaps under a cap or hat) and ears, on face - eyes, nose and mouth. The hands end in a five-fingered hand. The feet are bent down. The figure has men's clothing and depicted in a synthetic (contour) way (drawn immediately as a single, and not made up of separate parts), in which 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 method of drawing involves the image separately of each of the constituent parts of the figure. So, for example, the torso is first drawn, and then arms and legs are “attached” to it.
2 points. All requirements (except using the synthetic way of drawing) are met per unit. The absence of three details (neck, hair, one finger of the hand, but not part of the face) can be ignored if the figure is drawn in a synthetic way.
3 points. The figure must have a head, torso, and limbs. Arms or legs are drawn with two lines (3D). The absence of neck, hair, ears, fingers and feet, clothing 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 2
1 point Sample copied in its entirety. The letters exceed the size of the sample letters no more than twice. The first letter is capitalized in height. The letters are clearly connected in two words. The copied phrase deviates from the horizontal line by no more than 30 degrees.
2 points. The sample is copied legibly. The size of the letters and the observance of the horizontal line are not taken into account.
3 points. A clear division of the inscription into two 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 3
1 point 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 double. The drawing is parallel exemplary .
2 points. The number and arrangement of points must match the pattern. 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 - not even 180 degrees.
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 (eg lines) are not allowed.
5 points. Scribble.
The described test is convenient for initial acquaintance with children. It gives a general picture of development and can be applied in a group, which is very important when enrolling them in a school. After reviewing the results of the test, you can call for an individual examination of individual children. Since psychological tests do not reveal the causes of developmental delay, but give a quantitative characteristic, then in special occasions an individual mental examination of the child in a clinical setting is required.
If the subject scored 3-6 points in all tasks of the Kern-Jirasek test, then, as a rule, there is no need to additionally talk with him to clarify the picture of his intellectual development. Children who score 7-9 points (if these points are evenly distributed among all tasks) have an average level of development. If the total score includes very low grades (for example, a score of 9 consists of grades 2 for the first task, 3 for the second and 4 for the third), then it is better to conduct an individual examination in order to better understand the characteristics of the child's development. And, of course, it is necessary to additionally examine children who received 10-15 points (10-11 points - the lower limit of average development, 12-15 points - development is below the norm).
Methodology "Graphic dictation »
Methodology of Elkonin D.B. This technique allows you to identify the child's ability to perform tasks of an adult, perceived by ear, as well as the ability to independently perform the required task according to the perceived pattern.
Graphic dictation is carried out simultaneously with all students of the class on one of the first days of study.
On a notebook sheet (each student is given such a sheet indicating his name and surname), retreating 4 cells from the left edge, three dots are placed one under the other (the vertical distance between them is 7 cells). The teacher explains in advance:
“Now we will learn to draw different patterns. We must try to make them beautiful and neat. To do this, you must listen carefully to me - I will say in which direction and how many cells to draw a line. Draw only those lines that I will dictate. When you draw a line, wait until I tell you where to direct the next one. . Start each new line where the previous one ended, without lifting the pencil from the paper. Everyone remembers where the right hand is? This is the hand in which you hold the pencil. Pull it out to the side. You see, she points to the door (a real landmark is given in the classroom). So, when I say that you need to draw a line to the right, you will draw it like this - to the door (on the board, pre-drawn into cells, a line is drawn from left to right one cell long). I drew a line one cell to the right. And now, without taking my hands off, I draw a line two cells up, and now three cells to the right (the words are accompanied by drawing lines on the board).
After that, it is proposed to proceed to drawing a training pattern.
” We begin to draw the first pattern. Put the pencil on the highest point. Attention! Draw a line: one cell down. Do not take your pencil off the paper. Now one cell to the right. One up. One cell to the right. One down. Then continue to draw the same pattern yourself.
While working on this pattern, the teacher walks through the rows and corrects the mistakes made by the children. When drawing subsequent patterns, such control is removed, and it only ensures that students do not turn their leaves over and start a new one from the right point. When dictating, long pauses should be observed so that the children have time to finish the previous line and they should be warned that it is not necessary to occupy the entire width of the page. One and a half to two minutes are given for an independent continuation of the pattern.
The following text of the instruction is as follows:
“Now put your pencils on the next line. Get ready! Attention! One cell up. One to the right. One cell up. One to the right. One cell down. One to the right. And now continue to draw this pattern yourself.
Before performing the final pattern, the teacher addresses the subjects with the words:
" All. This pattern does not need to be drawn further. We will deal with the last pattern. Put your pencils on the next point. I start dictating. Attention! Three cells down. One cell to the right. Two cells up. One to the right. Two cells down. one to the right. Three cells up. One to the right. Now keep drawing this pattern.”
Analyzing the results of the task, it is required to separately evaluate the actions under dictation and the correctness of the independent continuation of the pattern. The first indicator (under dictation) indicates the child's ability to listen carefully and clearly follow the instructions of the teacher, without being distracted by extraneous stimuli; the second indicator is about the degree of independence of the subject in educational work. In both the first and second cases, you can focus on the following run levels:
1. High level. Both patterns (not counting the training one) generally correspond to the dictated ones; in one of them there are individual errors.
2. Average level. Both patterns partially correspond to the dictated ones, but contain errors; or one pattern is made unmistakably, and the second does not correspond to the dictated one.
3. The level is below average. One pattern partially corresponds to the dictated one, the other does not.
4. Low level. Neither of the two patterns matches what is being dictated.
Method "House".
(to determine the development of volitionality in children of six years of age).
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. The task allows you to identify the child's ability to focus on a sample in his work, the ability to accurately copy it, reveals the features of the development of an arbitrary
Processing of the experimental material is carried out by counting points awarded for errors. The following are considered errors:
A) incorrectly depicted element (1 point). If this element is incorrectly depicted in the entire detail of the drawing, 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 every wrong ring, but for all incorrectly copied smoke, not for every wrong line in the shading, but for the entire shading as a whole . The right and left parts of the fence are evaluated separately, so if the right part is incorrectly copied, 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 parts of it, then the subject receives 2 points ( 1 point for each part). An incorrectly reproduced number of elements in a drawing detail is not considered an error (it does not matter how many smoke rings, lines in the hatching of the roof or sticks in the fence);
B) replacement of one element by another (1 point);
C) absence of an element (1 point);
D) gaps between the lines in the places where they should be connected (1 point);
E) a strong distortion of the picture (1 point).
For the good performance of the drawing, 0 (zero) is set. Thus, the worse the task is performed, the higher the total score received by the subject.
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, and wants to correct them, then the experimenter must register this. In addition, in the course of the task, you need to fix the distractibility of the child, and also note if he is left-handed.
In a group with relatively good development arbitrariness should include children who received no more than 1 point.
Method "Yes and no".
It is aimed at identifying the level of development of voluntary attention.
This technique is a modification of the well-known children's game "Yes" and "No" do not say, do not take black and white. During the game, the facilitator asks the participants such questions that are easiest to answer with the words “Yes” and “No”, as well as using the names of white and black colors. But that's exactly what the rules of the game can't do.
For the proposed methodology, it is forbidden here to answer the questions with the words “Yes” and “No”.
The teacher addresses the subject: “Now we will play a game in which you cannot say the words “yes” and “no”. Repeat, please, which words will not be possible to pronounce ”(the subject repeats them). “Now be careful, I will ask you questions, answering which you cannot say the words “yes” and “no”. Clear?" (subject confirms that everything is clear to him). After that, the experimenter asks questions, among which are those that provoke the child to express his attitude to school and learning. Since all his attention at this moment is focused on observing the rules of the game, sincere answers are most likely. Thus, the psychologist gets an idea about the motivational readiness of the child for school. The subject is asked the following questions: 1. Do you want to go to school? 2. Do you like when people read fairy tales to you? 3. Do you like to watch cartoons? 4.do you want to stay for one more year in kindergarten? (If the child does not go to kindergarten, then the question is: Do you want to go to school not in the fall, but only in a year?.) 5. Do you like to walk? 6. Do you like to play? 7. Do you want to study? 8. Do you like to get sick?
In order to correctly answer questions, the child needs to constantly, without distraction, keep in mind the conditions of the game and the intention he has accepted to answer in a certain way, control his answers, restrain the immediate desire to answer with the words “yes” and “no” and at the same time think about the answer. All this is impossible without a certain development of arbitrariness. Experiments have shown that some children try to make the task easier in various ways. So, some of them chose one word, for example, “I want”, since it was the answer to the first question, and then they repeated it all the time, thus depriving their answers of meaning. The most important thing for these subjects was the observance of the formality of the rules of the game. Others solved the problem by replacing the words "yes" and "no" with the corresponding movements of the head. Thus, they observed the conditions of the game and did not bother to search for an adequate answer, which, as experiments have shown, is not always easy for them. Before giving a meaningful answer that did not include forbidden words, many of them were silent for a long time. When asked by the experimenter about the reason for such a long silence, after the end of the game, they answered that they were looking for the right words. It is interesting to note that the parents present at this game did not consider a nod of the head as an answer and tried to intervene with the replica: “Don’t you know how to speak?”.
Results processing is carried out by counting the points awarded for errors, which are understood only as the words “yes” and “no”. The use of colloquial vocabulary by children (the words “aha”, “nope”, etc.) are not considered as a mistake. Also, a meaningless answer is not considered an error if it satisfies the formal rule of the game. Each mistake is worth 1 point. If the child correctly answered all questions, 0 (zero) is set for his result. Thus, the worse the task is performed, the higher the total score.
The group with a relatively good development of volitionality includes children who received no more than one point, while the best result from two attempts is taken. The second attempt is given to the subject if the first time he failed in the game. Before the second attempt, an additional conversation about the conditions of the game is held.
If doubts remain after the “Yes and No” technique regarding the child’s ability to work according to the rule, then one more game can be played with him, aimed at identifying the same skill.
Method "Politeness"
The technique is a well-known game in which the host's commands are executed only if he says the word "please". The content of the teams is associated with physical exercises: 1) "hands forward"; 2) "hands on the belt, please"; 3) "sit down"; 5) "hands to shoulders, please"; 6) "jump"; 7) "jump, please"; 8) "stop jumping, please." Before the game begins, it is necessary to check whether the child understands how to perform the exercises used in it. As in the “Yes and No” method, the success of the task depends on voluntary attention, memory, and the realization of the formed intention, i.e. everything that defines the concept of "obedience to the rule."
The processing of the results is carried out by counting points for errors, which are understood as the execution of a command without the word “please” and the failure to execute a command with the word “please”. Each of them is worth 1 point. For a correctly completed task, 0 (zero) is set. The worse the child did, the higher the total score.
Echo technique
The technique is a game in which the child plays the role of an echo. Before the game, the experimenter explains to him what an “echo” is: “Have you ever heard of an echo? Most often it lives in the forest and in the mountains, but no one has ever seen it, it can only be heard. Echo likes to imitate the voice of people, birds, animals. If you get into a mountain gorge and say: “Hello, Echo!”, then it will answer you in the same way: “Hello, Echo!”, Because the echo always repeats exactly what it hears. After this story, the subject is invited to play a game where he will have to repeat exactly any sound he hears. Separate sounds and sound combinations are taken as reproduction material: three vowel sounds (for example, “a”, “o”, “i”), three deaf consonant sounds (for example, “p”, “s”, “t”) , three voiced consonants (for example, “b”, “z”, “d”), three words consisting of two sounds (for example, “sha”, “ru”, “ly”), three sound combinations consisting from two consonants (for example, "st", "vr", "kt").
Processing of results is carried out quantitatively and qualitatively. Each incorrectly pronounced sound is worth 1 point, and it is important to register what the child said instead of the required sound. Refusal to play is also worth 1 point, regardless of the number of sounds played.
The technique makes it possible to reveal not only the possibility of the arbitrariness of the pronounced individual sounds and sound combinations, without which it is impossible to teach reading, but also the features of the development of phonemic hearing and articulation disorders. If serious defects are found in this area, it is required to draw the attention of parents to the need for the child to have a speech therapist.
Test: "Intertwined lines"
Assessment of stability of attention.
Offer the child a drawing that shows 10 intertwined lines (Fig. 1). Each line has its own number at the beginning (on the left) and at the end (on the right). However, these numbers do not match.
Ask your child to carefully follow each line from beginning to end. Do not use a pen, pencil or finger. The child calls out loud the number of the line on the left and then the number of this line on the right.
Record the time of the entire task, errors, failures in work, etc. Most children of 6-7 years old cope with this task in 1-2 minutes and with virtually no errors.
Test: "Correction test"
Revealing the speed of distribution and switching of attention, its volume and stability, the child is offered a table with any figures. In the correction matrix with figures, the child looks through five lines and crosses out three different elements in different ways as quickly as possible. For example: a square is a cross line, a circle is a vertical line, and an asterisk is a cross.
The execution time of the task is fixed. Most children 6-7 years old complete these tasks in 2-3 minutes.
This test can also be used to obtain information about the child's performance.
Test: "Ridiculous"
Evaluation of figurative-logical thinking.
Show the child a picture (Fig. 27), which depicts various absurdities, and ask him to carefully consider this picture and say what is drawn incorrectly. When the child names these ridiculous situations, ask him to explain why this is not so and how it should really be.
The entire task is given no more than 2 minutes. During this time, the child should notice as many ridiculous situations as possible and explain what is wrong, why it is wrong and how it really should be.
If a child discovers more than 8 absurdities, this is a good result of the development of figurative-logical thinking.
Test: "An extra item"
Evaluation of figurative-logical thinking - mental operations of analysis and generalization.
On fig. various objects are depicted: 4 on each card. 6 cards in total
Show the child the first (training) card and explain to him that of the A objects drawn on the card, one is superfluous. Ask him to identify this extra item and say why it is sticky. After that, invite the child to think and say how the remaining 3 items can be called in one word.
If a child of 6-7 years old correctly finds an extra object and names a generalizing word in at least 4 cards, this is a good level of development of figurative-logical thinking.
Test: "Remember phrases"
Estimation of semantic memory.
Read to your child phrases such as:
1) It rains in autumn.
2) Children love to play.
3) Apple and pear trees grow in the garden
4) An airplane is flying in the sky.
5) The boy helps his grandmother.
Ask the child to repeat the phrases that he managed to remember. At the same time, the main thing is to convey the meaning of each phrase, it is not necessary to repeat it verbatim.
If the first time the child could not repeat all the phrases, read them again.
A child of 6-7 years old usually copes with this task after the 2nd or 3rd attempt.
II . Experimental study of the level of readiness
children to school.
II . 1. Description of the methods and results of the study.
The above review of methods allows, on the basis of some of them, to diagnose children for their readiness for schooling. The results obtained should help identify aspects of children's mental activity that need correction.
The children of the preparatory speech therapy DOW groups No. 1713, South-Eastern District of Moscow.
F.I. : Geraskina Katya.
Age: 7 years
Kern-Jirasek test
The test was positive. The task to draw a male figure did not cause any difficulties.
The test results are good.
Method "Yes and No"
The child was happy to answer questions. There was one mistake in the answers. Answered questions fairly quickly. I used question verbs for answers.
To the question - Do you want to stay for another year in children. garden? – answered uncertainly!
Test results
TEST: Kerna-Jiraseka 3 points
METHOD: "Yes and no" 1 point
METHOD: "Graphic Dictation" - "AT"(high level)
METHOD: "House" 1 point
METHOD: "ECHO" 0 points
METHOD: " Intertwined lines» "AT".
METHOD: " Correction test» "AT".
METHOD: "Nonsense" - Found 7 "absurdities". - "AT".
METHOD: "Remember phrases" -FROM"
METHOD: " Extra item "-AT".
The test results showed that the child is ready for school.
Develop semantic memory.
F.I. : Kevbrin Dima
Age: 7 years.
Kern-Jirasek test
In the second exercise, I clarified the meaning of the word "copy". Did the exercise.
During the work, Dima felt calm and confident. The results are good.
Methodology "House"
Before performing the technique, the child was afraid that he would not cope with the task. Thanks to my encouragement, the boy immediately agreed to do the exercise. While working, Dima became interested in the test. The child showed perseverance and accuracy of calculations.
"Yes and no"
Test results
TEST: Kerna-Jiraseka 3 points
METHOD: "Yes and no" 1 point
METHOD: "Graphic Dictation" - "AT"(high level)
METHOD: "House" 0 points.
METHOD: "ECHO" 0 points.
METHOD: " Intertwined lines»- Took 2 min. 1 error. "AT".
METHOD: " Correction test» "AT".
METHOD: "Nonsense" - Found 8 "absurdities". - "AT".
METHOD: "Remember phrases" - "AT".
METHOD: " Extra item "-AT".
The test results showed that the child is ready for school.
F.I. : Zhenya Almakaev
Age : 7 years
Kern-Jirasek test
Method "Yes and No"
Answered questions quickly. For answers, at first he used nods of his head, but after my remark he began to use the phrases: “I don’t know”, “not very”, “so-so”, “when like”. Didn't make any mistakes.
Test results
TEST: Kerna-Jiraseka 6 points.
METHOD: "Yes and no" 1 point
METHOD: "Graphic Dictation" - "FROM"(high level)
METHOD: "House" 2 points.
METHOD: "ECHO" 0 points.
METHOD: " Intertwined lines» "FROM".
METHOD: " Correction test»- Took 4 min. 2 mistakes - "FROM".
METHOD: "Nonsense" - Found 5 "absurdities". - "FROM".
METHOD: "Remember phrases" - "FROM".
METHOD: " Extra item "-AT".
The test results showed that the child is conditionally ready for school and needs some correction.
F.I. : Yulia Fomenkova.
Age : 6 years.
Kern-Jirasek test :
She was positive about the test. After drawing the male figure, the child told me to pay attention to the fact that the man has a belt on his belt, since this is not clear in her drawing. During the completion of the remaining two tasks, the girl specified where she should perform the exercise.
The child worked with concentration, calmly.
Methodology "House"
Before completing the task, the child said that he would cope with it without problems. The task was completed quickly, but inaccurately.
She worked with interest, calmly, confidently.
Method "Yes and No"
I used question verbs to answer questions. I made a mistake in the question of the desire to learn. The results of the answers revealed a contradiction: the child wants to study and at the same time stay in the kindergarten. My proposal to choose one of the two was given the answer: to stay in kindergarten. To my clarifying question, the answer remained the same.
Test results
TEST: Kerna-Jiraseka 4 points.
METHOD: "Yes and no" 1 point
METHOD: "Graphic Dictation" - "N"
METHOD: "House" 13 points.
METHOD: "ECHO" 0 points
METHOD: " Intertwined lines»- Took 6 min. 4 errors. "N".
METHOD: " Correction test»- Took 5 minutes. 5 mistakes. - "FROM".
METHOD: "Nonsense" - Found 6 "absurdities". - "FROM".
METHOD: "Remember phrases" - After two attempts, she repeated 3 phrases. " FROM"
METHOD: " Extra item "- Correct answers on 3 cards. " FROM".
The test results showed that the child was not ready for school.
Take into account the poor preparation of the child for school. Develop the intellectual sphere, voluntary attention.
Psychologist: psychologically prepare the child for changing conditions, observe the development of voluntary attention, the motivational sphere of the child.
F.I. : Mekhvalyev Rukhin.
Age : 6 years.
Kern-Jirasek test
The child was positive for the test. There was a desire to complete an unknown task. The boy's attitude to drawing a male figure did not raise any additional questions. The task was carried out with interest, calmly.
Did the exercise.
3 Did a good job. There were no difficulties.
During work, Rukhin felt calm, confident. The results are good.
Methodology "House"
Before completing the assignment, Rukhin showed great interest.
The child showed perseverance and accuracy of calculations. The results are good.
"Yes and no"
Happy to answer all questions. Made only one mistake. When answering, I used question verbs. I felt calm, confident. He liked the game.
Test results
TEST: Kerna-Jiraseka 3 points
METHOD: "Yes and no" 1 point
METHOD: "Graphic Dictation" - "AT" .
METHOD: "House" 0 points.
METHOD: "ECHO" 0 points.
METHOD: " Intertwined lines»- Took 2 min. 4 mistakes. "FROM".
METHOD: " Correction test»- Took 4 min. 3 mistakes. - "FROM".
METHOD: "Nonsense" - Found 8 "absurdities". - "AT".
METHOD: "Remember phrases" - After two attempts repeated 5 phrases "AT".
METHOD: " Extra item "- Answered correctly on 6 cards. " AT".
The test results showed that the child is ready for school.
Continue to develop the intellectual sphere of the child, as well as voluntary attention, logical thinking, memory.
F.I. : Tolmacheva Natasha
Age : 6 years.
Kern-Jirasek test
She was positive about the test. She reacted negatively to the task - to draw a male figure - she asked permission to draw a female one. After receiving a negative response, I set to work. During the performance of all tasks, the child was distracted, but not nervous. When a crime to perform the next task, the girl asked how to perform it.
Method "Yes and No"
She didn't answer questions right away. To answer questions, she used not only the verbs of the questions, but also such phrases as: “very”, “not very”. I made a mistake when answering the question about the desire to stay in kindergarten for another year. The test clearly shows that the child wants to go to school more than to stay in kindergarten.
Test results
TEST: Kerna-Jiraseka 3 points
METHOD: "Yes and no" 1 point
METHOD: "Graphic Dictation" - "AT" .
METHOD: "House" 1 point
METHOD: "ECHO" 0 points
METHOD: " Intertwined lines»- Took 2.5 min. 2 mistakes. "AT".
METHOD: " Correction test»-Took 3.5 minutes. 1 error. - "AT".
METHOD: "Nonsense" - Found 7 "absurdities". - "AT".
METHOD: "Remember phrases" - After two attempts, she repeated 4 phrases. " FROM"
METHOD: " Extra item "- Correct answers on 5 cards. " AT".
The test results showed that the child is ready for school.
Special attention pay attention to the development of voluntary attention and the intellectual sphere of the child, take into account these features in the learning process.
By resorting to special developmental exercises to develop the intellectual sphere of the child and voluntary attention.
F.I : Pronin Egor
Age : 6 years.
Kern-Jirasek test
The test was positive. The task to draw a male figure did not cause any difficulties.
During the rest of the exercises, the child felt calm and showed interest.
The test results are good.
Method "Yes and No"
The child was happy to answer questions. There was one mistake in the answers. Answered questions fairly quickly. I used question verbs for answers.
To the question - Do you want to stay for another year in children. garden? – answered uncertainly!
The test results showed that the child is ready for school.
Test results
TEST: Kerna-Jiraseka 4 points
METHOD: "Yes and no" 1 point
METHOD: "Graphic Dictation" - "FROM"
METHOD: "House" 1 point
METHOD: "ECHO" 0 points
METHOD: " Intertwined lines»- Took 3.5 min. 2 mistakes. "FROM".
METHOD: " Correction test»- Took 3.5 min. 1 mistake. - "AT".
METHOD: "Nonsense" - Found 7 "absurdities". - "AT".
METHOD: "Remember phrases" - After two attempts, he repeated 4 phrases. " FROM"
METHOD: " Extra item "- Correct answers on 4 cards. " AT".
The test results showed that the child is ready for school.
Develop semantic memory, attention. Pay attention independent work at the behest of an adult.
Full name: Leshenko Misha.
Age: 6 years.
Kern-Jirasek test
During the test, no additional questions arose. The child worked with interest, calmly, but at times was distracted. Tried to do the job accurately and accurately.
Method "Yes and No"
Answered questions quickly. . Didn't make any mistakes.
Test results
TEST: Kerna-Jiraseka 6 points.
METHOD: "Yes and no" 1 point
METHOD: "Graphic Dictation" - "FROM"
METHOD: "House" 2 points.
METHOD: "ECHO" 0 points.
METHOD: " Intertwined lines»- Took 3 min. 3 mistakes. "FROM".
METHOD: " Correction test»- Took 3 minutes. 1 mistake. - "AT".
METHOD: "Nonsense" - Found 5 "absurdities". - "FROM".
METHOD: "Remember phrases" - After three attempts repeated 4 phrases "FROM".
METHOD: " Extra item "- Answered correctly on 4 cards - " AT".
The test results showed that the child is ready for school, but needs some correction.
Pay more attention to exercises for the development of the child's intellectual sphere, observe the work of the child, and place special emphasis in work on the development of voluntary attention. Pay attention to the development of semantic memory and figurative-logical thinking.
Table of diagnostics by level indicators.
|
methods |
Geraskina |
Almakaev |
Fomenkov |
Mekhvalyev |
Tolmacheva |
|||
Kerna-Jiraseka |
||||||||
Graphic |
||||||||
"Yes and no" |
||||||||
"Intertwined |
||||||||
"Correction |
||||||||
"Nonsense" |
||||||||
| "Extra Item" | ||||||||
| "Remember Phrases" | ||||||||
| RESULTS |
Table of percentage indicators based on the results of diagnostics.
|
methods |
|||||||
Kerna - Jirasek |
|||||||
"Graphic dictation" |
|||||||
| Requires individual work. | |||||||
"Yes and no" |
Correction not |
||||||
| No correction needed. | |||||||
| "Intertwined Lines" | Frontal exercises required. | ||||||
| "Correction test" | Requires individual work. | ||||||
"Nonsense" |
Requires individual work. | ||||||
|
subject" |
Requires individual work. | ||||||
"Remember the phrase" |
Frontal exercises required. | ||||||
II . 2. Psychocorrective work with unprepared children.
Based on the previous calculations, it can be seen that it is necessary to carry out psycho-correctional work.
Such aspects as: semantic memory, figurative-logical thinking, stability of attention have an average level of development in almost all the children surveyed. To correct these aspects of mental activity, it is possible to conduct frontal classes with children on the basis of a formative experiment, where the experimenter acts as a teacher. The work of Z.M. Istomina. In the monograph (74), she revealed the main patterns of memory in preschoolers, revealed the potential possibilities and ways of forming their meaningful memorization.
To train visual memory, you can use the "Memorize Pictures" technique. Children are given tables with pictures, and instructions are given: “There are nine different figures provided in this picture. Try to remember and then recognize in another picture (B), which I will now show you. On it are, in addition to the nine previously shown images, six more of those that you have not yet seen. Try to recognize and show in the second picture only those images that you saw in the first picture, and mark them with a cross.
Such a lesson can be carried out both frontally and individually.
To correct figurative-logical thinking - mental operations of analysis and generalization, you can use the "Fourth Extra" technique. This technique can be used in the form of a didactic game. In this technique, you can use cards, or you can carry it out at the verbal level. With verbal conduct, children develop the ability to perform the task of an adult.
To correct the stability of attention, you can use the technique: "Find the same pictures." When carrying out this technique, children are given tables with pictures and they are asked to find on them fixed figures identical to each other.
Here you can use the technique: "Recognize the figures."
Children are given tables with pictures. 10 rows of 5 pictures. Instructions are given: “In front of you are 5 pictures arranged in rows. The picture on the left is separated from the rest by a double vertical line and looks like one of the four pictures in a row to the right of it. We need to find and point to a similar picture as soon as possible.
Children need individual lessons in such aspects of mental activity as figuratively logical thinking, the distribution of attention, its stability and volume, the development of arbitrariness.
For the development of logical thinking, you can use the developmental exercises of L.G. Peterson. Children are offered unfinished drawings of patterns, and are encouraged to continue them. It is also proposed to continue the number series. The child must find the pattern of change. You can offer several shapes (for example: red and blue squares and circles of different sizes) and offer to break them into groups.
You can invite the child to finish the last figure and explain why he did it.
FIGURES
To correct the distribution and switch attention, the following technique is used: "Rings".
To conduct the lesson, you need a table with the image of rings that have gaps in different parts(it is desirable that the rings are approximately equal lowercase letters and alphabet).
To assess the stability of attention, the child is asked to find and cross out rings with a gap in a strictly defined place as quickly as possible (for example, on the right).
In 2 minutes, a child of 6-7 years old scans 10-11 lines. But on the first try, it makes a lot of mistakes. With further training, the errors become less and less, and the productivity of the activity improves.
When carrying out work on correction, it is necessary to encourage the child, indirect help ("Don't worry, try again, you will definitely succeed.")
After corrective work, we conduct an additional examination of children. Children were surveyed, whose readiness for schooling at the previous survey was at a low level.
Here we present a table of additional surveys.
ADDITIONAL DIAGNOSIS TABLE ,
The results of the survey allow us to conclude that two children, after corrective work, are fully prepared for school. One girl is not ready for schooling. Parents are advised to leave Yulia for another year in kindergarten for further individual sessions with a psychologist. She does not need a speech pathologist.
III . Conclusion
Under the psychological readiness for school education is understood the necessary and sufficient level of psychological development of the child for the development of the school curriculum in the conditions of learning in a peer group.
Psychological readiness for schooling is determined primarily to identify children who are not ready for schooling in order to conduct developmental work with them aimed at preventing school failure and maladaptation.
It is expedient to carry out developmental work with children in need in development groups. In these groups, a program that develops the psyche of children is being implemented. There is no special task to teach children to count, write, read. The main task is to bring the psychological development of the child to the level of readiness for school. The main acceptance in the development group is divided into the motivational development of the child, namely the development of cognitive interest and learning motivation. The task of an adult is to first awaken in a child a desire to learn something new, and only then begin work on the development of higher psychological functions.
Our experience shows that the reliability of the results of psychological pedagogical diagnostics very high. It is also significant that the forecast turns out to be long-term and covers the period of elementary school, and not just the beginning of education in the first grade. In addition, a positive correlation was found between the prognosis of learning and the school success of the child. All of the above leads to the very important conclusion that it is fundamentally possible to predict the intellectual success of children at the level of admission to the first grade. At the same time, variants of uneven, spasmodic intellectual development of children are not excluded, but the reliability of the diagnostic results, based on a theoretical approach, the choice of adequate methods and techniques, is such that it leads to a solution to the problem of admitting children to the first grade of schools with training at a high level of difficulties.
Diagnosis of preschoolers is of great importance. It is especially important that the teacher could carry out all the activities in a qualified manner and fully master the methods and techniques of the survey.
Unprofessionalism can lead to incorrect conclusions and harm the child.
The teacher must not only examine the children in a qualified manner, but also outline the ways of correction.
In our work, a survey was conducted, which revealed aspects of the mental activity of children that need correction. Corrective work was carried out in the form of a formative experiment and didactic games. Re-diagnosis of children showed that the correction methods were chosen correctly and could be recommended for further use.
LITERATURE
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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 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 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; 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 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, 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 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 on the process of solving diagnostic tasks and on 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 - 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, 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 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 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 completed on 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.
Conclusion
When writing control work and studying the literature, it was revealed that two approaches can be distinguished in solving the 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.
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