Questions for admission to school. Questions at the interview in the first grade: what they ask the children. Knowledge of literacy and speech development

TEST 1

Writing, reading

1. Do you know letters? Name them. (The letters are written on the cards and arranged in alphabetical order).
2. Read the words: house, horse, cat, car. Explain what these words mean. Show pictures of objects with these names.
3. Read the sentence: "Mom washed the frame." What is the proposal about?
4. Tell a story or a poem (3-4 sentences or a quatrain).
5. Put the pictures in order and make up a story.

To test auditory memory and fine motor skills

1. Write in block letters the words by ear: house, floor, table, mom, dad.

Clarification of spatial representations, orientation in place, counting

1. Show me your right hand. Show left eye, right ear, etc.
2. Count your fingers? Which one more?
3. Put as many sticks on the table as there are circles in the picture.
4. What circles are more? (In front of the child put 5 large red circles and 7 small blue ones).
5. Knowledge of forward and backward counting (count from 1 to 10, count from 3 to 8, from 6 to 2, etc.).
6. Name the numbers in the pictures.
7. Knowledge of geometric shapes: name the shapes (a circle, rectangle, square, triangle, etc. cut out of cardboard are laid out in front of the child). Make a rectangle out of two triangles.

Revealing ideas about the world around

1. Give your last name, first name, patronymic.
2. Name your mom, dad.
3. Are you a girl or a boy? What will you be when you grow up, aunt or uncle?
4. Do you have a sister, brother? Who is older?
5. How old are you? How much will it be in a year? In two?
6. Is it afternoon or morning?
7. When do you have breakfast - in the evening or in the morning? Do you have lunch - in the morning or in the afternoon? What comes first, lunch or dinner?
8. Where do you live? What is your home address?
9. What is your father, mother?
10. Do you like to draw? What color is this pencil (ribbon, dress).
11. What season is it now? Why do you think so?
12. When can you skate - in winter or summer?
13. Why does it snow in winter and not in summer?
14. What does a postman, a doctor, a teacher do?
15. Why do we need a bell and a desk at school?
16. Do you want to go to school yourself?
17. What are ears for?
18. What animals do you know?
19. What birds do you know?
20. Who is bigger cow or goat? Bird or bee? Who has more paws: a dog or a rooster?
21. What is greater than 8 or 5? 7 or 3?
22. What should you do if you accidentally break someone else's item?

Evaluation of results

1. For a correct answer, the child receives 1 point.
2. For correct but incomplete answers - 0.5 points.
3. Item 16 is evaluated together with items 15 and 17. If in item 15 the child scored 3 points and gave a positive answer to item 16, then the protocol notes a positive motivation for studying at school (the total score should be at least 4).
4. For questions 5,8,15,22 points are distributed as follows:

Question 5: how many years - 1 point, the answer taking into account the months - 3 points.

Question 8: full home address with the name of the city - 2 points, incomplete - 1 point.

Question 15: for each correctly indicated use of school paraphernalia - 1 point.

Question 22: for the correct answer - 2 points.

Evaluation of the results of the conversation

24-29 points: the child is considered school-age.

20-24 points: average maturity.

15-20 points: low level of psychosocial development.

Test 2

What does the child know about school?

Find out what your child knows about school. After all, already on the first of September, many questions and difficult situations will arise. For you, these childhood anxieties will seem trifles, and for him - the most difficult tasks. Be prudent and help your child find a way out of future difficult situations in advance, now.

It is important that the child answers in principle correctly, it is possible without clarification.

Count the correct answers

11-14 responses: there will be no surprises for him in the school rules.

7-10 answers: not bad, but you can talk or read about the school.

4-6 answers: we need to talk more about the school rules and get back to the game.

1-3 answers: did you go to school on your own?

Test 3

Is the parent ready for school?

Choose the version of the statement that is closest to you.

1. Are you often late with your child (to the theater, to visit, to classes, to kindergarten)?
2. Does the child have a workplace in the house?
3. Do you consider the lack of a computer in the house to be a big disadvantage for the development of a first-grader?
4. Is a good book a great gift for a beginner student?
5. Do you find it difficult to help your child with their homework?
6. Do you make sure that the child's workplace always has well-sharpened pencils, felt-tip pens, paints, drawing paper, etc.?
7. Does your child always tell you about his successes and problems?
8. Does the child have regular household chores?
9. Does the child share with you what worries him, on his own initiative or only after you ask him about it?
10. Have you bought (or are you just going to buy) a briefcase for a future first-grader? When choosing a purchase, do you take into account his opinion?

Evaluation of the results of the survey

(maximum number of positive answers)

1. To questions No. 1,2,5,7,9,10.You tend to exaggerate the role of educational institutions in the education and upbringing of your child. Therefore, the family was not ready enough for the child to go to school. The child is likely to have difficulties in the first months of training, which is associated with an insufficiently developed sense of responsibility, lack of systematic work skills. The concept of order means little to your child, and this is a serious reason for the dissatisfaction of the teacher and, consequently, the experiences of the first grader. The situation is aggravated by the fact that it will be difficult for him to understand the true cause of his troubles. And it is unlikely that you will be able to help him, since he is not used to sharing his difficulties with you.
2. To questions No. 2,4,5.6,8,10.You have taken good care of the child. He has developed the necessary skills of systematic work. This was facilitated by both your positive example and the involvement of the child in family life. Your increased interest in his progress and grades in the first grade will not be a burden for him. The child is accustomed to attention and a benevolent evaluation of his efforts. He can distinguish a high-quality result from a hack, and therefore he is used to choosing the means to achieve the desired result. Your great merit and assistance in preparation lies in the fact that you provided the child with this choice of quality tools and taught them how to use them.
3. To questions No. 1,3,4,5,7,9.You did not burden yourself with worries about organizing the conditions and regime of the child's life. This is justified if the child is well adapted to the conditions of the kindergarten, has good health and is very inquisitive. He probably won't have any trouble getting into school. Otherwise, there may be some difficulties associated with the lack of proper motivation for learning activities, as well as physical overload.

Test 4

Dear Parents! We offer a test to check the general level of thinking and outlook of your future first-grader. If it is difficult for a child to immediately answer a question, you can help him with leading questions. The answers are evaluated in points, which are then summed up.

Correct answer - 2 points

For a correct but incomplete answer - 1 point

Wrong answer - 0 points

1. Which animal is bigger, a horse or a dog?
2. In the morning we have breakfast, and in the afternoon…

Correct Answer: We have lunch in the afternoon.

Incomplete answer: we eat soup, meat, etc.

Wrong answer: we have dinner, sleep, etc.

1. The sky is blue and the grass...
2. Peaches, apples, pears, plums, apples - what is it?
3. Why does the barrier go down before the train passes?

The correct answer is: in order for the cars to stop, the train did not collide with them, no one was hurt.

1. Light during the day, but at night...
2. What is Moscow, St. Petersburg, Odessa? (name any cities)

Correct answer: cities.

Wrong answer: stations.

1. What comes after the night?

Correct answer: morning

Incomplete answer: day.

1. A cow's baby is a calf, a dog's baby is..., a sheep's baby is...

Incomplete answer: one cub named.

1. Is the dog more like a chicken or a cat? How? What do they have in common?

The correct answer is: a cat, because they have 4 legs, wool,

Tail, claws.

Incomplete answer: cat (no explanation)

1. Why do all cars have brakes?

The correct answer is (at least two reasons are indicated): to slow down from the mountain, to stop, to avoid a collision.

Incomplete answer: only one reason given.

1. How are hammer and ax similar to each other?

The correct answer (at least two signs are named): these are tools, they are made of wood and iron, they have handles.

1. How are cats and squirrels similar to each other?

The correct answer (named at least two common features): these are animals, they have 4 paws, tails, fur. They can climb trees.

Incomplete answer: only one similarity named.

1. What is the difference between a nail and a screw? How would you recognize them if they were on the table in front of you?

The correct answer is: the screw is screwed in, but the nail is driven in, the screw has a nut, the screw has a thread (thread), but the nail does not.

1. Football, high jump, tennis, swimming...

Correct answer: sports (physical education), games (exercises, gymnastics, competitions)

1. What vehicles do you know?

The correct answer is: three ground vehicles, an aircraft or a ship.

Incomplete answer: three ground vehicles only.

1. What is the difference between an old person and a young person?

Correct answer (named three characteristic features): gray hair, wrinkles, poor eyesight, walks slowly.

1. Why do people play sports?

Hint for parents (at least two reasons given): to: be healthy, strong, hardened, slim.

1. Why is it considered bad when someone messes around?

Correct answer: the rest should work for him.

Incomplete answer: he is lazy, earns little, cannot buy anything.

1. Why do you need to put a stamp on a letter?

The correct answer is: this is how they pay for sending a letter.

Incomplete answer: if there is no stamp, the letter will not reach the addressee.

Evaluation of results:

1. 32-40 - a high indicator of intellectual outlook
2. 21-31 - above average
3. 14-20 - average intelligence
4. 6-13 - below average
5. Up to 6 - low score

You shouldn't get upset. If you expected better results from your prodigy.

The result of the test is just an excuse to work out more

with a child before school...

Full name _______________________________________________ class ____________ date ________________

1. attention.

A. Correction test. Attachment 1.

S is an indicator of switching and distribution of attention;

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

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

Evaluation of results

B. Schulte table.

Table No.

Time

2. memory - 10 words

3. thinking

A. Generalization - 4 extra (cards)

Evaluation of results

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

Conclusions about the level of development

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

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

1. Strike while the iron is hot.

1. Not all that glitters is gold.

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

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

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1. There is safety in numbers.

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

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

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1. Finished the job - walk boldly.

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

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B. Understanding the text.

LION AND MOUSE

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

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

D. Selection of opposites:

Big small;

Weak - strong;

Warm - cold;

Low - high;

Expensive - cheap

D. Graphic dictation

Preview:

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

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

The following materials are required for the technique:

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

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

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

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

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

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

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

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

Designations of houses:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Appendix 2

Answer sheet for the test "Houses"

Last name, first name class date

1 task

1 2 3 4 5 6 7 8

2 task

1 2 3 4 5 6 7 8 9 10

DIAGNOSTICS OF PSYCHOLOGICAL CLIMATE AND PSYCHOLOGICAL COMFORT IN THE CLASS

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

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

List of statements:

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

Key, processing and interpretation of results.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

By the first grade, a child should be able to do a lot: to fully serve himself, behave in a team, obey adults and know a huge number of things: from the laws of nature to the phonetic analysis of words. And he should also be ready to answer questions about who is better - mom or teacher, how to thread a needle and how much a loaf of bread costs.

And although no one forces parents to teach future first-graders to read and solve examples in kindergarten, and there are no official exams and tests for admission to first grade in Belarus, everyone understands that you need to prepare for the first grade - especially if you are going to send your child to school, to which you do not belong by registration, or you apply for an elementary school at a prestigious gymnasium. So what should a child be able to do by the age of 6-7? After analyzing tests and tasks for children of this age on various educational sites, the correspondent came to the conclusion that we, respectable parents, don’t even think about much of what a future first grader should know or be able to do ...

A simple test for future first graders

The minimum knowledge of a future first-grader is evaluated not by the number of words that he can read per minute, and not by knowledge of the multiplication table. To assess a child's readiness for primary education, they may be asked the following questions:

1. Give your last name, first name, patronymic.
2. How old are you? How much will it be in a year? And after two?
3. What are your parents' names?
4. In the morning you have breakfast, and in the afternoon...?
5. Compare an airplane and a bird. What do they have in common, how do they differ?
6. Football, gymnastics, tennis, swimming is...?
7. What needs to be done to make the water in the kettle boil?
8. Knife - what is it? Bicycle - what is it? Kilogram - what is it?
9. Compare square and rectangle. What do they have in common, how do they differ? What other geometric shapes do you know?
10. What country do you live in? What is your address?
11. Birch, oak, aspen - is it ...?
12. What domestic, wild animals do you know? Why are they called that?
13. A cow has a calf, a dog has ..., a horse has ...?
14. Why does the barrier go down before the train passes?
15. Cucumber, tomato, carrot, beet - is this...?

Every preschooler knows how to draw, as well as draw different lines on paper. But his ability to do this is most often tested in very specific ways. For example, Kern-Jirasek test.

It consists of three tasks during which the child should not be prompted:

1. Draw a human figure (the more details the child reproduced - fingers, eyelashes, hair - the better);
2. Copy a short phrase (for example, write “He ate soup” on a sheet and ask the child to rewrite the phrase as accurately as possible on a blank sheet);
3. Copy 10 points located one below the other at an equal distance vertically and horizontally.

Another "drawing" test, showing the development of fine motor skills in a child, is as follows: draw a circle with a diameter of 2.5-3 cm with a compass. Let the child circle it along the contour without lifting his hand from the paper. Pay attention to how accurately he will complete the task.

Teachers also offer parents to attend school preparation courses at least a year before school, or independently develop their child’s attentiveness, observation and perseverance, offering him to perform various exercises ... For example:

"Ten Triangles" Invite the child to draw ten triangles in a row with colored pencils. When the work is completed, ask him to shade the third, seventh and ninth triangles. The task is repeated only once. The child performs it, as he understood on the first try.

"How can it be used?" Any object can be made an object for the development of the child's thinking and ingenuity. For example, a regular pencil. Ask your child how to use it? Let him come up with at least 10 options (draw like a stick, a fishing rod, a thermometer, etc.).

"Nonsense". For this task, you need to prepare pictures with absurdities - for example, vegetables hanging on trees and fruits growing on the beds. Within two minutes, the child must find all the inconsistencies shown in the picture.

Psychologists say that a child should not only be able to do many things, but also want to go to school. Does your child want to be a first grader? This can be tested by asking him a few questions. True, the test offered on many educational sites will surely cause a smile from parents who, in all honesty, would choose the “wrong” answer options ...

A test that can be used to determine whether the child wants to go to school and what attracts him there

1. If there were two schools - one with lessons in Russian, mathematics, reading, singing, drawing and physical education, and the other with only lessons in singing, drawing and physical education - which one would you like to study in?
2. If there were two schools - one with lessons and breaks, and the other with only breaks and no lessons - which one would you like to go to?
3. If there were two schools - one would give tens and nines for good answers, and the other would give sweets and toys - which one would you like to study in?
4. If there were two schools - in one you can get up only with the permission of the teacher and raise your hand if you want to ask something, and in the other you can do whatever you want in the lesson - which one would you like to study in?
5. If a teacher in your class fell ill and the director offered to replace her with another teacher or mother, who would you choose?
6. If there were two schools, one would give homework and the other would not, which one would you like to go to?
7. If mom said: “You are still quite small, it’s hard for you to get up, do your homework. Stay in kindergarten and go to school next year,” would you agree with such a proposal?
8. If mom said: “I agreed with the teacher that she would go to our house and study with you. Now you don’t have to go to school in the morning,” would you agree with such a proposal?
9. If your friend (girlfriend) asked what you like most about school, what would you say?

Review the child's responses. 1 point is given for each correct answer, 0 points for an incorrect answer. If the child scored 5 points or more, we can safely say that he is internally ready for school.

However, let's leave the child behind. Indeed, often our parental opinion about our own child seems to us much more objective. In this case, you can try to assess the readiness of the baby for school by answering questions ...

Test for parents of future first graders

1. Does your child want to go to school?
2. Is your child attracted to school because he learns a lot there and it will be interesting to study there?
3. Is your child able to do something on his own that requires concentration for 30 minutes (for example, building a construction set)?
4. Is it true that your child is not at all shy in the presence of strangers?
5. Does your child know how to make up stories from the picture in at least five sentences?
6. Can your child recite a few poems by heart?
7. Can he change nouns by numbers?
8. Can your child read syllable by syllable or, even better, by whole words?
9. Can your child count to 10 and back?
10. Can he solve simple subtraction or addition problems?
11. Is it true that your child has a firm hand?
12. Does he like to draw and color pictures?
13. Can your child use scissors and glue (for example, to make appliqués)?
14. Can he assemble a cut-away picture from five parts in one minute?
15. Does the child know the names of wild and domestic animals?
16. Can he generalize concepts (for example, call tomatoes, carrots, onions in one word “vegetables”)?
17. Does your child like to do things on his own - draw, assemble mosaics, etc.?
18. Can he understand and follow verbal instructions accurately?

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

9 or less - read special literature, try to spend more time with your child and pay special attention to what he does not know how.

Advanced test for future first graders

Parents who doubt whether to send their child to school from the age of 6 or 7 can use the tips that the portal site published in the article and in the material. If you are completely sure that your child is completely ready for the gymnasium at the age of 5, and the whole environment considers you crazy, take the test below with your child, which is used by some development centers to assess the capabilities of their pupils and answer questions which are designed to determine whether your child has all the abilities that a 6-7-year-old child needs - the one who goes to first grade ...

1. How old is dad (mother, sister, brother)? When are their birthdays?
2. Where and by whom does father (mother) work?
3. What shoe size do you have?
4. How to thread a needle?
5. How to sew on a button?
6. What to do if you cut your finger?
7. What to do if you hit your head and feel sick?
8. How to make a phone call?
9. You swim (in a river, in a lake, in the sea). What are the signs that you need to get out of the water immediately?
10. Where can you not eat ice cream?
11. How to behave at the table?
12. When does a bee sting? The difference between a bee and a wasp.
13. What can you eat if your stomach hurts?
14. What can not be eaten if the tooth hurts?
15. What food do you want to drink after?
16. How much and when can you drink in the heat?
17. How to wash dirty dishes?
18. Which potatoes boil faster - whole or sliced? How to fry it?
19. How to peel old and young potatoes? How to clean carrots?
20. Where to put leftover food, unusable?
21. How to make tea? How much sugar should be put in a glass of tea?
22. How much does a loaf of white (gray) bread cost?
23. Can you bathe a dog the same way you bathe a cat? If possible, how?
24. The apartment smelled of gas. What to do?
25. How to clean shoes, wash a shirt?
26. Where is the ice thicker - near the shore or in the middle of the reservoir?
27. There is a puddle of water on the floor. Which rag is best to remove water - dry or wet?
28. Why can't zoo visitors feed the animals?
29. What rubbish should be swept with a wet broom?
30. How to behave at a party?
31. What does dad (mom) love the most?
32. Why not play on the construction site?
33. How many slices of bread do you need for lunch?
34. How many minutes does it take you to get to school on foot?
35. How to deal with flies, mosquitoes, cockroaches?
36. What is your address (home phone number)?
37. How to care for indoor flowers?
38. The electrical appliance began to spark and a burning smell appeared in the apartment. What to do?
39. A glass object (glass, decanter) fell to the floor and broke into small pieces. What to do?
40. The ball flew to the pavement. How to proceed?
41. The earthquake happened at night. What to do?
42. Bitten by a dog. What to do?
43. In front of you is a wounded bird. How to proceed?
44. How to draw a correct circle without a compass?
45. How to draw a straight line without a ruler?
46. There was a sharp pain in the foot while walking. What to do?
47. What to do with old newspapers and notebooks?
48. A spoon or cup has fallen into boiling water. How to get it?
49. During the rain, a large puddle formed in front of the entrance of the house. What can be done to make it easier for people to get in and out?

As the baby grows older, parents are increasingly worried: “What should the child know before school?”. At the age of 7, the level of development of modern children surprises many adults. The horizons are quite wide, the vocabulary reaches 5-6 thousand words, boys and girls sometimes ask questions that are not at all childish, they require deep answers.

If the parents worked with the baby for two or three years before school, formed communication skills, developed curiosity, taught respect for themselves and others, it will be easier for a first grader to adapt to school everyday life. Parents of preschool children will need knowledge about what skills will help them quickly integrate into the educational process.

Testing before entering school

According to the law, it is impossible to conduct mini-exams or tests to test knowledge of the future first-grader. In reality, the situation is different: many schools are trying to recruit the “best”, the most prepared children. The administration of all educational institutions knows about the ban on testing, but a solution has been found: knowledge testing takes place under the modest name of “interview”.

If you study the range of questions that children must answer, it is easy to understand: preschoolers are waiting for a real exam. In addition to questions that allow you to identify the general level of development, the psychologist checks the skills of reading, retelling, writing, the level of logic, and mathematical knowledge.

Children with whom parents have been engaged from 3.5–4 years old immediately stand out against the background of unprepared peers. Psychologists willingly give recommendations for enrollment in the chosen educational institution to “clever and smart girls”.

Underwater rocks

Unfortunately, many literate children cannot fully show their talents, show their skills for one simple reason: they do not fully understand the questions of a psychologist. It is not a matter of a low level of knowledge or a poorly developed outlook.

There are several reasons:

• embarrassment, timidity in front of a stranger, excitement;
• fear of asking again when the question is not heard or is not fully understood;
• features of the psyche, nervous system, character warehouse: some children need more time to comprehend what they heard, prepare an answer.

Often, after an interview that was not entirely successful, it turns out that the future first-grader could not complete all the tasks because he did not hear well, was too shy to ask again, or did not understand the question. Sometimes the fault lies with the psychologist, with an unprofessional approach to their duties.

Output:

• teach children to communicate not only with peers, but also with adults;
• more often simulate situations when you have to answer various questions;
• communicate more with your son or daughter, do not limit yourself to “yes” or “no” answers, justify your point of view;
• learn to ask questions, develop curiosity;
• remind you to ask again when the question is not fully understood;
• teach to respect yourself, explain to the child that he is a small person;
• learn to overcome shyness.

Benefits of an interview

Some parents were negative before testing, but after observing the child, conversations with a psychologist changed their minds. What is the reason?

Adults saw their son or daughter "from the outside", watched the reaction of the future first-grader to the psychologist's questions, understood the strengths, the moments that are worth working on. Psychologists have given many parents useful advice, prompted what to look for.

There were benefits for the future first grader:

• for the first time the child was left alone with a real teacher, tried to communicate on his own, without parents;
• often the interview is conducted by a "commission" of the head teacher, psychologist, speech therapist, primary school teacher. When enrolling in a language school, a foreign language teacher is often present. A conversation with several teachers, conducted correctly, makes it possible to understand that a new, “adult” stage of life begins;
• often parents choose from two or three schools, especially if the level of knowledge is high, it allows them to "swing" at a lyceum or gymnasium. After the first interview, it was easier for the children on the second and third tests: they did not get lost, confidently answered questions, completed tasks.

Important! The interview will benefit if it is conducted by a professional who is kind to children. Sometimes it happens that a psychologist shows prejudice, tactlessness in relation to a child who is lagging behind, “presses” him with questions, and vaguely formulates tasks. After such a conversation, a boy or girl often develops a lack of self-confidence, and parents feel humiliated by the characteristics given to their son or daughter.

Level of knowledge before school

Interview questions:

• What is your name (full details)?
• Name and patronymic of mother, father (Ivanova Anna Ivanovna, not "mother Anya").
• Full residential address.
• How old are you? What was it a year ago or will it be in two years?
• What are the parents doing?
• Why are you going to school?
• Tell me what you like to do.
• Where is the left/right hand?
• Describe the picture.
• Tell a poem.
• Read the short text.

Often psychologists offer these questions and tasks:

• What season is it now?
• How is autumn different from spring?
• What pets do you know?
• What wild animals do you know?
• Find an extra object in the group (an apple among vegetables).
• Who is a doctor (teacher, postman, doctor, etc.)?
• Tell us the difference between a bus and a trolleybus.
• Say numbers and numbers up to 10 or 20.
• Solve addition/subtraction examples.
• Solve the problem.
• Sort the numbers in ascending/descending order.

The future first-grader should be ready for the following tasks:

• Name the colors.
• Tell me how the pictures are different.
• Divide the bun equally, into two / three parts.
• Write from dictation or copy from the board.
• Draw a hare (bear, human).
• Find the correct letter in the word.
• Show vowels/consonants.
• Name the words starting with the given letter.
• Compare items by length/width/height.
• Outline the drawing.
• Show, shade (paint over) the apple/triangle/circle.
• Draw a wavy and straight line.

Note! When entering a school with a physical and mathematical bias, they often give simple tasks for logic; for language institutions, it is important for the teacher to understand whether the child has a penchant for foreign languages.

Psychological and emotional readiness

Many teachers and psychologists believe that this point is the most important. If a child does not realize why he needs a school, is embarrassed by others, does not know how to accept the established rules, then it will be very difficult to study, to feel part of the team.

Dear Parents! Be honest with the following questions:

• Does the child know the rules, requirements that await him from the first days of study? Is the future first grader ready to accept them?
• Can a child of 6-7 years old sit quietly for at least 30 minutes?
• Can a young student listen carefully to the teacher (observe discipline, complete assignments)?
• Does the son or daughter have self-control over behavior?
• Does the little prankster distinguish places where you can play, have fun and sit quietly, learn something new?
• Is the child willing to obey the established norms and rules?
• Does he have motivation to study?
• Will he be able to get along with other children, to defend his opinion without fists?

Most of the answers are positive? Do not worry about the future first grader, entry into the educational process will go smoothly enough.

The more negative answers, the more parents need to think. If without five minutes a first-grader is not psychologically ready at school, it will be difficult for him to feel comfortable in a new environment.

What to do? Consult with a good psychologist, try to catch up. Additional activities will help smooth out the rough edges as you transition into a new environment. The sooner you check the psychological and emotional readiness for learning, the easier it is to correct the shortcomings.

Inattention to the problem, hope "at random" often provokes problems:

• psychological trauma appears in a son or daughter;
• often there is an aversion to study;
• little student does not want to go to school. There are far-fetched pretexts “stomach / head / leg hurts”, “there is no first lesson today”, and so on;
• stubbornness gradually develops or, on the contrary, the child becomes too pliable, "turned up", ready to fulfill all the requirements, so long as he is not scolded;
• the desire to manifest one's "I" disappears, the little personality hides in a "shell";
• children are afraid to ask again, do not understand the material, try to earn the respect of friends not with knowledge, but with extraordinary actions or risky antics. Some underachieving students become "local clowns", tease the guys, disrupt the lessons, but are afraid to talk about their problems with their studies, teacher, classmates;
• small problems gradually acquire new ones, it is difficult to motivate a child to gain knowledge.

On the page, find out the instructions for using AquaMaris Strict for young children and adolescents.

Required general skills and abilities:

• hours, days of the week, months, seasons;
• animals, birds, pets;
• vegetables, fruits, plants, shrubs, trees;
• all about yourself and your parents;
• job titles;
• weather, natural phenomena;
• holidays;
• your hobbies;
• family interests;
• the concept of "left-right";
• colors and shades;
• desire to learn, understanding what children do at school.

Teachers pay attention to whether the future first-grader has developed skills:

• reading;
• retelling;
• development of speech, visual, auditory memory;
• logical thinking;
• accounts;
• orientation in space.

The level of intellectual development is important, feeling more mature. A competent, intelligent student always commands respect.

Take note:

• many parents believe that a “retrained” first-grader who knows a lot will be bored in the classroom, because he already counts up to 100, and classmates solve examples up to 20;
• parents are right, but in such a situation it will be easier for the child to adapt in the classroom, to show his best side. It is worse if the first-grader does not keep up with the school curriculum.

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

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

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

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

Interviews usually check the following aspects: perception, memory, attention and concentration, thinking, motor skills, speech. They also ask questions on the topics "World around", "City", "Daily routine". The tests also include simple arithmetic problems.

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

MEMORY- one of the most difficult aspects. As a screening test, they most often offer a series of simple pictures or geometric shapes that must be remembered in 10-20 seconds and then drawn on a blank sheet. This often requires more training.

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

For checkTHINKINGThe future first grader is offered the following tasks:

1. Name as many similarities and differences as possible:

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

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

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

Tests from the sectionSPEECH DEVELOPMENTmay sound like this.

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

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

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

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

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

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

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

In addition, in many schools there is a so-called zero school - a preparatory class, where classes are taught by qualified teachers. They will identify weaknesses, develop an individual program, with their help the child will be better prepared for such an important event in his life: entering the first grade.

How to know if your child is ready for school

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

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

Evaluation of the development of cognition

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

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

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

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

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

Baseline Experience Assessment

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

7. Was the baby in the library?

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

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

Assessment of language development

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

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

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

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

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

16. Does the child pronounce words clearly?

17. Is his speech correct in terms of grammar?

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

Assessment of the level of emotional development

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

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

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

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

Assessment of the ability to communicate

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

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

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

Assessment of physical development

26. Does the child hear well?

27. Does he see well?

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

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

30. Does the child look alert and enthusiastic?

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

visual discrimination

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

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

Visual memory

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

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

visual perception

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

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

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

39. Can he interpret a picture, compose a short story based on it.

Hearing ability level

40. Can a child rhyme words?

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

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

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

Evaluation of attitude towards books

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

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

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

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

1. Degree of psychosocial maturity (outlook)-
The child must confidently answer the following questions:

1. Give your last name, first name, patronymic.

2. Name the last name, first name, patronymic of dad, mom.

3. Are you a girl or a boy? What will you be when you grow up - an aunt or an uncle?

4. Do you have a brother, sister? Who is older?

5. How old are you? How much will it be in a year? In two years?

6. Is it morning or evening (afternoon or morning)?

7. When do you have breakfast - in the evening or in the morning? When do you have lunch - in the morning or in the afternoon?

8. What comes first - lunch or dinner?

9. Where do you live? Tell me your home address, phone, e-mail, ICQ (this is a joke, don't stress :))

10. What does your dad, your mom do?

11. Do you like to draw? What color is this ribbon (dress, pencil)

12. What season is it now - winter, spring, summer or autumn? Why do you think so?

13. When can I go sledding - in winter or summer?

14. Why does it snow in winter and not in summer?

15. What does a postman, a doctor, a teacher do?

16. Why does school need a desk, a bell?

17. Do you want to go to school?

18. Show your right eye, left ear. What are the eyes, ears, nose for?

19. What animals do you know?

20. What birds do you know?

21. Who is bigger - a cow or a goat? Bird or bee? Who has more paws: a rooster or a dog?

22. Which is more: 8 or 5; 7 or 3? Count from three to six, nine to two.

23. What should you do if you accidentally break someone else's thing?

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

For the correct answer to all sub-questions of one item, the child receives 1 point (with the exception of control questions). For correct, but incomplete answers to sub-questions, the child receives 0.5 points. For example, the correct answers are: “Dad works as an engineer”, “A dog has more paws than a rooster”; incomplete answers: “Mom Ganya”, “Dad works at work”.

Control tasks includequestions 5, 8, 15, 22. They are rated like this:
No. 5 - the child can calculate how old he is - 1 point, names the year taking into account the months - 3 points.
No. 8 - for a complete home address with the name of the city - 2 points, incomplete - 1 point.
No. 15 - for each correctly indicated use of school paraphernalia - 1 point.
No. 22 - for the correct answer - 2 points.
No. 16 is evaluated jointly with No. 15 and No. 22. If in No. 15 the child scored 3 points, and in No. 16 - a positive answer, then it is considered that he has a positive motivation to study at school.
Evaluation of results:
the child received 24-29 points, he is considered school mature,
the child received 20-24 points - medium mature,
the child received 15-20 points - low level psychosocial maturity.

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

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

b) copying a phrase from written letters;

c) drawing points;

d) questionnaire.

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

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

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

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

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

Methodology

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

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

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

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

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

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

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

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

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

a) Test “Drawing of a person”(very important!) - used in all schools of the CIS:
The task
“Here (it is shown where) draw some uncle, as you can.” While drawing, it is unacceptable to correct the child (“you forgot to draw the ears”), the adult silently observes.
Evaluation
1 point: a male figure is drawn (elements of men's clothing), there is a head, torso, limbs; the head is connected to the body by the neck, it should not be larger than the body; the head is smaller than the body; on the head - hair, a headdress, ears are possible; on the face - eyes, nose, mouth; hands have hands with five fingers; legs are bent (there is a foot or boot); the figure is drawn in a synthetic way (the contour is solid, the legs and arms seem to grow from the body, and are not attached to it.
2 points: fulfillment of all requirements, except for the synthetic method of drawing, or if there is a synthetic method, but 3 details are not drawn: neck, hair, fingers; the face is completely drawn.
3 points: the figure has a head, torso, limbs (arms and legs are drawn with two lines); may be missing: neck, ears, hair, clothes, fingers, feet.
4 points: a primitive drawing with a head and torso, arms and legs are not drawn, they can be in the form of a single line.
5 points: lack of a clear image of the torso, no limbs; scribble.

b) Copying a phrase from written letters
The task
“Look, something is written here. Try to rewrite it the same way here (show below the written phrase) as best you can.”
On the sheet, write the phrase in capital letters, the first letter is capital: He ate soup.
Evaluation
1 point: well and completely copied sample; letters may be slightly larger than the sample, but not 2 times; the first letter is capital; the phrase consists of three words, their arrangement on the sheet is horizontal (maybe a slight deviation from the horizontal).
2 points: the sample is copied legibly; the size of the letters and the horizontal position are not taken into account (the letter may be larger, the line may go up or down).
3 points: the inscription is divided into three parts, at least 4 letters can be understood.
4 points: at least 2 letters match the pattern, a string is visible.
5 points: illegible scribbles, scratching.

c) Drawing points(see figure 2 above)
The task
“The dots are drawn here. Try to draw next to the same.
In the sample, 10 points are evenly spaced vertically and horizontally from each other.
Evaluation
1 point: exact copying of the sample, slight deviations from a line or column are allowed, a reduction in the pattern, an increase is unacceptable.
2 points: the number and location of points correspond to the sample, a deviation of up to three points by half the distance between them is allowed; dots can be replaced by circles.
3 points: the drawing as a whole corresponds to the sample, in height or width does not exceed it more than 2 times; the number of points may not match the sample, but they should not be more than 20 and less than 7; let's rotate the picture even 180 degrees.
4 points: the drawing consists of dots, but does not match the sample.
5 points: scribble, scribble.
After each task is evaluated, all points are summed up.
So, if the child scored in total for all three tasks:
3-6 points - this is a high level of readiness for school;
7-12 points - quite an average level;
13-15 points - so be it, low level of readiness, the child needs an additional examination of intelligence and mental development (or maybe the child just had a bad mood? - in a day we will pass the test again! God forbid, everything will work out, but need to be more careful!)

d) QUESTIONNAIRE. The last part of the Kern-Yirasik test (Kern-Yurasik in another spelling)
Reveals the general level of thinking, outlook, development of social qualities.
It is conducted in the form of a question-and-answer conversation. The task may sound like this: “Now I will ask questions, and you try to answer them.” If a child finds it difficult to answer a question right away, you can help him with a few leading questions. The answers are recorded in points, then summarized:

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

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

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

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

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

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

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

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

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

10. Is the dog more like a chicken or a cat? How? What do they have in common?
(per cat, because they have 4 legs, hair, tail, claws (one similarity is enough) = 0;
for a cat without explanation = -1, for a chicken = -3)

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

12. How are hammer and ax similar to each other?
(two common signs: they are made of wood and iron, they are tools, they can hammer nails, they have handles, etc. = 3; one similarity = 2; wrong answer = 0)

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

14. What is the difference between a nail and a screw? How would you recognize them if they were on the table in front of you?
(the screw has a thread (thread, such a twisted line around) = 3;
the screw is screwed in and the nail is hammered or the screw has a nut = 2; wrong answer = 0)

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

16. What vehicles do you know?
(three ground vehicles + plane or ship = 4;
only three land vehicles or a complete list with an aircraft, a ship, but only after explaining that vehicles are what you can move around in = 2;
wrong answer = 0)

17. What is the difference between an old person and a young one? What is the difference between them?
(3 signs (gray hair, lack of hair, wrinkles, poor vision, often sick, etc.) = 4;
one or two differences = 2; wrong answer (he has a stick, he smokes...) = 0

18. Why do people play sports?
(for two reasons (to be healthy, hardened, not to be fat, etc.) = 4;
one reason = 2; wrong answer (to be able to do something, to earn money, etc.) = 0)

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

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

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

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

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

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

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

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

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

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

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

And further...

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

· Does your child want to go to school?

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

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

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

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

Can your child recite several poems by heart?

Can he change nouns by numbers?

Can he solve simple subtraction or addition problems?

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

Does he like to draw and color pictures?

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

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

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

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

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

Can he understand and follow verbal instructions accurately?

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

9 or less - read special literature, try to spend more time with your child and pay special attention to what he does not know how.

Advanced test for future first graders:

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

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

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

3. What size shoes do you have?

4. How to thread a needle?

5. How to sew on a button?

6. What to do if you cut your finger?

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

8. How to make phone calls?

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

10. Where can you not eat ice cream?

11. How to behave at the table?

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

13. What can you eat if your stomach hurts?

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

15. After what kind of food are you thirsty?

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

17. How to wash dirty dishes?

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

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

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

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

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

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

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

25. How to clean shoes, wash a shirt?

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

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

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

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

30. How to behave at a party?

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

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

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

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

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

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

37. How to care for indoor flowers?

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

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

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

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

42. Bitten by a dog. What to do?

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

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

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

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

47. What to do with old newspapers and notebooks?

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

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

Finally, I would like to remind everyone:

· Kamennomostovskaya secondary school of 1-3 levels is considered to be one of the best schools in the region;

All the proposed methods can be used as educational games;

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

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

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

· FEAR NOTHING: YOUR CHILD IS THE BEST!