Is your child ready for school?

“Being ready for school does not mean being able to read, write and do math. To be ready for school means to be ready to learn it all.”

Wenger L.A.

“Children should receive two things from their parents: roots and wings.”

Goethe

Usually, when they talk about a child’s readiness for school, they mean his ability to read and count. And few parents think that this is far from the most important indicator in this matter. In this material, dear parents, everything that will help you determine whether your child is ready for school.

DESIRE TO LEARN

Compose your child a short fairy tale about little animals, in which each character explains his desire to learn in his own way.

For example, one says: “I go to school because my mother forces me, and if she didn’t force me, I wouldn’t go to school.”

Second : “I go to school because I like to study, learn new things, and like to do my homework. Even if there was no school, I would still study.”

Third: "I go to school because it's fun and there are a lot of kids to play with."

Fourth : “I go to school because I want to be big. When I’m at school, I feel like an adult, but before school I was little.”

Fifth : “I go to school because I need to study. Without learning you can’t do anything, if you learn, you can become whatever you want.”

Now ask your child: “Why do you think it is necessary to go to school?”

If he is tuned exclusively to play and there is not a single educational-cognitive motive among his considerations, it is unlikely that the child is psychologically ready to receive knowledge at a school desk.

SPEECH DEVELOPMENT

This is one of the most important criteria for readiness for schooling. Ask your child to retell a short story (6-7 sentences) or the content of a short cartoon.

If, during a story, a child has difficulty coordinating words, cannot construct sentences correctly, or logically construct storyline(beginning, middle, end), which means you need to work with your child on speech development.The most effective way is to read books out loud. Read fairy tales or short stories to your child for at least half an hour a day. Ask questions about what you read, at the same time training your memory and attention. Ask your child every day about how his day went, what interesting things he saw and learned.

PHONEMATIC HEARING

Play with your child this game “Name superfluous word" You choose a word, for example, “mountain,” and repeat it several times, then instead say another, similar one. The child’s task is to hear another word and name it. For example, an adult speaks, pronouncing one word per second:

mountain, mountain, mountain, mountain, bark, mountain, mountain……..

braid, braid, braid, braid, braid, dew, braid, braid………

Give your child a riddle: “What happens if the name Lyubochka loses the letter “L”, and if the syllable “lyu”?

If a child hears and names extra words and easily divides the word into parts, it means that phonemic awareness Is he Ok. If he makes a mistake, he definitely needs to train his ears speech therapy exercises, otherwise he may have problems learning Russian (in particular, spelling).

VERBAL-LOGICAL THINKING

Ask your child to complete the sentences: “If you go outside in winter without clothes, then...”, “It rained, so...”, “Anton is in a great mood today, because...”

IN game "The Fourth Wheel" “The child is offered rows of four words. In each case, he needs to remove one thing, in his opinion, that is unnecessary. For example. table, chair, sofa, window. Or: trousers, shirt, skirt, boy.

The game “Analogies” will help determine to what extent the child has developed the basics of verbal logical thinking. He is given three words. The first two are a couple. You need to find a similar pair for the third word. For example: “day-night, summer-...”, “clock-time”, thermometer-...”, “eye-sight, ear-...”.

Game "Choose the main thing" "The child is asked to match the word written in capital letters with two words from brackets that are most closely related to it. For example, “TEACHER (students, desk, explanation, bold, blackboard).” A teacher can work without chalk, desks, and a blackboard, but he cannot work without students and explanations. So, we choose the words “students” and “explanation”.

Set of words for presentation:

GARDEN (plants, gardener, dog, fence, earth)

RIVER (bank, fish, fisherman, mud, water)

READING (eyes, book, picture, print, word)

CITY (car, buildings, crowd, street, bicycle)

BARN (hayloft, horses, roof, livestock, walls)

Game "Compare concepts" » The child is explained that concepts can be compared. For ease of comparison, in order to clearly depict the number of objects covered by a given concept, concepts are depicted using circles. For example, the relationship between the concepts “dog” and “animal” can be depicted as in Figure 1:

The concepts may overlap partially, for example, “book” and “ tutorial" Then the relationship between them is clearly depicted as in Figure 2.

Concepts may coincide completely and thus be identical, or equivalent, or synonymous. For example, the concepts of “square” and “equilateral rectangle”. With the help of circles the relationship between them is depicted as in

Figure 3.

If the concepts being compared have nothing in common, for example, the concepts “mark” and “pine”, the relationship between them is depicted as in Figure 4:

Ant - insect

Riddle - puzzle

Seal is a mammal

Firewood - tiger

Medicine - tablets

Car – transport

Game “Choose a general concept”

The child is given a pair of words, he must name them in one word, i.e. generalize. For example, the pair of words “bee, beetle” is called. The child responds more general concept"insects".

Words to present:

Natural history, mathematics - ...

Plus, minus -...

Semicolon - …

Decreasable, subtracted -...

Rain, snow -...

Meter, centimeter - ...

Speed, time -...

Sun moon - …

Tale, story - ...

Peat, coal - ...

Lake, sea - ...

Bee, beetle - ...

Game "Part - whole"

Material for the task: 10 sets of 5 concepts, some of them are in the “whole - part” relationship.

The parent reads a set of 5 words and asks the child to find concepts, one of which denotes the whole object, and the other - part of it.

Words to present:

Pot, frying pan, dishes, lid, kitchen

Furniture, door, cabinet, table, bookcase

Screen, picture, TV, color TV, radio

Shoes, shoes, brush, cream, sole

plant, garden, petal, poppy, flower

Wordball game"

The parent asks a topic, for example, “Furniture is not furniture.” Then he names a mix of words either belonging to this category, or words that are far from it in meaning. So, along with the words “chair”, “bed”, “wardrobe” the words “coat”, “book”, “teapot”, etc. are called. In this case, when calling a word, the parent throws the ball to the student, and the child either catches it if the word corresponds to the given topic, or hits it if it does not.

The task is made more difficult by reducing the time for thinking.

Suggested topics: “Insects are not insects”, “Domestic animals are not domestic”.

Without dwelling on other techniques of logical thinking, we point out that all the techniques discussed are necessary for the full mastery of the subjects studied at school: the actions behind these techniques will serve as a means of mastering various subject knowledge. It is also important to note that on the basis of these techniques it is possible to form more complex methods of logical thinking, for example, the reception of evidence.

Verbal and logical thinking begins to develop by the age of 6-7 years. And if, when performing the above games-tasks, the child makes 1-2 mistakes, then this process is proceeding normally. If more, then you need to train it. Insufficient development of verbal and logical thinking leads to learning difficulties. In particular, when performing any logical actions (analysis, generalization, highlighting the main thing when drawing conclusions) and operations with words.

LEVEL OF SELF-CONTROL

Play this game with your child: “don’t say yes” and “no,” don’t say “black” and “white.” Ask him simple questions: “Do you like chocolate?”, “What color is ice cream?” He must answer without saying the words “yes” and “no”, without naming the black and white flowers. There should be no more than 10 questions.

If the child answered without errors, then the level of self-control is quite high, and this is one of the most important conditions for successful studies “Unsuccessful schoolchildren, even if they know and understand the rules by which to act, find it difficult to independent execution tasks where they need to perform a series of mental operations in a certain sequence, and they need constant assistance from an adult.Training the ability to self-control occurs most naturally and most effectively in the process of various “games by the rules.” For example, suggest to your child: “I will call you different words, and you will repeat them after me. But remember one condition: the names of the colors are our secret, they cannot be repeated. And if you hear the name of a flower, then clap your hands once.” An approximate list of words: window, chair, chamomile, toffee, shoulder, closet, cornflower, book... Options: you cannot repeat the names of animals, the names of girls...

When the child begins to hold the rule well and constantly, you can move on to a game with the simultaneous use of two rules. For example: you cannot repeat the names of birds, but you need to mark them with one clap, and you also cannot repeat the names of objects that have a round shape (or green color), but you need to mark them with two claps.

FINE MOTOR SKILLS (WORK OF SMALL MUSCLES OF THE HANDS)

Ask your child to cut out figures for applique (better geometric shape) and glue them onto a sheet of paper.

On a checkered notebook sheet, draw a pattern consisting of geometric shapes and ask your child to repeat it.

Pay attention to how the child handles a pencil, pen, scissors, how successfully he redraws patterns, cuts geometric figures. If he finds it difficult to cope with these tasks, then the small muscles of his hand need training. Why is this so important? The fact is that in the human brain the centers responsible for speech and finger movements are very close. Stimulating fine motor skills with finger gymnastics, hand massage, modeling from plasticine, salt dough, we thereby activate the parts of the brain responsible for the development of speech.

Finger gymnastics

My little finger, where have you been?
I cooked cabbage soup with Nameless,
And I ate porridge with the Middle One,
Sang with the Index.
And Big met me
And he treated me to candy.
Index on the right
He led the whole horde of us on a hike.
The middle brother carries a backpack,
The nameless one walks like this
And Littlefinger began to play:
Invite brothers to listen.
The one on the right was dancing.
And he invited me to dance.
One two three four five!

This finger wants to sleep
This finger is a jump into bed,
This finger took a nap
This finger has already fallen asleep.
Fingers stood up - "Hurray!"
IN kindergarten it's time to go!

Ivan the Bolshak - to chop wood,
Vaska the pointer - to carry water,
The middle bear needs to light the stove,
Grishka the orphan needs to cook porridge,
And for little Timoshka to sing songs.
Sing songs and dance,
Amuse your siblings!

One two three four five!
Let your fingers go for a walk!
One two three four five!
They hid in the house again.

One two three four five!
Let your fingers go for a walk!
I found this finger - a mushroom,
This finger cleans the table,
This one cut
This one ate.
Well, this one just looked!

Masha began to gather guests (clap your hands)
And Ivan come (with the tip of the half-bent index finger of your right hand, run over all the fingers of your left hand in turn; start with the thumb),
And Stepan come,
And Andrey come too,
Yes, and Matvey come,
A Mitroshechka
Oh please! (with the index finger of your right hand, shake the little finger of your left hand four times)
Became Masha
Treat guests (clap your hands)
And damn it to Ivan (turn your left hand palm up with the thumb of your right hand and press the pads of each finger in turn)
And damn Stepan,
And damn it to Andrey,
Damn Matvey too,
And Mitroshechka
Mint gingerbread! (the thumb of the right hand presses the little finger of the left hand four times)
Became Masha
To see off guests (clap your hands)
Goodbye Ivan! (take turns bending the fingers on your left hand)
Goodbye, Stepan!
Goodbye, Andrey!
Goodbye, Matvey!

On the mountain we see a house (make a house out of your palms: all fingers touch at the tips - “roof of the house”)
Lots of greenery around (make wave-like movements with your hands)
Here are the trees, here are the bushes (draw trees and bushes)
Here are fragrant flowers (make a “bud” from your palms)
A fence surrounds everything (draw a fence. You can draw a zigzag line in the air with your finger)
Behind the fence is a clean yard (stroke the table or the air with your palms)
We open the gates (depict the gates opening)
We quickly run up to the house (fingers “ran” across the table)
We knock on the door: (fists on the table)
Knock-Knock.
Is someone coming to our door? (put your palm to your ear as if you are listening)
We came to visit a friend
And they brought gifts (stretch your arms forward as if you were carrying something)

Fingers stand together in a row (show your palms)
Ten strong guys (clench your fingers into a fist)
These two are the pointer to everything (show your index fingers)
Everything will be shown without prompting.
Fingers – two middles (show your middle fingers)
Two healthy, cheerful guys.
Well, these are ring fingers (show ring fingers)
Silent, always stubborn.
Two short little fingers (extend your little fingers)
Fidgets and rogues.
The fingers are the main ones among them (show your thumbs)
Two big and bold (clench the remaining fingers into a fist)

We read the poem out loud, showing and slightly shaking each finger
One two three four five,
We'll count our fingers
Five on the right, five on the left,
Tanya and Seva know this.
Together there will be ten of them,
Friendly, strong guys.
Everyone has plenty to do!
We will give them names.
Here is the big one, or Bolshak.
He is an expert at helping everyone!
Lives separately from others.
It can work for three!
There is a Pointer behind him.
His strong point is hinting.
He will tell us without delay
Shows the way to the jam.
Here is the Middle Peak, or average,
He is the third, not the last.
Calm, very strong,

Warm-up for fingers (learning how to make a lock correctly - “fastening” the fingers together):
There is a lock on the door (the baby makes the lock)
Who could open it?
Turn it, turn it (the baby turns the lock first in one direction - we develop the hands)
Twisted, twisted (the baby turns the lock in the other direction)
They knocked, they knocked (the little one knocks on his knee with the padlock)
Pulled, pulled (the baby pulls his hands in different directions)
And they opened the lock!!! (takes hands apart, as if the lock had finally been opened!!!)

Finger massage

During the massage, the child's hands should lie comfortably on the armrest of the chair or on the table. With one hand, take the child's hand at the wrist, with the fingers of the other hand, begin stroking from the tip to the base of each of his fingers in turn. Repeat the procedure 3-5 times. Then proceed to lightly rubbing each finger. To do this, use the pads of your fingers to move progressively from the tip to the base of the child’s fingers. Repeat the procedure 3-5 times. After rubbing, you should lightly squeeze the pad of each baby’s finger in turn with your thumb and forefinger. Repeat the procedure 2-3 times. Then move on to massaging your thumb. Using stroking and rubbing movements at its base, move your finger away from your palm and hold it in this position for a few seconds. Proceed to kneading the muscle at the base of the thumb. To do this, grasp it so that your thumb is in the palm of your hand, and your index and middle fingers are on the outside of the child’s hand. Knead with progressive movements. Repeat the procedure 4-5 times. We finish the finger massage by stroking and lightly shaking the hands.

These tests are advisory in nature. In any case, the decision is yours. But if your child has not developed the above skills, then he is not yet ready for school. It will be difficult for him to study now, and it will be difficult for you to demand good results from him too. In addition, there is a risk that when faced with difficulties, the child may lose interest in learning altogether. Therefore, work with your child and enroll him in the School of the Future First-Grade Student, so that next year he had the opportunity to calmly and joyfully enter a new world for himself.

Wenger, L.A. Is your child ready for school / L.A. Wenger, T.D. Martsinkovskaya, A.L. Wenger. - M.: Knowledge, 1994. - 192 p.
Your child reads and counts. But for some reason psychologists say that it is too early to send him to school. What should a child be able to do to be considered prepared for school? And can parents prepare it themselves? You will find answers to these and many other questions related to the child’s psychological readiness for school in this book.

Location of the book: Central City Library

Gatanova, N. Developing attention: A manual for preparing children for school / N. Gatanova, E. Tunina. - St. Petersburg: Peter, 2000. - 144 p. - (Series “My first textbook”).
Attention is the golden key to your child’s success, with which he will open the door to the world of knowledge and good grades. This book offers parents and educators an exciting technique with which it is possible to prepare the child’s attention for the school load in a short time. Helping fairy-tale heroes find your way home, making your way through intricate labyrinths, solving puzzles, future first grader learn to be attentive and observant.

Book location: Family Reading Library

Children, get ready for school: A manual for teachers and parents / O.M. Dyachenko, N.F. Astaskova, A.I. Bulycheva. - M.: Mosaic-synthesis, 2008. - 192 p.
This book is for those who are interested in the development of a preschool child, who are trying to help him realize his potential, who are serious about such important issue as preparation for school.

Kamarovskaya, E.V. How to help a student? We develop memory, perseverance and attention. - St. Petersburg: Peter, 2010. - 208 p.: ill.- (Series “You and your child”).
How can parents help schoolchildren today, when the school curriculum is increasingly more complex and the demands on children are ever higher? About 40% of children have difficulty concentrating, and many have trouble remembering large amounts of information. But perseverance and good memory are not necessarily talents given to a person from birth; they can be developed through training.

Location of the book: City Children and Youth Library

Methods of preparing children for school: psychological tests, basic requirements, exercises / N.G. Kuvashova, E.V. Nesterova. - Volgograd: Teacher, 2001. - 44 p.: ill.

Location of the book: City Children and Youth Library

Nekrasova, N.N. You study, and we will help! Preschool child - junior high school student. For parents and children from 5 to 10 years old / N.N. Nekrasova, Z.V. Nekrasova - St. Petersburg: Peter, 2010. - 352 p.
The book talks about preparation for school and the first school years. How to help a child adapt, rebuild his “kindergarten” consciousness into new way, concentrate on classes. An extensive workshop for parents is given.
The content of the book is impressive with the titles of chapters and sections. “Pre-school crisis: features. What changes in children and in us”, “Let’s sort out the “want” and “need”. Let’s translate one thing into another,” “A digression on the dangers of overpraising, or another look at the essence of praise.” Workshops: “A Piggy Bank of Success”, “A Leaf of Independence”, “Onion Stories”, “Components of Preparation or How to Build a House for a Schoolchild”, “Be able to Observe, Notice and Compare, or How to Master Basic Mental Actions”. And so on. There are various tests for readiness, speech development, development of strong-willed qualities, creative thinking, and observation of nature.

Location of the book: City Children and Youth Library

Nefedova, E.A. Getting ready for school: A practical guide for preparing children / E.A. Nefedova, O.V. Uzorova. - K.: GIPPV, 1998. - 400 pp.: ill.
This book will help prepare children for school. It contains rich material on the development of speech, intellectual and creative thinking, memory, attention, motor skills.

Location of the book: City Children and Youth Library

Pedagogical diagnostics of children’s development before entering school / T.S. Komarova, O.A. Solomennikova. - Yaroslavl: Academy of Development, 2006.- 144 p.: ill.
The book presents methods for determining the level of development of a child upon entering school, his psychological and physical readiness for learning, the level of knowledge in mathematics, ecology, social reality, the level of speech training and aesthetic development.

Location of the book: City Children and Youth Library

Tests for children. is your child ready for school? / M.N. Ilyina, L.G. Paramonova, N.Ya. Golovneva. - St. Petersburg: Delta, 1998.- 348 p.
The book contains a set of tests to determine a child's readiness for school. Public tests are offered to identify the level of development of the child’s cognitive sphere, speech, basic mathematical skills, fine motor skills, as well as developmental and corrective exercises and games.

Location of the book: City Children and Youth Library

Khomenko, I.A. Stop teaching me! - St. Petersburg: Publishing group "ABC-Classics", 2009. - 224 pp. - (Program for mom).
A new book teacher Irina Khomenko will help parents solve problems related to their child’s education and, especially, his studies at school. What to do if a child does not want to study? What are the pros and cons of homeschooling? How to check if your parenting strategy is correct?

Location of the book: City Children and Youth Library

Articles

Matsko E. Skills and exercises // Books, sheet music and toys for Katyushka and Andryushka. - 2010. - No. 1. - P. 3-5.

Advice from the teacher on what to do to adaptation period brought joy to the child at school.

Sabodakh R. The problem of children’s adaptation to learning at school // Primary school + Before and after. - 2008. - No. 2. - P.66-68.

Kharkevich O. Features of adaptation of schoolchildren in the learning process // Primary school. - 2006. - No. 8. - P. 8-14.

The author of the article talks about what teachers and parents should pay attention to in transition periods life of a student (entry to 1st grade, transition from primary school to middle, transition from high school to the older one).

Shaehova R. Formation psychological readiness children for school // Game and children. - 2009. - No. 3. - pp. 12-14.

What is a child's readiness for school? How to build educational process so that it meets the requirements of the school, the attitudes of parents and the value orientations of modern society?

Magazines from the collection of the City Children's and Youth Library (pedagogical communication hall)

Compiled by: N.N. Malykhina, E.V. Gilmutdinova

Our children will go to school soon. They will meet a new teacher and new friends. Parents often have questions about what a child should know and be able to do before starting school and what is psychological readiness for school? .

Psychological readiness for school- this is a necessary and sufficient level of mental development of a child to master school curriculum in a peer group learning environment.

Metaphorically, psychological readiness for schooling can be compared to the foundation of a building: a good, strong foundation is the key to the reliability and quality of future construction. A child’s readiness for school is determined by the totality of his physiological , pedagogical And psychological preparation .

Portrait of a first grader not ready for school

Impulsivity, uncontrolled behavior (predominance of “I want” over “I can”)

Excessive playfulness, restlessness.

Difficulties communicating with unfamiliar adults (reluctance to communicate or, conversely, lack of understanding of one’s status)

Inability to communicate with peers

Inability to follow instructions (the child is easily distracted, does not understand where to start and what to do next)

Low level of knowledge about the world around us, inability to generalize, classify, highlight similarities and differences

Poor development of fine motor skills (does not like to draw, cannot work with small details)

Violation of the pace of activity (moves very slowly, speaks, eats, etc.), passivity

Insufficient development of voluntary memory

Delay speech development

« Being ready for school does not mean being able to read, write and do math. To be ready for school means to be ready to learn it all.”

L.A. Wenger

Physiological readiness for school

This aspect means that the child must be physically ready for school. That is, his state of health should allow him to successfully undergo educational program. If a child has serious deviations in mental and physical health, then he should be educated in a special correctional school, providing for the characteristics of his health. In addition, physiological readiness implies the development of fine motor skills (fingers) and coordination of movement. The child must know in which hand and how to hold the pen. And also, when entering first grade, a child must know, observe and understand the importance of observing basic hygiene standards: correct posture at the table, posture, etc.

Pedagogical readiness

When they talk about readiness for school, they usually mean that the child must be able to read, retell (he must have developed speech), write (he must have developed fine motor skills), count (have numeracy skills) – this is pedagogical readiness.

Psychological readiness

personal readiness

intellectual readiness

motivational readiness

Personal readiness

the ability to build relationships with the teacher (the ability to regulate one’s actions and behavior, the ability to perceive a learning task)

the ability to communicate with peers (accept the point of view of another, the ability to look at oneself from the outside, listen to classmates, adequately respond to the failure of others). Communication with other children is important for developing the ability to decenter - the ability to take another’s point of view, accept one or another task as a common one, and look at oneself or one’s activities from the outside.

attitude towards oneself (lack of low self-esteem). But some preschoolers have unstable self-esteem. This suggests that children experience a lack of attention, love, support, and emotional security from adults. Low self-esteem, formed during preschool childhood, can cause failure at school. It gives rise to fear of failure, and in its extreme manifestation, refusal of activity. Parents should praise their children more often, even for the slightest successes.

Intelligent Readiness

differentiated perception, including the selection of a figure from the background

concentration of attention

analytical thinking, expressed in the ability to comprehend the basic connections between phenomena

logical memorization

sensorimotor coordination

ability to reproduce a sample

development of fine motor skills of hands

Motivational readiness

A child entering school must have a certain level of cognitive interests, a readiness to change social position, and a desire to learn. Those. he must have a motivation for learning - an interest in new knowledge, a desire to learn something new. Also, at the turn of 6 years, the internal position of the student is formed - an emotionally prosperous attitude towards school, a minimal desire for playful and entertaining (preschool) elements of activity, the child realizes the need for learning, understands its importance and social significance. But remember that the desire to go to school and the desire to learn are significantly different from each other. Many parents understand how important it is for a child to want to learn, so they tell their child about school, about teachers and about the knowledge acquired at school. All this creates a desire to learn and creates a positive attitude towards school.

What a child should know and be able to do

for the start of school

1. Be able to name yourself ( full name, patronymic, last name). Be able to fully name your mother, father, and grandmother.

2. Know the seasons, the number and names of months in the year, days in the week. Know what time of year it is, what month it is, what day it is. Be able to answer questions like “When do birds fly south?”, “When it’s cold and snowing?”, “On what day do people rest and don’t go to work?”, “At what time of year do the leaves turn yellow and fall off?” etc.

4. Be able to write (or copy) a simple phrase. For example: “He was eating soup,” “Misha was washing the window.”

5. Count forward and backward within twenty (1,2,..., 20; 20, 19,..., 1).

7. Possess the skill of generalization by attribute: from the proposed pictures, the child should be able to choose those that have something in common. For example, if pictures with a tram, a wheel, an apple, a cat and a bus are offered, then the child should put the tram and bus aside and say that these are transport, or means of transportation, or “people ride on them.” If a number of words are offered: “shoes, boots, slippers,” then the child must choose a word that applies to them all. IN in this case the word is "shoes".

8. Possess the skill of exclusion from the series. A number of words are suggested: “cheese, butter, plasticine, sausage.” The child must not only exclude the “superfluous” word “plasticine”, but also (most importantly!) explain why it is superfluous. “Plasticine is superfluous because it is used to sculpt. It's inedible. And everything else is food. They eat her."

9. Find similarities and differences between objects:

What do carrots and potatoes have in common?

They are both vegetables, they are eaten, they are used to make soup, they grow in the ground, they have peels, etc.;

How are they different from each other?

They differ in shape. The carrots are triangular, and the potatoes are round or oval. They also differ in color. The carrots are orange and the potatoes are brown.

10. Be able to compose a story based on a picture or a series of pictures. In some schools, children are asked to first arrange the pictures in the right order, and then tell a story based on them. The story must be coherent, have a beginning and an end. At least a mention of emotional state characters (“In this picture the girl is sad because her ball flew away”, “The boy was very offended”, “The children were happy that a slide was built for them”, etc.).

11. Know the basic geometric shapes (circle, oval, triangle, square, rectangle) and see their combinations (there are two triangles and one square in this picture). Be able to draw them.

12. Remember 5-7 out of 10 clearly named simple words.

13. Remember and name at least six of 12 pictures simultaneously shown to the child for 30 seconds.

14. Be able to recite a short poem by heart.

15. Be able to answer questions like “What comes first - lunch or dinner? Spring or summer?”, “Who is bigger - a cow or a goat? Bird or bee?”, “The cow has a baby - a calf. What about the horse?

16. Know 10-12 primary colors.

17. Be able to draw a human figure with all the main parts of the body (including neck, fingers, etc.).

Advice for parents of future first-graders

Remember that you are choosing a school not for yourself, but for your child, so try to take into account all the factors that may complicate his education.

Introduce your child to his teacher before school officially starts.

Visit his future classroom several times, let him sit at his desk and take a good look at everything so that the environment does not seem unfamiliar to the child, take a walk around the school and the schoolyard together.

Don't intimidate your child at school! This is especially harmful in relation to children who are timid and unsure of themselves. In order for a child to want to go to school, a positive, warm image must be formed in his head. Tell him about your school childhood, remember a few funny stories. Show your school photos and tell us about yours school life and classmates. Be as specific and specific as possible about school customs and rules. Play school (you are the teacher, the child and soft toys are the students). Use school paraphernalia in the game: briefcase, notebooks, pens, copybooks, diary.

Praise your child. Praise can benefit a child, increase his self-confidence, and build adequate self-esteem(express approval not only in words, but also in intonation, facial expressions, gestures, touches). Evaluate not the child’s personality, but his actions. If the task is performed poorly, say: “Sorry, you didn’t try too hard today. See how sloppy it turned out.” A child who is often scolded or even beaten for “badly” done work begins to be afraid to take on any task, because he is afraid of punishment in advance. He will be afraid to open his mouth in class and will prefer to either remain silent or say “I don’t know,” so as not to put himself at risk.

Organize your child’s own personal work area

Give him two things: an alarm clock and a calendar so that he learns how to properly plan his time.

Ask your child to retell you a movie, a book, what was interesting that day (for the development of memory and speech).

Let him sculpt more, play with construction sets, mosaics (to develop fine motor skills).

Create conditions for maintaining a daily routine.

Let's have more independence (to prevent insecurity).

Conduct classes in a playful and non-violent manner.

Take time to develop memory and attention (These are the main processes on which learning is built).

If your child makes a mistake, ask him to find it himself (this is the first form of self-control).

Ask your child how he feels when going to school, about his positive and negative experiences. Try to focus your child's attention on the positive aspects: interesting activities and the opportunity to make new friends.

Tell your child that it is completely normal to feel nervous for the first few days, and that all children experience this without exception. Reassure him that if possible problems you will help him resolve them.

Remember that adaptation to school is not an easy process and does not happen quickly. The first months can be very difficult. It is good if during this period of getting used to school one of the adults will be with the child.

If you have problems adapting to new conditions, contact a psychologist.

If a child does not learn the material, cannot find contact with peers, or has tantrums, then it is necessary to contact a neurologist.

Don't treat your child's first failures as the collapse of all your hopes. A child has the right to make a mistake, because mistakes are common to all people.
Remember: he really needs your faith in him, smart help and support.

Make sure that the load is not excessive for the child.

If you see that your child has problems, then do not be afraid to seek help from specialists: a speech therapist.

Study should be harmoniously combined with relaxation, so arrange small holidays and surprises for your child, for example, go to the circus, museum, park, etc. on weekends.

If the child is tired of studying without completing the task, then do not insist, give him a few minutes to rest, and then return to completing the task. But still, gradually teach your child so that he can do one thing for fifteen to twenty minutes without being distracted.

If your child refuses to complete a task, try to find a way to interest him. To do this, use your imagination, don’t be afraid to come up with something interesting, but under no circumstances scare the child by depriving him of sweets, not letting him go for a walk, etc. Be patient.

Pay attention to whether your child knows and uses “magic” words: hello, goodbye, sorry, thank you, etc. If not, then perhaps these words are not in your vocabulary. It is best not to give the child commands: bring this, do that, put it away - but turn them into polite requests. It is known that children copy the behavior and manner of speaking of their parents. If you use profanity in front of your child, if you are rude to each other, then do not be surprised if teachers complain that your child swears at school, fights, and bullies other children.

The most important thing for a first-grader is not skills and abilities, but confidence in one’s abilities and in parental support, no matter what happens at school. If you yourself feel anxiety and excitement, you will probably pass it on to your child.

Some advice from psychologist Jerome Bruner

* Wake up your child calmly, he should see your smile and hear your gentle voice.

* Don't rush. The ability to calculate time is the responsibility of the parents, not the first-grader child.

* Do not send your child to school without breakfast; he will have to work a lot before school breakfast.

* Before leaving, wish your child good luck. Avoid warnings: “Make sure you don’t play around”, “So that you don’t get bad grades today”

* Greet your child from school calmly, let him relax after a hard day. Don’t immediately ask, “What did you get today?”

* If you see that a child is upset, but is silent, do not question him, let him calm down and tell him himself.

* After listening to the teacher’s comments, do not rush to scold him; try to have your conversation with the teacher without the child. Listen to both sides and don't rush to conclusions.

* After school, be sure to give your child a rest for 2-3 hours, or better yet, sleep. Best time preparing lessons from 15 to 17 hours.

* Don’t force them to do their homework in one sitting; after 20 minutes of studying, 10-15 minutes of “break”; it’s better if they are active.

* When preparing lessons, do not sit over your head, give the child the opportunity to work independently, but if your help is needed, be patient. (A calm tone, support, praise are necessary)

* Be attentive to your child's complaints about headache, fatigue, poor condition. Most often, these are objective indicators of learning difficulty.

* A half-hour walk before bed is very useful. You need to go to bed no later than 21:00.

* Before going to bed, try not to remember any troubles, not to sort things out, not to discuss tomorrow’s test, etc. Better tell a story.

* Tomorrow is a new day, and you must do everything to keep your child calm, kind, and joyful!

L.A. Wenger, A.L. Wenger "Is your child ready for school." M., 1994

Tests “Is your child ready for school. (Thinking. Motor skills. The world around us)

I'm starting to study. Issue 1,2,3

O.I. Tushkanova “Preparation for school” Volgograd, 1993.

Series of books “For talented children and caring parents”

MM. Bezrukikh and others. “How to prepare a child for school and which program is best to study in.” M. 1994

Psychological readiness for school
Our children will go to school soon. They will meet a new teacher, make new friends, and sometimes even have an interview. Parents often have questions about what a child should know and be able to do before starting school and what psychological readiness for school is.

Psychological readiness for school is a necessary and sufficient level of mental development of a child to master the school curriculum in a peer group environment.

Metaphorically, psychological readiness for schooling can be compared to the foundation of a building: a good, strong foundation is the key to the reliability and quality of future construction. A child’s readiness for school is determined by the totality of his physiological, pedagogical and psychological preparation.

Portrait of a first-grader not ready for school

Impulsivity, uncontrolled behavior (predominance of “I want” over “I can”)
Excessive playfulness, restlessness, loudness
Difficulties communicating with unfamiliar adults (reluctance to communicate or, conversely, lack of understanding of one’s status)
Inability to communicate with peers
Inability to follow instructions (the child is easily distracted, does not understand where to start and what to do next)
Low level of knowledge about the world around us, inability to generalize, classify, highlight similarities and differences
Poor development of fine motor skills (does not like to draw, cannot work with small details)
Violation of the pace of activity (moves very slowly, speaks, eats, etc.), passivity
Insufficient development of voluntary memory
Delayed speech development
L.A. Wenger

Physiological readiness for school

This aspect means that the child must be physically ready for school. That is, his state of health must allow him to successfully complete the educational program. If a child has serious deviations in mental and physical health, then he must study in a special correctional school that takes into account the characteristics of his health. In addition, physiological readiness implies the development of fine motor skills (fingers) and coordination of movement. The child must know in which hand and how to hold the pen. And also, when entering first grade, a child must know, observe and understand the importance of observing basic hygiene standards: correct posture at the table, posture, etc.
Pedagogical readiness
When they talk about readiness for school, they usually mean that the child must be able to read, retell (he must have developed speech), write (he must have developed fine motor skills), count (have numeracy skills) - this is pedagogical readiness.
Psychological readiness
personal readiness
intellectual readiness
motivational readiness

Personal readiness

Remember: he really needs your faith in him, smart help and support.

Make sure that the load is not excessive for the child.

If you see that a child has problems, then do not be afraid to seek help from specialists: a speech therapist, a psychologist, etc.

Study should be harmoniously combined with relaxation, so arrange small holidays and surprises for your child, for example, go to the circus, museum, park, etc. on weekends.

If the child is tired of studying without completing the task, then do not insist, give him a few minutes to rest, and then return to completing the task. But still, gradually teach your child so that he can do one thing for fifteen to twenty minutes without being distracted.

If your child refuses to complete a task, try to find a way to interest him. To do this, use your imagination, don’t be afraid to come up with something interesting, but under no circumstances scare the child by depriving him of sweets, not letting him go for a walk, etc. Be patient.

Pay attention to whether your child knows and uses “magic” words: hello, goodbye, sorry, thank you, etc. If not, then perhaps these words are not in your vocabulary. It is best not to give commands to your child: bring this, do that, put it away - but turn them into polite requests. It is known that children copy the behavior and manner of speaking of their parents. If you use profanity in front of your child, if you are rude to each other, then do not be surprised if teachers complain that your child swears at school, fights, and bullies other children.

The most important thing for a first-grader is not skills and abilities, but confidence in one’s abilities and in parental support, no matter what happens at school. If you yourself feel anxiety and excitement, you will probably pass it on to your child.

Therefore, be calm and confident in yourself and your child, and do not let fears overshadow this important event in the child’s life.
Some advice from psychologist Jerome Brucher
* Wake up your child calmly, he should see your smile and hear your gentle voice.
* Don't rush. The ability to calculate time is the responsibility of the parents, not the first-grader child.
* Do not send your child to school without breakfast; he will have to work a lot before school breakfast.
* Before leaving, wish your child good luck. Avoid the warnings “Be careful not to play around”, “So that you don’t get bad grades today”
* Greet your child from school calmly, let him relax after a hard day. Don’t immediately ask, “What did you get today?”
* If you see that the child is upset, but is silent, do not question him; he will calm down and tell him on his own.
* After listening to the teacher’s comments, do not rush to scold him; try to have your conversation with the teacher without the child. Listen to both sides and don't rush to conclusions.
* After school, be sure to give your child a rest for 2-3 hours, or better yet, sleep. The best time to prepare lessons is from 15 to 17 hours.
* Don’t force them to do their homework in one sitting; after 20 minutes of studying, 10-15 minutes of “break”; it’s better if they are active.
* When preparing lessons, do not sit over your head, give the child the opportunity to work independently, but if your help is needed, be patient. (A calm tone, support, praise are necessary)
* Be attentive to your child’s complaints of headache, fatigue, and poor condition. Most often, these are objective indicators of learning difficulty.
* A half-hour walk before bed is very useful. You need to go to bed no later than 21:00.
* Before going to bed, try not to remember any troubles, not to sort things out, not to discuss tomorrow’s test, etc. Better tell a story.
* Tomorrow is a new day, and you must do everything to keep your child calm, kind, and joyful!

First-grader's daily routine

07.00 - 07.10 Rise
07.10 - 07.30 Exercise, washing, making bed
07.30 - 07.50 Breakfast
07.50 - 08.10 Road to school
08.10 - 08.20 Preparation for lessons
08.20 - 08.30 Morning exercises before classes
08.30 - 12.10 Lessons
12.10 - 13.10 Walk
13.10 - 13.20 Preparation for lunch
13.20 - 14.00 Lunch
14.00 - 16.00 Rest, nap
16.00 - 17.00 Performing training exercises
17.00 - 19.00 Free time
19.00 - 19.30 Dinner
19.30 - 20.30 Free time
20.30 - 21.00 Getting ready for bed, sleep

Dear parents! Make sure your first grader follows a daily routine. This will help your child become organized. Make your own amendments to the daily routine, but it is better not to change the main routine points. They are important for the child's health.

L.A. Wenger, A.L. Wenger "Is your child ready for school." M., 1994

Tests “Is your child ready for school. (Thinking. Motor skills. The world around us)"

I'm starting to study. Issue 1,2,3

O.I. Tushkanova “Preparation for school” Volgograd, 1993.

Series of books “For talented children and caring parents”

MM. Bezrukikh and others. “How to prepare a child for school and which program is best to study in.” M. 1994

Readiness for schooling is a holistic education that presupposes a fairly high level of development of the motivational, intellectual and productivity spheres. A lag in the development of one of the components of psychological readiness entails a lag in the development of others, which determines the unique options for the transition from preschool to junior childhood. school age. Domestic and foreign psychologists have developed many methods for diagnosing different aspects of this problem.

PROGRAM

PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSTICS

CHILDREN'S READINESS FOR SCHOOL

A. L. VENGER ET AL.

The methodological techniques proposed in the program reveal the level of development in children entering first grade:

1) orientation in the environment, stock of knowledge, attitude towards school;

2) mental and speech development;

3) development of small and large movements.

1) ORIENTATION IN THE ENVIRONMENT, STOCK OF KNOWLEDGE, ATTITUDE TO SCHOOL revealed in a conversation with a child:

1. What is your name?

2. How old are you? When did it happen?

3. What are your parents' names?

4. What is the name of the city (village, hamlet, town) in which you live?

5. What kind of domestic animals do you know? What wild animals?

6. At what time of year do leaves appear on trees?

7. What remains on the ground after rain?

8. What is the difference between day and night?

9. Do you want to go to school?

10. What do you think will be good and interesting at school?

11. In your opinion, is it better to study at home, with your mother or with a teacher?

Evaluation of results.

Based on the results of the conversation, a “+” or “–” sign is placed after the number of each question in the protocol.

The “+” sign is used for the following answers:

No. 1–4: correct answer (including if they are called diminutives).

No. 5: at least two domestic animals are named, wild animals are not named instead of domestic ones and vice versa.

No. 6: “in spring”, “when winter is over”, etc.

No. 7: “puddles”, “dirt”, “wet”, “water”, “slush”, etc.

No. 8: “it’s light during the day”, “the sun is during the day and the moon at night”, “they sleep at night”, etc.

The final level of orientation in the environment and stock of knowledge is determined based on counting the number of “pluses” for questions No. 1–8: “high” – 7–8 pluses; average - 5–6; “low” – 4 or less.

2) THE LEVEL OF MENTAL AND SPEECH DEVELOPMENT OF 6–7 YEAR OLD CHILDREN in the program of A. L. Wenger et al. is determined using the following procedures:

a) Understanding grammatical structure

The adult says the sentence: “Petya went to the cinema after he finished reading the book.” The sentence is pronounced twice, slowly and clearly. Then the psychologist asks the question: “What did Petya do before—watch a movie or read a book?

The “+” sign indicates the correct answer to the question, and the “–” sign indicates the incorrect answer.

b) Carrying out verbal instructions

Pencils lie in disarray on the table. The adult says to the child: “Collect the pencils, put them in a box and put the box on the shelf.” After completing the task, the examiner asks: “Where are the pencils now? Where did you get them from? If a child cannot complete a task correctly, it is simplified. The adult says: “Take the pencils and put them in the drawer.” Then the same questions are asked.

A plus sign indicates correct execution. full instructions and the correct answer to both questions, a “minus” sign – failure to follow either the full or simplified instructions.

Intermediate results are marked with a plus or minus sign.

c) Changing nouns by number

The adult says to the child: “I will give you a word for one object, and you change this word so that you get many objects. For example, I'll say pencil, and you must answer " pencils". Next, the examiner names 11 singular nouns: book, pen, lamp, table, window, city, chair, ear, brother, flag, child. If, by changing the word “book” (the first one called), the child reveals an insufficiently clear understanding of the instructions (answers: “books”, “many books”, etc.), an example of the correct answer should be given again: “book-books”.

A plus sign is given when the child makes no more than two mistakes. Errors can be different: reversal of stress (table–tables), distortion of the plural form (city–cities; child–children; ear–ears), etc. If for the majority of children examined, due to their characteristics local speech errors such as “brothers”, “windows”, etc. are typical, then they are not taken into account when evaluating the results. A “minus” sign is placed when the child made 7 or more mistakes. Intermediate results (3–6 errors) are marked with a “plus-minus” sign.

d) Selection of antonyms

The adult invites the child to play the game “On the contrary”: “I will name the word, and you answer with the word opposite. For example, I'll say "clean", and you have to answer "filthy"; "fast – slowly"; "freezing – heat".

Antonyms are matched to words: high, close, bright, day, dry, cold, late, get up, childish, beginning.

The “plus” sign indicates results that correspond to or exceed the average for the study group. The plus or minus sign indicates the presence large number(exceeding the average for the group) replacement of parts of speech while maintaining the correct meaning: “light - dark” (instead of “dark”), “cold - hot” (instead of “heat”), etc. A “minus” sign is placed if there are gross errors in meanings like: “late - in the evening”, “cold - in winter, etc.

e) Story based on pictures

Four pictures are placed in disarray in front of the child, which depict a certain sequence of events that is well known to him (for example, in one picture the boy wakes up, in another he washes himself, in the third he has breakfast, in the fourth he goes to school). The adult asks the child to put the pictures in the right order and explain why he put them this way and not otherwise.

The plus sign indicates the correct location of the pictures and the correct description of the events depicted. Changing the sequence of pictures is not considered an error if it is reasonably justified by the child (for example, instead of the sequence “wakes up – washes up – goes to school” the sequence “comes from school – washes up – has dinner – goes to bed”) is given. The “plus-minus” sign is placed in the case when the child logically builds a sequence of pictures, but cannot justify it; minus sign – when the sequence of pictures is random.

f) Collecting cut-out pictures.

The child is asked to put together a picture from parts lying as shown in Fig. 1.

The adult says: “You see, the picture is broken. Fix it." If the child cannot cope with the task, then he is offered a simplified version. In both cases, you should not name the objects depicted.

Collecting a cut picture is assessed with a “plus” sign in the case when the child correctly put together the first (complex) picture. If it is folded incorrectly, but the second, simpler one is folded correctly, then a plus or minus sign is placed. If both pictures are assembled incorrectly, a minus sign is placed.

g) Drawing of a person.

The child is asked to draw the best person (uncle) that he can draw. If a child says that he does not know how to draw, he needs to be encouraged and explained that at this age all children do not draw very well, but still each drawing is interesting in its own way. If there is a stubborn refusal, you can ask: “What does a person have?” - and after answering, for example, “head” - suggest: “So draw a head.” Then ask, “What else does the person have?” and offer to draw the next named part of the body, etc. At the end, be sure to ask: “Have you drawn everything you need?”

When assessing a person’s drawing, the following are taken into account: the presence of main parts (head, eyes, mouth, nose, torso, arms, legs, the presence of secondary details (fingers, neck, hair or hat, shoes, clothes); the way of depicting arms and legs: with one line ( low) or two lines, so that the thickness of the limbs is visible (high).

The drawing is assessed with a “plus” sign if all seven main parts and at least three minor parts are present; arms and legs are thick. A drawing is rated with a minus sign if five or fewer main parts are depicted (regardless of the presence of additional details and the method of depicting arms and legs). In intermediate cases, the drawing is evaluated with a plus or minus sign.

The results of the analysis of a person’s drawing are used as additional material.

h) Sample analysis.

On the table in front of the child, a human figure is laid out from matches so that the sample does not correspond to the children's standard version. (Fig. 3) First, the adult asks: “What is this?” If the child himself does not say that this is a person, then he is told this. Then the psychologist says: “I want you to do exactly the same for me. Look carefully. Remember? Now I’ll close it, and you make exactly the same little person next to this piece of paper.” The sample is covered with a sheet of paper, the child is given matches and indicated a place on the table next to the sheet where he must complete the task. During this procedure, the child’s attention should not be paid to any features of the original figure; they only say “look carefully.”

When the child has finished his work, the adult says: “Well done, good, but let’s see: yours is exactly the same as mine or not,” and opens the sample. The child can say that everything is exactly the same, or partially correct the design, for example, turn over the matches, but not move the legs, or vice versa. In these cases, the experimenter asks the child leading questions, organizing his actions to analyze the sample: “What does a person have?” - “Head.” - “Look, is it the same with you?” etc. That is, the examiner, without naming the parts of the sample, encourages the child to examine them sequentially. If the child does not notice any discrepancies in this case, then a direct hint is given: “What is on my little man’s legs?” - "Slippers". After this, the adult is silent, and the child, as a rule, corrects the figure.

Children who immediately build a figure that exactly matches the model can be additionally offered a more complex figure - a “crib”. A child usually fails to reproduce such a pattern immediately without errors, since it is asymmetrical, and this asymmetry has no functional explanation. However, the adult insists that everything be done exactly as he did. The further procedure of the experiment is the same as in the main task.

With a high level of sample analysis, the child is able to independently detect deviations and make adjustments. It is not necessary that the figure immediately correspond exactly to the sample: the frequently occurring deviations indicated above are quite acceptable.

An indicator of the average level of readiness in this task is the ability to correct one’s figure with the help of an adult, who fixes the child’s attention on certain parts or even features of the sample, for example, saying: “Look what’s on his legs.”

A child who is not ready for school, even with maximum help, will not correct errors in his design. For example, after answering the question “What does a person have on his legs?”, the child does not change anything in the arrangement of the matches, and when he is asked whether the figures stand the same, “Your little man’s legs are wide apart, but mine are shifted,” he answers that the same. Sometimes such children correct something that does not need to be corrected, for example, straightening a match that is not lying very neatly.

i) Simultaneous perception of quantity.

There are matches scattered on the table in front of the child. The adult tells him: “Take from here as many matches as I will take,” then he takes one match, shows it to the child in the palm of his hand and immediately clasps it in his fist (the presentation time should be short, since it is not the ability to count that is being tested, but the ability to instantly perceive quantities). Then the child is asked to take matches. The number of matches is recorded, after which both the adult and the child put their matches back into the pile. Next, the inspector takes and shows 3 matches, and the whole procedure is repeated. Then he shows 2, 4, and 5 matches.

A high level of instantaneous perception of quantity is recorded when the child is capable of simultaneous perception of 4–5 matches, medium – 3 matches, low – 1–2 matches.

Knowledge of letters and the ability to read are not criteria for selecting children for school. However, a preliminary test of reading skills will help the psychologist guide the teacher in correctly distributing attention between different children in the classroom and will help in individualizing the approach to each child.

An adult asks a child if he can read, if he knows the letters. Children who can read are offered a simple text (from the ABC book). With the help of this text, the reading technique (letter by letter, syllabic, whole words) and its awareness (whether the child understands the meaning of what he read) is determined. To test awareness, the child is asked a simple question about the content of the text. For children who cannot read, an adult shows printed letters and asks to name them.

3) DEVELOPMENT OF MOVEMENTS

a) Small movements

The child is given the task “Riding along the path.” The adult invites the child to “drive along the path” by connecting the images of the car and the house with a line (Fig. 4). (The child is explained that he needs to draw a line without lifting the pencil from the paper. The child’s instructions read like this: “You are the driver. You need to drive to this house. You will go like this (in the sample picture, the adult shows how to “drive along the path "). The pencil must move across the paper all the time, otherwise the car will take off like an airplane. Drive carefully so that the car does not leave the road."

The result of the task “Driving along the path” is assessed as “high” if there are no exits from the path, the pencil comes off the paper no more than three times, and there are no violations of the line described below. A score is rated "low" if there are three or more out-of-track exits; even in the absence of outputs, the result is assessed as low if pronounced line violations are observed: an uneven, “trembling” line, a very weak, almost invisible line; with very strong pressure, tearing the paper; repeated targeting to the same place.

b) Large movements.

With a low level of development of large movements (that is, movements of the arms, legs, and whole body), schoolchildren often have difficulties in physical education classes, as well as in communicating with peers (due to the inability to fully participate in outdoor games). Therefore, the development of large movements is one of the important indicators of readiness for school. His assessment is made on the basis of observations of the child’s gait (to observe it, you can ask him to bring some thing lying at the other end of the room), as well as how he throws a ball to an adult, how he catches a ball thrown to him by an adult.

REGISTRATION FORM

INDIVIDUAL PROTOCOL

PSYCHOLOGICAL AND PEDAGOGICAL

SURVEYS

Last name, first name of the child ______________________________________________________________

Date of Birth _________________________________

1. ORIENTATION IN THE ENVIRONMENT, STOCK OF KNOWLEDGE

1.___ 2.___ 3.___ 4.___ 5.___ 6.___ 7.___ 8. ___

ATTITUDE TO SCHOOL

9.___ 10.___ 11.___

Final level ______________________________

2. MENTAL AND SPEECH DEVELOPMENT

a B C D E) _____

f) _____ g) _____ h) _____ i) _____ j) _____

Final level ______________________________

3. DEVELOPMENT OF MOVEMENTS

Small movements

Major movements

Level ______________________________________

Notes ________________________________________________________________________________

Conclusion ______________________________________________________________________________

_________________________________________________________________________________________

Date of examination ___________________________________

Inspector _________________________________