The child is ready for school what's next. Test (preparatory group) on the topic: How to find out if the child is ready to go to school? Mugs and sections

If a first grader grows up in a family, then September 1 will be especially significant event for all family members. But how can parents understand whether the baby is ready for a new stage in his life?

When they talk about "readiness for school", they do not mean individual skills and knowledge, but their specific set, in which all the main components are present. It must be admitted that teaching can be effective only if the first-grader possesses the necessary and sufficient qualities for learning. Ready for schooling is made up of many components:

1. Physical readiness for school is determined by the physical development of the child and its compliance with age standards, that is, the child must reach the physical maturity necessary for the educational process.

2. Psychological readiness for school implies a certain level of formation: general awareness and social orientation; knowledge and ideas about the world around; mental operations, actions and skills; arbitrary regulation of activity and behavior; cognitive activity, manifested in the relevant interests and motivation; speech development, which implies the possession of a fairly extensive dictionary, the basics of the grammatical structure of speech, a coherent statement and elements of monologue speech.

3. Emotional maturity is the ability to regulate one's behavior, including the ability to perform a task that is not very attractive for a sufficiently long time.

4. Social and communicative readiness for school consists of the child's ability to build relationships in a group of peers: to take a leading position, be able to work in a team and support a leader, and also be able to communicate with an adult interlocutor. In addition, the child must want to go to school. And here we, adults, must be able to distinguish between the internal motivation of the child from the external one. A preschooler should go to school because he wants to know a lot, expects that it will be interesting there, and not because we will buy him a new designer or a walking robot for this.

The main indicators of a child's readiness for school

According to child psychologists, a child's readiness for school is by no means determined by the amount of his knowledge or the presence of . One of the key proofs of a child's psychological readiness for school is his ability to follow certain instructions. If you ask the baby to do something, but he does not hear the request, or hears only part of it, then he cannot perceive the instruction yet. If he understood what you want from him, but is not going to complete the task, this is also evidence that it will be difficult for the child to learn.

The second indicator of school readiness is the ability to plan your work. The completion of any task has several stages. This includes thinking about upcoming activities, and finding a solution to a particular problem, and overcoming difficulties in achieving a result. If a child has difficulties with self-organization, then at school, especially at first, it will be difficult for him.

The third evidence of readiness for school is the ability to admit a mistake and correct it yourself. Finally, the fourth proof is the ability to concentrate. If the baby cannot focus his attention even for a few minutes, it is probably too early for him to go to first grade.

In addition, the student must feel the team, act together for its benefit. Without these skills, a first grader will have a hard time. However, these skills in children are formed quite quickly.

What should a child know and be able to do in 1st grade?

Should your child be able to read and write before school? Experts say it's not necessary. Moreover, in some cases, self-teaching a child to read and write at an early age can even harm him. So, what should a future first grader definitely know and be able to do?

know your name and surname, address, names of family members;

know the seasons, the names of the months, days of the week, distinguish colors;

increase or decrease a group of objects by a given amount (solving problems with groups of objects), equalize a lot of objects;

be able to compare groups of objects: “greater than, less than or equal to”;

to combine objects into groups according to the principle of kinship;

find an extra one in a group of objects;

express your opinion by constructing a complete sentence;

have an idea about the world around: about professions, objects of animate and inanimate nature, rules of conduct in public places;

have spatial representations: right, left, up, down, under, over, because of, from under something;

easy to communicate with other children;

obey the orders of the elders.

If you still decide to try to independently determine your child’s readiness for school, then given the fact that a child often meets a psychologist for the first time only immediately upon admission to school, you can offer a special diagnostic technique for parents who, with the help of simple observations and answers to questions , will be able to determine for themselves the readiness of their child for schooling.

And so, let's try on our own, without the help of a specialist, to find out if the child is ready for school? What tests and methods are commonly used by psychologists, admission committee when you enter school?

Parents can assess the level of "maturity" by observing and answering questions.

However, before talking directly about the diagnostic technique, it is necessary to say about certain rules.

1. Tests are not carried out all at once, but at different times, when the child is in a good mood.

2. All tasks (questions) must be offered in a relaxed atmosphere. It should be a game or some daily activity.

3. Do not tell your child that you are going to test him. He will close up or be too tense.

4. This is just an observation, so it can be extended in time. Do not rush him or yourself.

Questions (diagnostic technique) is a modified questionnaire developed by the American psychologist Geraldine Chapey.

1. Assessment of the child's basic experience

Did your child have to accompany you to the post office, to the savings bank, to the store?

Was the baby in the library?

Did the child have to visit the village, the zoo, the museum?

Have you had the opportunity to regularly read to your baby or tell him stories?

Does the child show an increased interest in something, does he have a hobby?

2. Assessment of physical development

Does the child hear well?

Does he see well?

Is he able to sit quietly for some time?

Does he have developed motor coordination skills, such as playing ball, jumping, walking down and up stairs?

Does the child look healthy, vigorous, rested?

3. Assessment of emotional development

Does the child look cheerful (at home and among friends)?

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

Is it easy for the baby to switch with changes in the usual daily routine, move on to solving a new task?

Is the child able to work independently, compete with other children?

4. Assessment of speech development

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

Is it easy for a child to answer questions from adults?

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

Can the child explain where the objects are located: on the table, under the table?

Is the baby able to tell a story, describe any incident that happened to him?

Does the child pronounce words clearly?

Is the child's speech correct in terms of grammar?

5. Assessment of communication skills

Does the child get involved in other children's play?

Does he take turns when the situation calls for it?

Is the child able to listen to others without interrupting?

Is the child able to participate in a general conversation, to play any scene in a home performance? 6. Assessment of cognitive development

Can the child identify similar and dissimilar forms. For example, find a picture that is not like the rest?

Can a child distinguish between letters and short words b / p, cat / year?

Is the child able to arrange in order (in a given sequence) a series of pictures?

Can a child independently, without outside help, put together a puzzle of fifteen elements?

Can a child rhyme words?

Can a child repeat a few words or numbers after an adult?

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

If all your answers turned out to be in the affirmative, you can be congratulated. Your child is obviously ready for school and will pass all tests and interviews with ease. If your answers are twenty or more percent negative, then this is a serious reason to think: are you in a hurry to send your baby to school?

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

Degree of psychosocial maturity (outlook)

Test conversation proposed by S. A. Bankov.

The child must answer the following questions:

Give your last name, first name, patronymic.

Name the surname, name, patronymic of father, mother.

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

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

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

Is it morning or evening (afternoon or morning)?

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

What comes first, lunch or dinner?

Where do you live? State your home address.

What is your father's job, your mother's?

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

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

When can you go sledding - in winter or summer?

Why does it snow in winter and not in summer?

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

Why does school need a desk, a bell?

Do you want to go to school?

Show your right eye, left ear. What are eyes and ears for?

What animals do you know?

What birds do you know?

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

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

What should you do if you accidentally break someone else's item?

Response score

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 Tanya", "Dad works at work."

TO control tasks include questions 5, 8, 15.22. They are rated like this:

№5 - the child can calculate how old he is -1 point, names the year taking into account the months - 3 points.

№8 - for a complete home address with the name of the city - 2 points, incomplete - 1 point.

№ 15 - for each correctly indicated use of school paraphernalia - 1 point.

№ 22 - for the correct answer -2 points.

№ 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, 20-24 - medium-mature, 15-20 - low level psychosocial maturity.

A little about the law...

Are school entrance tests and interviews legal?

In accordance with the law of the Russian Federation "On Education", testing and competitions in educational institutions not allowed. Moreover, in the Constitution of the Russian Federation this level of education is defined as universal and free, that is, without any special selection of students. Nevertheless, in a number of regions, interviews of first-graders are practiced. This is especially true for institutions with in-depth study individual items, gymnasiums and lyceums. Such educational institutions breaking the law!

All children who have reached school age, are enrolled in the first class, regardless of their level of training. An interview between a teacher and a child can be held in September only for the purpose of planning an individual academic work with each student, and at the stage of entering school, the most important task is the successful adaptation of the child to school.

How to help your child adjust to school

Parents should help the baby psychologically understand and accept all the changes that will occur in his life. In no case should you scare the future first-grader with school. It is necessary to explain to the child in advance that he will have a different regimen. It is recommended to show him the school building in advance, go on an excursion together, let the baby walk along the corridors, see what the classes look like.

The child needs to be told about the positive aspects . It is advisable to familiarize yourself with class teacher and future classmates. The child needs psychological support, because he is probably worried in anticipation of changes in his life. Who, if not parents, can give him this support.

The kid should carefully study the road from home to school. Even if it is not yet planned to send him to classes alone, this will give the child confidence.

Tips for successfully adapting children to school

Make sure that the child adheres to certain rules: he studied at the same time, getting up and going to bed, alternated loads and rest, walked daily in the fresh air.

In no case do not scold the baby for failures! Support him, give him confidence that he will succeed.

Anxiety, anticipation of failure, fear of making a mistake are bad assistants in learning. Try to create a favorable atmosphere in the house, it will contribute to academic performance.

Never compare your child with other children. Instead, highlight it. strengths, cultivate self-respect.

Tactfully offer help if something is not working out for the baby, but do not do all the work for him. Prompt, direct to the correct solution, but do not give a ready answer.

Develop independence in your child. Let him plan the order of homework, prepare clothes for the next day, collect textbooks and notebooks for classes.

Show as much interest as possible in how your child's day at school goes.

At the end of the article, I would like to say a few words about general direction preparing the child for school. The psyche of the child develops in the game. Gradually exhausting its possibilities, the game, as a leading activity, gives way to learning. I would like to remind you again thatit is not the amount of knowledge that matters child,and the quality of knowledge . It is important not to learn to read, but to develop speech. Do not teach to write, but create conditions for the development of fine motor skills of the hand. Of course, it is good that the future first grader can read and count. But for full development, a preschooler needs to communicate with peers, adults, play educational games, listen to reading books, draw, sculpt, fantasize. The more the child is involved in preparing for school, discussing the future, the more he knows about the school, about the new life, the easier it will be for him personally to get involved in it.

08.12.2018 21:40 766

Is the child ready for school? How to define it?

Parents often ask the question: how to understand if my child is ready for school, will he cope with its requirements and is it possible to prepare him at home? And does it even need to be done?

This is a very important issue, and it is desirable that the child be ready for school, otherwise he will find himself in conditions where the requirements exceed his capabilities and this may be an unbearable burden on his psyche. And this is a common cause of serious difficulties in learning and a decrease in interest in learning in general. In addition, faith in one's own strength decreases, and then various fears arise that hinder children's development quite strongly.

And so my answer is yes, the child needs to be prepared for school in different directions and in advance. Don't rely on Kindergarten or special classes, be empathetic parents, you can help your children in many ways.

A modern school requires a child entering the first grade to have a certain level of development of thinking and speech, orientation in the world around him, arbitrariness of behavior (the ability to make an effort of will), the development of small movements of the hands, as well as a desire to go to school, a certain motivation for learning. I will list the main points that it is desirable to pay attention to parents of future first graders.

1. The desire to learn is very important, and it is innate, but often disappears due to overwhelming demands, criticism, or improper training. Therefore, you can play school in advance, sometimes the child can act as a teacher, sometimes as a student. Maintain a good attitude towards school and learning. Teach your child to be independent, let him do a simple task every day, but completely on his own, without a mother. Praise the child for specific well-executed actions, saying: “this looks nice and neat, you did it quickly, you got very smooth lines, you told the poem clearly and expressively, like on a stage.” Such praise helps the child to improve and does not cause dependence on the word "Well done." And if something doesn’t work out for a child, don’t scold him, what a clumsy he is, but say: “You are studying, and tomorrow you will do better, and I will help.” But don't do the work for him. It is important that the child himself sees the goal, independently performs actions and, as a result, feels satisfaction from what he has done. This is the engine of development! And the result does not have to be perfect, do not form a perfectionist out of it who is afraid of mistakes. Everyone makes mistakes, they just need to be corrected. Therefore, let the result be acceptable, but not always ideal.
2. It is also important to be able to communicate, behave appropriately and respond to the situation. Does your baby communicate easily? Does he perceive situations correctly? Or does he have difficulty communicating, is too shy, afraid, or, on the contrary, behaves aggressively? Teach your child to communicate with children in the yard, attend circles, go to visit, let the child gain his communication experience and live different situations, because there will be a lot of them at school and you need to be prepared for this.

1. Arbitrariness of behavior. This is the ability to do something in an organized manner according to the instructions, because all school education is built on the principle that students fulfill the requirements of the teacher. And for this, volitional processes must be developed, as the ability to organize oneself, perform certain actions, or, on the contrary, refrain from something else, which, perhaps, is more desirable at this moment. And the ability to organize oneself is, for example, to prepare everything that is necessary for work, put it on the desktop, remove everything superfluous and, having gathered one’s attention, begin to complete tasks. Then clean up after yourself. Children learn this from their toys when they clean them up after the game, they know how to play alone or in a team according to the rules. Here for parents there is a large field of activity, since often children do not know how to organize themselves. Either they were not taught and everything was done for them, or the parents had no time, and the child was left to himself. Therefore, teach your child to monitor their space, their things, teach them to choose, set a goal and act. And be sure to bring the matter to the end and check what happened.

1. The ability to control yourself. This is when the results of the child's efforts correspond to the goal, and he can compare all the results with his goal, that is, check himself and, if there are errors, correct them. Control happens at the very beginning: “so, I need to redraw this house in my notebook.” current control: "now I'm drawing the roof, everything turns out pretty smoothly" and control of the result: "done, let's check if all the details are in place."

1. Do not retrain left-handed children from the left hand to the right !!! Don't hurt your child! The choice of the right or left hand is not a whim of a child, but this is how his brain works. And breaking the functions laid down by nature breaks not only the psyche of the child, but also delays many processes in him, for example, speech, drawing. And as a result - tears when learning to write with the right hand, fluent reading and refusal to study.

1. Lead hand preparation. To strengthen and develop the hand and coordination of movements, children can be offered the following exercises: fastening and unbuttoning buttons; tying and untying ribbons, shoelaces. Now almost all children's clothing consists of Velcro, buttons and zippers, and there is no way for the hands to exercise naturally. Therefore, it is desirable to find clothes with buttons. It is useful to shift small objects (buttons, counting sticks, beads) with two fingers - forefinger and thumb, as well as small toys with three fingers that hold the pen when writing; games with clothespins allow you to develop the strength of the index and thumb (make the sun, chamomile, hedgehog); Ask the child to unscrew and screw in small nuts, corks in bubbles. Modeling from plasticine or clay has an excellent effect on the fingers of the child and on his psychological state.

Remember how you used to sort out buckwheat and try to do it with your child. This is not only the development of fine motor skills of the fingers, but also the stimulation of brain activity. Children get great pleasure from this process, and they also like to put letters, numbers, emoticons out of buckwheat or make pictures.

The child must learn to draw simple objects: trees, the sun, grass, flowers, houses, a person and distribute them on a piece of paper. Then you need to teach the child to shade pictures and various ornaments with colored pencils. The child must master the different directions of the pencil lead. He needs to be shown that it is better to start not from the center of the figure, but from the side lines to the center, gradually expanding or narrowing the scope of the pencil. Cultivating neatness in hatching will lead to fluency in the pencil and will make it easier in the future to master the writing of capital letters.

1. Clear pronunciation of sounds. It is important that parents monitor the purity and clarity of their pronunciation, do not lisp with the child, saying instead of hard consonants - soft or instead of hissing and P - whistling and L, for example, "Oh, you're my fat, slick, give me a hatch ..."

If a child of 4-5 years old has poor pronunciation of many sounds, contact a speech therapist, as incorrect pronunciation can affect the child’s academic performance not only in primary school, but also later. The success of the work of a speech therapist depends on the help of parents who perform all the homework of a specialist. Therefore, be active and start classes with a speech therapist a year before entering school. Speech sounds need long-term automation.

1. Develop visual and auditory attention and the ability to follow instructions. At school, attention difficulties lead to the fact that children are inattentive in the classroom, cannot follow the instructions of the teacher, begin to act impulsively without listening to the end of the task, perform it hastily or very slowly, which is why they have to receive teacher comments, the child loses the desire to learn.

Teach your child to listen to quiet sounds, for example, when walking in a forest or park (let's hear how the leaves fall, how the birds sing, how the plane flies, the wind blows, grass sprouts in spring ...). Play a game to see who hears the most sounds. Hide a loudly ticking clock at home for your child to find. Let the child guess who or what makes a certain sound.

A child should be able to follow a bright object with his eyes, the ability to follow his eyes in directions from left to right and from top to bottom is especially important - these are the prerequisites for the formation of reading skills. Visual attention develops in a preschooler in the process of studying with a picture loto, when it is necessary to fill in a large card with drawings on a particular topic with small cards.

Teach your toddler to follow the multi-step instructions: “come to the table, put down the album and bring out the red book and the green pencil” (four points in one sentence). This will prepare the child to fulfill the requirements of the teacher in the lesson. But start with two or three steps.

1. Develop the perception of speech sounds. Start with vowels: A, O, U, I. Then the vowels Y, E. Say or hum the vowels, and let the child clap when he hears, for example, A. After practicing the vowels, go to the consonants, which are no longer sung, but pronounced short, abrupt (not like in the alphabet). The child must hear a certain sound from a number of sounds or syllables.

1. Divide words into syllables. This can be done with hand claps. Speak the word and clap it together with the child syllabic structure. Start with simple words with open syllables: ma-ma, water-yes, lu-zha, lu-na, no-bo, ma-shi-na. Later, connect words with closed syllables and confluences of consonants: pe-tukh, ve-nick, ban-ka, ved-ro, sta-kan, far-tuk, te-le-fon, ba-boch-ka, light -for, per-chat-ki, bridge, bread, candle.

1. Learn to isolate sounds from words. What sound do you hear at the beginning? What is the sound at the end? What sound is in third place? List all the sounds in the word in order. How many did they get? Buy your child plastic or magnetic letters and have them make words out of them.

1. Learn to retell fairy tales or stories. The child must learn to retell the content of the cartoon with the obligatory ability to name the characters without waving their arms. If your child is having trouble getting started, help them with questions. By the age of 6, children should correctly build sentences, be able to read a poem with expression, tell a fairy tale, describe a picture or a series of pictures, connect the beginning, continuation and end of the story. Discuss what you have read with your child:

• Find out difficult words before reading or during reading.
• Ask if you liked the piece. How?
• What new, interesting things did he learn?
• Ask the child to tell you about the main character, the main event of the story, poem.
• How is nature described?
• What words and phrases do you remember?
• What did the book teach him?
• Invite the child to draw a picture for the episode they like.
• Learn the passage by imitating the voice of the characters in the work.

1. Should a child be taught to read? Yes, it is desirable to teach, since most children come to the first grade already knowing how to read. On this topic, read my article “Should a child be taught to read before school”? And if you have any questions, write to me on my website and I will answer: http://izumrudnoeserdce.ru/dlya-vas/zanyatiya-s-detmi

Anna Kolesnikova, speech therapist, psychologist, candidate of pedagogical sciences.

There is very little left before school, and many parents literally “seat” future first-graders at the primer. Whether a child is ready for school or not, they try to determine by generally accepted cliches whether he can read and count ... In fact, there are several more criteria and they are somewhat different ...

Psychophysiological readiness for school is by no means the ability to read and count.
Whether or not a child has grown up to serious systematic studies, we can judge
according to the results of special gaming tests.

1. Does he have a desire to learn?

How to find out? Compose a short story in which each character explains their desire to learn in their own way. For example, one says: “I go to school because my mother makes me. And if it wasn’t for my mom, I wouldn’t go to school.” Second: “I go to school because I like to study, to learn new things, I 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 a little girl." Fifth: “I go to school because I need to study. You can’t do anything without learning, but if you learn, you can become whatever you want.” And the sixth: “I go to school because I get “five” there ...

And then ask your kid, but what does he think, why is it necessary to study? He may have several considerations about this, but if there is no educational and cognitive motive among them, think about whether it is too early to load him with such, albeit interesting, but still hard work, like studying.

2. Can he obey the teacher's requirements, act according to the rules, and control his actions?

How to find out? There is such a game: do not say “yes” and “no”, do not name “black” and “white”. Play it with your child. Ask 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. Questions should not be more than ten.

If the child successfully copes with the task, answers almost all questions without errors, then his level of self-control is quite high.

3. Is his speech developed?

This is one of the most important criteria for school readiness. The child should be able to retell short plot stories (no more than 6-7 sentences).

How to find out? Ask him to retell the story, or compose it according to the pictures for one plot (as in comics). There should not be very many pictures - 6–7. By the way the child tells, one can evaluate his ability to coordinate words, build sentences correctly, as well as the logic of the story - the presence of a storyline (beginning, middle, end).

4. Does he have good enough phonemic hearing?

A child with a well-developed phonemic hearing is able to hear and distinguish sounds, correlate them with letters, and pronounce them correctly.

How to find out? Play the game "Name the extra word." You choose a word, for example, "mountain". An adult will repeat this word several times, and then instead of it he will say another, similar one. The task of the child is to hear this other word and name it. For example, an adult says (saying one word per second):

Mountain, mountain, mountain, mountain, mountain, hole, mountain, mountain.
Voice, voice, voice, voice, voice, ear, voice, voice.
Spit, braid, braid, braid, dew, braid, braid, braid, goat.

If a child hears and calls “extra” words, then everything is in order with phonemic hearing. If he is wrong, then phonemic awareness need to be trained. Pronounce rows of words more slowly, draw the child's attention to sound differences.

The second game is "Name the Sounds". An adult asks the child to name the first and last sounds in the words: “light” (both consonant sounds), “stern” (first consonant sound, last vowel), “turkey” (first vowel sound, last consonant), “ride” (both sounds vowels). If a child often makes mistakes and does not notice his mistakes, obviously, his phonemic hearing is not yet developed.

To find out if a child knows how to divide words into parts (syllables), you can use a game called "Divide the word." An adult says a word, and a child divides it into parts by clapping his hands. It is better to take three-syllable words: “cow”, “tub”, “cake”, “caravan” ...

5. Does the child know how to perform logical operations: establish the simplest cause-and-effect relationships, highlight the main thing ...

How to find out? Ask him to complete the sentences: “If you go outside in winter without clothes, then ...”, “It rained, so ...”, etc.

In the game "The Fourth Extra", the child is offered rows of 4 pictures. In each case, he must remove one, in his opinion, "extra". For example, in the pictures: table, chair, sofa, window. Or: pants, shirt, vest, boy. Or: bread, apple, pear, plum.

The game "Analogies" will help parents determine how the child has formed the basis of verbal and logical thinking. The child is called three words. The first two are a couple. The baby is required to match a pair to the third word by analogy with the first pair. For example: “day-night, summer -? (winter)"; "clock - time, thermometer -? (temperature)", "eye - sight, ear - ? (hearing)".

If the child copes with all the tasks, makes no more than 1-2 mistakes, then his verbal-logical thinking has already been formed.

Most children by the age of 6-7 years old are uncontrollable dreamers and "storytellers".
However, in the stories that your baby invents or retells,
logic must follow. Only in this case can one be sure
conclude that the child has "grown up" to a serious educational process.

6. Does he have enough fine motor skills (the work of the small muscles of the hand) and hand-eye coordination?

Without these skills, a child cannot be taught to write.

How to find out? Everything is extremely simple here - give the kid an interesting coloring and follow his actions. By how deftly and confidently a child uses a pencil, pen and scissors, one can judge how developed his motor skills are. Try to evaluate on a five-point scale how successfully he is able to redraw patterns, cut them evenly along the contour, repeat “by eye” the simple elements you have drawn (a circle, a curl, a schematic house, etc.). In this case, the assessment (albeit subjective) should not be lower than three...

So, if the child has all the above skills, he will easily cope with the requirements school curriculum. But if there are no such skills, put the primer aside for another year and engage in educational games with the baby.

Parents concerned about the readiness of their children for school are divided into two groups. Some, when preparing for school, mean the ability to read, count, write (speak English, solve differential equations) - that is, intellectual development. Others are concerned about psychological readiness and maturation of the brain.

There are two more groups of parents. Some believe that a child at 8 years old in the first grade is bored, others - that at 6.5 it is difficult.

Who is right? The answer is simple. Parents are right - they are responsible for their children. Whatever decision you make, it will be the right one. The main thing is to accept it consciously.

Briefly about brain maturation

Toddlers are motivated by interest. Arbitrary motivation (I do it because I have to) appears with the maturation of the frontal lobes of the brain. The frontal lobes mature at about 6-8 years of age. Before the appearance of arbitrary motivation, the child is not ready for school - the brain has not yet matured. But it's up to the parents anyway.

There are other things to consider when deciding whether to send your child to school this year.

Organizational matters

Children who go to a municipal or private kindergarten with age groups, rather than mixed ones, tend to go to school after they leave the kindergarten. If you think that the child is still too young for school, where will he be for another year? At home with one of the parents, grandparents, a nanny? This is an option. But the children in the kindergarten in the preparatory group are really preparing for school, they are morally set up for school, and at graduation they escort the children to school. Think about how you explain to the child that he does not go to first grade when everyone else is going? Especially if he wants to?

Who will pick up the child

When you apply to school (the admission starts in February), you need to plan - who and how will take the first-grader to study and pick it up. Classes usually start at 8:00-8:30. In the first quarter in the first classes there are only 3 lessons, they end around 11:00. The extension is paid, there is not everywhere, and it is often difficult for children to be there. This question can be so complicated that it is more profitable for many mothers not to work for the first time. school year.

Road to school

A wonderful school in the yard is a rare luck. The choice is usually this: a regular or bad school is two steps away or a good one is an hour away. Think about what is more important for you - that the child can sleep longer in the morning or a high academic level (hint: health is more expensive).

Mugs and sections

If your child went to several extra classes before school, you may have to leave only the most beloved ones in the first school year. It makes sense a few months before September 1 to decide together what circles he is ready to give up (hint: sport increases the adaptive resource).

6.5 or 7.5?

If you have a son, you are probably thinking about the army. The desire to send the boy to school early so that he has a spare year is understandable. Alas - if the child is not ready, the rush can spoil the attitude towards learning.

What to look for:

Does the child know how to take care of himself?

The answer to this question is more important than knowing the letters and numbers. Will the child be able to change shoes on his own? Will he be able to put street shoes into a bag, pack warm pants, a jacket, a hat, a scarf, mittens into a bag and place all this in the locker room? Will he be able to find what he needs in his briefcase and put it back after school? Will he be able to find the office himself if he hesitated in the dining room? Find your way to the office if the bell rang and he was still in the locker room? Will he be able to change before gym? Find a gym yourself? Will the girl cope with the school toilet: will she be able to urinate while squatting, or will you let her sit on the common toilet? Will the boy forget to zip up his fly after going to the bathroom? These are important points.

Does the child know how to ask for help if something happens

It is clear that in the classroom it is necessary to address the teacher by raising his hand. What if a child lost a shoe in the locker room? Is he sure he doesn't get lost? Will he walk home from school through the puddles in his shoes? Will he figure out what to do if he lost his phone or briefcase? If someone else’s teacher grabs him by the sleeve in the corridor and says: “Come with me, you don’t have a shift” - does he know how to behave? Does the child know the phone numbers of the parents by heart?

If you decide that the child will go to school this year

There are several skills that children most often have trouble with in first grade. You still have time to develop them in a child:

Ability to pay attention to what the teacher is saying.

The ability to understand and remember the task given by the teacher.

The ability to control your body: sit quietly at your desk and do what you need at the right time (that is, open a notebook, take a pen and write, for example). Children who have poor body control spend a lot of energy on “holding” the body, writing, getting what they need from the briefcase, and therefore they quickly get tired and poorly absorb the material.

Play teacher Zhenya Katz says:

The learning process at school is structured in such a way that the child constantly has to follow someone else's thoughts and perform some actions on the instructions of another person. In my mathematical classes with children of 6-7 years old, I offer children games in which they need to carefully listen to an adult and respond to his words.

Three games for concentration and for the ability to listen and hear an adult from Zhenya Katz:

Kar, meow, qua

An adult says “kar-kar” - and you need to wave your arms 2 times like wings.

“Meow, meow, meow, meow” - you need to rub your nose with a “paw” 4 times.

"Kwa, qua, qua" - jump 3 times.

And what should be done when an adult says “kar, kar, kar, meow, qua, qua”?

One step forward, two steps back

You can develop a feeling and understanding of your body with such tasks. Walk 12 steps on your heels, then four steps on your toes. Jump two times, then walk five steps, then jump three more times. Take four big steps and six small ones.

Stop one, stop three

The game perfectly trains the ability to “turn on attention” at the command of an adult and at the same time hear what exactly the adult said and perform the necessary action.

Children run until the adult says "stop". "Stop, three!" - stand on three legs. That is, two legs and one arm, two arms and one leg. "Stop, one" - stand on one leg. "Stop, four" - on both arms and both legs.

The most important thing. Does the child want to go to school?

If he dreams and asks, then by refusing a child, you destroy his motivation.

If not, try to figure out why. Do you still want to go to kindergarten or be with your mother at home? Intimidated by older siblings? Doesn't he like the school building and yard next to his house? Just afraid of the new? Got it? Then decide - another year with your mother or in kindergarten, family education or work with a child psychologist.

You make the final decision, you are also responsible; but it is important to take into account the wishes of the child - he still has to study for 9 or 11 years.