Methodological recommendations for studying a child’s psychological readiness for school. Psychological readiness of children for school (course work) Recommendations for psychological readiness for school

So, there are three main lines along which preparation for school should be carried out.

Firstly, this is general development

By the time a child becomes a schoolchild, his overall development should reach a certain level. We are talking primarily about the development of memory, attention and especially intelligence. And here we are interested in both his existing stock of knowledge and ideas, and his ability to act internally or, in other words, to perform certain actions in the mind.

Secondly, this is the development of the ability to arbitrarily control oneself

A preschool child has vivid perceptions, easily switched attention and a good memory, but he still does not know how to control them voluntarily. He can remember for a long time and in detail some event or conversation of adults, perhaps not intended for his ears, if it somehow attracted his attention. But it is difficult for him to concentrate for any long time on something that does not arouse his immediate interest. Meanwhile, this skill is absolutely necessary to develop by the time you enter school. As well as the ability, on a broader scale - to do not only what you want, but also what you need, although, perhaps, you don’t really want it or even don’t want it at all.

Thirdly, the formation of motives that encourage learning

This does not mean the natural interest that preschool children show in school. We are talking about cultivating real and deep motivation, which can become an incentive for their desire to acquire knowledge.

These three parameters are very important for success in school.

Sides of school readiness

We can highlight individual aspects of readiness for school:

Physical fitness- general physical development: normal weight, height, chest volume, muscle tone, proportions, skin and other indicators corresponding to the norms of physical development of boys and girls of 6-7 years of age. Condition of vision, hearing, motor skills (especially small movements of the hands and fingers). The state of the child’s nervous system: the degree of its excitability and balance, strength and mobility. General health.
Intellectual readiness. The content of intellectual readiness includes not only vocabulary, outlook, special skills, but also the level of development of cognitive processes, their focus on the zone of proximal development, higher forms of visual-figurative thinking; the ability to isolate a learning task and turn it into an independent goal of activity.
Personal and socio-psychological readiness. Personal and socio-psychological readiness is understood as the formation of a new social position (“internal position of the student”); formation of a group of moral qualities necessary for learning; formation of arbitrariness of behavior, qualities of communication with peers and adults.
Emotional-volitional readiness. Emotional-volitional readiness is considered formed if the child knows how to set a goal, make a decision, outline a plan of action, make efforts to implement it, and overcome obstacles. He develops arbitrariness of mental processes.

Criteria for a child's readiness for school

The following indicators can be taken as:

normal physical development and coordination of movements- sufficiently developed muscles, precision of movements, readiness of the hand to perform small, precise and varied movements, coordination of hand and eye movements, ability to wield a pen, pencil, brush;
desire to learn- presence of motives for learning, attitude towards it as a very important, significant matter, desire to acquire knowledge, interest in certain educational activities;
managing your behavior- arbitrariness of external motor behavior, providing the ability to maintain the school regime and organize oneself in the classroom;
mastery of mental techniques- presupposes a certain level of development of the child’s cognitive processes. This is differentiation of perception, which allows you to observe objects and phenomena, highlight certain properties and aspects in them, mastery of logical operations, methods of meaningful memorization of material;
manifestation of independence- the desire to look for ways to solve and explain everything new and surprising, the urge to use different paths, give different solutions, and manage in practical activities without outside help;
attitude towards friends and adults- the ability to work in a team, take into account the interests and desires of comrades, possess communication skills with peers and adults;
attitude towards work- presupposes that children have developed a desire and habit of working for themselves and others, an awareness of responsibility and the importance of the task being performed;
ability to navigate space and notebooks- associated with orientation in space and time, knowledge of units of measurement, the presence of sensory experience, an eye.

They are distinguished by a fairly high level of development. At this time, a certain amount of knowledge and skills is formed, an arbitrary form of memory, thinking, and imagination is intensively developing, based on which one can encourage the child to listen, consider, remember, and analyze.

At 6-7 years old, a child should be able to:

ATTENTION- complete the task without distraction for about 15 minutes; find 5-6 differences between objects; keep 8-10 objects in the field of vision; perform the task independently quickly and correctly according to the proposed model; copy a pattern or movement exactly.
MEMORY— remember 8-10 pictures; recite literary works, poems, the contents of a painting from memory; repeat exactly the text consisting of 3-4 sentences.
THINKING- determine the sequence of events, put together a cut picture of 9-10 parts; find and explain inconsistencies in drawings; find and explain the differences between objects and phenomena, find an extra one among the proposed objects, explain your choice.
MATHEMATICS- name numbers in forward and reverse order; correlate the number and number of objects; compose and solve one-step problems involving addition and subtraction; use arithmetic symbols; measure the length of objects using a conventional measure; navigate on a sheet of paper; determine time by clock.
SPEECH DEVELOPMENT- pronounce all sounds correctly; determine the place of a sound in a word; use complex sentences of different types in speech; compose stories based on a plot picture or a series of pictures, from personal experience, of at least 6-7 sentences; make sentences of 5-6 words, divide simple sentences into words; divide words into syllables.
DEVELOPMENT OF FINE MOTOR SKILLS- be fluent in using a pencil and brush using different drawing techniques; depict several objects in a drawing, uniting them with a single content; shade or color drawings without going beyond the contours; navigate in a notebook in a square or line; convey in a drawing the exact shape of an object, proportions, arrangement of parts.
AWARENESS WITH YOUR SURROUNDINGS- state your first name, last name and patronymic, first and patronymic of your parents; the name of your hometown (village), capital, homeland; sequence of seasons, parts of the day, days of the week; name the spring, summer, autumn, winter months; distinguish predatory animals from herbivores, migratory birds from wintering ones, garden flowers from wildflowers, trees from shrubs; name all natural phenomena, the name of our planet and Earth’s satellite.

At the age of 6-7, a child must answer the following questions, which help determine how the child navigates the space around him, determine his stock of knowledge and attitude towards school.

State your last name, first name, patronymic.
Give the last name, first name and patronymic of your mother and father.
How old are you? When were you born?
What is the name of the city where you live?
Where do you live? Give your home address.
What do your parents do?
Do you have a sister, brother?
What are your friends names?
What games do you and your friends play in winter and summer?
What names of girls (boys) do you know?
Name the days of the week, seasons of the year.
What time of year is it now?
How is winter different from summer?
At what time of year do leaves appear on trees?
What is the name of the planet we live on?
What is the name of the Earth's satellite?
What pets do you know?
What are the names of baby dogs (cats, cows, horses, etc.)?
What is the difference between a city and a village?
How are wild animals different from domestic animals?
How do wintering birds differ from migratory birds?
Do you want to go to school?
Where is it better to study - at home with your mother or at school with a teacher?
Why do you need to study?
25. What professions do you know?
26. What does a doctor (teacher, salesman, postman, etc.) do?
27. What do you want to become? What profession do you like best?

Evaluation of results

The correct answers are those corresponding to the question: Mom works as a doctor. Dad's name is Sergei Ivanovich Ivanov.
Answers like: Mom works at work are considered incorrect. Papa Seryozha.

If a child answered 20-19 questions correctly, this indicates a high level, 18-11 - average, 10 or less - low.

To ensure that your child happily goes to first grade and is prepared for school, so that his studies are successful and productive, please listen to the following recommendations:

Don't be too demanding of your child. Don’t ask your child everything at once. Your requirements must correspond to the level of development of his skills and cognitive abilities. Do not forget that such important and necessary qualities as diligence, accuracy, and responsibility are not formed immediately. The child is still learning to manage himself, organize his activities and really needs support, understanding and approval from adults. The task of fathers and mothers is to be patient and help the child.
A child has the right to make a mistake, because mistakes are common to all people, including adults. It is important that the child is not afraid to make mistakes. If something doesn’t work out for him, don’t scold him. Otherwise, he will be afraid to make mistakes and will believe that he can’t do anything. If you notice a mistake, draw the child’s attention to it and offer to correct it. And be sure to praise. Praise for every success, even the smallest one.
Make sure that the load is not excessive for the child. When helping your child complete a task, do not interfere with everything he does. Otherwise, the child will begin to think that he is not able to cope with the task on his own. Don’t think or decide for him, otherwise he will very quickly understand that he has no need to study, his parents will still help solve everything.
Don't miss the first difficulties. Pay attention to any difficulties your child has and contact specialists as needed. If you see that a child has problems, then do not be afraid to seek help from specialists: a speech therapist, a psychologist and others.
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. It’s not at all difficult to come up with a reason for this. Rejoice in his success. May you and your child be in a good mood.
Now try to gradually correlate your baby’s daily routine with the schoolchild’s daily routine. Follow the daily routine so that the child wakes up and goes to bed at the same time, so that he spends enough time in the fresh air so that his sleep is calm and complete. Avoid outdoor games and other vigorous activities before bedtime. Reading a book with the whole family before bed can be a good and useful family tradition.
Meals should be balanced; snacking is not recommended. Read.
Observe how the child reacts to various situations, how he expresses his emotions, and how he behaves in public places. A child of six or seven years old must control his desires and adequately express his emotions, understand that not everything will always happen the way he wants it. You should pay special attention to a child if, at preschool age, he can publicly make a scandal in a store, if you don’t buy him something, if he reacts aggressively to his loss in a game, etc.
Provide your child with all the necessary materials for homework so that at any time he can take plasticine and start sculpting, take an album and paints and draw, etc. Provide a separate place for materials so that the child can manage them independently and keep them in order.
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.
In order for your child to be able to hear the teacher, pay attention to how he understands your verbal instructions and requirements, which should be clear, friendly, laconic, and calm. Talk to your child more so that, firstly, he more often hears the correct, clear, unhurried, expressive speech of an adult, which is a model for him, and secondly, to develop the active speech of the future first-grader. It is necessary to seek complete answers to your questions, try to listen to the end, sometimes deliberately feign misunderstanding so that the child explains something to you more clearly and in detail. Understanding at a glance or even a gesture is not very useful for the development of a child’s speech.
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 with the whims of your “unwanted”.
Try to focus your child's attention on what he sees around him. Teach him to talk about his impressions. Achieve detailed and extended stories. Read children's books to your child more often and discuss what you read with him.
You can play this game. The child thinks of some object and begins to describe it, without naming it. You have to guess what it is. Ideally, the child should describe the object according to the following parameters: color, shape, size, material, what class of objects it belongs to.
Provide your child with a developing space, that is, strive to ensure that your baby is surrounded by as few useless things, games, and objects as possible.
Tell your child how you studied at school, how you went to first grade, look through your school photos together.
Form a positive attitude towards school in your child, that he will have many friends there, it is very interesting there, the teachers are very good and kind. You can’t scare him with bad marks, punishment for bad behavior, etc.
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 your 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.
Teach your child to react correctly to failures. Your child ended up last in the game and pointedly refused to play with his friends any longer. Help him deal with disappointment. Invite the children to play again, but change the rules of the game a little. Let only the first one be considered the winner, and all others be considered losers. Celebrate everyone's success as the game progresses. After the game, draw your child’s attention to how the other players reacted to the loss. Let him feel the intrinsic value of the game, not the winning.
Try not to compare your child’s achievements with your own, or with the achievements of an older brother or sister, or classmates (do not voice this in front of the child, even if they are in his favor!). Never compare your child with other children. This leads either to embitterment or to the formation of self-doubt.
Strive to make every moment of communication with your child useful.
- If your child is helping you bake a birthday cake, introduce him to the basic measurements of volume and mass. Grocery supermarkets are a very suitable place for developing a child’s attention and active listening. Ask your child to put in the basket: three packs of cookies, a pack of butter, a loaf of white bread and a loaf of black bread. State your request immediately and do not repeat it again.
- The child helps you set the table. Ask him to place four deep plates on the table and place a spoon next to each plate on the right. Ask: How many spoons will you need?
- The child is getting ready for bed. Invite him to wash his hands, hang the towel on his hook, and turn off the light in the bathroom.
- Walking down the street or in a store, draw your child’s attention to the words and inscriptions that surround us everywhere. Explain their meaning. Count the trees, the footsteps of cars passing by.
And the last one is one of the most important: the development of fine motor skills, motor skills of the hand. (Read also the material).

Educational mini-games

Game: Drawing on the back
Goal: development of tactile sensations, attention.
Using the blunt end of a pencil, draw a geometric figure, letter or number on the child’s back. The child must guess what you drew. You can change, and then you will guess the drawing. Children are always more interested in playing different roles.

Game: Magic Word
Goal: development of attention, politeness.
The child listens carefully to what you tell him. But he fulfills only those requests that contain magic words. For example: Make three hand claps while jumping on your left leg. - Please raise your hands up! You need to fulfill the second request. And then everything happens the other way around. The child thereby finds himself in the position of an adult who teaches you to be polite.

You must remain a loving and understanding parent for your child and not take on the role of a teacher! A child willingly does only what he can do, so he cannot be lazy.

Try not to compare your child’s achievements with your own, or with the achievements of your older brother or classmates (do not voice this in front of your child, even if they are in his favor!).
Your love and patience will guarantee confident progress in your child’s studies.

Special tests will help you determine which abilities of your baby are best developed, which are at a sufficient level, and which still need to be worked on.

Content

Introduction………………………………………………………………………………….3

Chapter 1. Psychological problemchild's readiness to learn

at school…………………………………………………………………………………...4

1.1 Problems of first-graders who are not ready for school......4

1.2. The concept of school readiness. Psychological readiness………………………………………………………………..5

1.3. Psychological and pedagogical characteristics of a 6-7 year old child……..9

Conclusions on the chapter……………………………………………..……12

Chapter 2. Methodology for studying the psychological readiness of a child

to study at school……………………………………………………..13

1.1. Methodology for studying a child’s psychological readiness for

learning at school………………………………………………………12

children in the initial period of schooling…………………………15

Conclusion……………………………………………………………...17

References……………………………………………………..19

Appendix……………………………………………………..............21

Introduction

The problem is psychologicalThe readiness of children to study at school is relevant due to the fact that the success of subsequent schooling depends on its solution.

The relevance of the problem is determined by the important moment that occurs in the life of a child in connection with a change in his social status. Entering 1st grade is a turning point in a child’s life and special attention should be paid to this moment.
A child’s readiness to learn at school equally depends on the child’s physiological, social and mental development. These are not different types of readiness for school, this is a holistic education that reflects the individual level of development of the child at the beginning of school.

Object of study : children 6-7 years old.

Subject of research: components of psychological readiness of children 6 and 7 years old

Purpose of the study: study of a child’s psychological readiness for school.

Research objectives

Study psychological and pedagogical literature on the topic of research.

Analyze the main problems of a child’s psychological readiness for learning, highlight the main indicators of psychological readiness for learning at school.

Select methods for studying children’s psychological readiness for school.

Develop psychological and pedagogical recommendations for developing children’s psychological readiness for school.

Chapter 1. The problem of a child’s psychological readiness for learning

at school

When a child arrives at school, he finds himself in a new social development situation. His place in the system of social relations changes: for the first time he begins to engage in socially significant activities, receives new rights and responsibilities, and finds himself in a different system of relationships with others. Therefore, the better the child’s body is prepared for all the changes associated with the beginning of school, for the difficulties that are inevitable, the easier it will be to overcome them, the calmer and more painless the adaptation process will be.

In children who are not ready for systematic education, noted M.M. Bezrukikh and S.P. Efimova, the period of adaptation and adaptation to school is more difficult and longer; they are much more likely to exhibit various learning difficulties; among them there are significantly more underachievers, and not only in the first grade, but also in the future, these children are more often among the underachievers, and it is they who in a greater number of cases have health problems.

It is known that more than half of children “not ready” for school have low academic performance, which means that determining the degree of readiness is one of the measures to prevent academic failure; “unpreparedness” for a teacher is a signal showing the need for close attention to the student, a search for more effective means and methods of teaching, an individual approach that takes into account the characteristics and capabilities of the child. However, doctors are worried not only by underachieving, “unprepared” children, but also by well-performing children (it is these children who fall out of the teacher’s field of vision: after all, strictly speaking, there is nothing to worry about - the child is studying well). Good academic performance with insufficient functional readiness of the body is achieved, as a rule, at a very expensive “physiological price” by causing excessive stress on various body systems, leading to fatigue and overwork, and as a result, to mental health disorders. A teacher will be able to prevent such complications only if he knows and takes into account this feature of the child’s development and is able to implement a differentiated approach to such children in a classroom setting, at a collective pace of class work. It must be emphasized that insufficient readiness to learn is not at all an obstacle to learning - it is only important to know and take into account these features.

In fact, “unprepared” children are a “risk contingent” of the risk of experiencing the greatest difficulties, the risk of academic failure, the risk of aggravating existing health problems or getting sick from excessive stress and overwork.

A child’s readiness for systematic learning at school (“school maturity”) is that level of morphological, functional and mental development of the child at which the requirements of systematic learning will not be excessive and will not lead to impairment of the child’s health.

A. Anastasi, J. Schwanczar and other foreign psychologists interpret the concept of school maturity as the achievement of such a stage in development when the child “becomes able to take part in school education,” or how to master the skills, knowledge, abilities, motivation and others necessary for an optimal level school curriculum behavioral characteristics".

B.S. Volkov and N.V. Volkova in her works defines psychological readiness for schooling as the necessary and sufficient level of psychological development of a child to master the school curriculum in a group of peers.

A child’s psychological readiness to study at school - readiness to master a certain part of the culture included in the content of education, in the form of educational activities - is a complex structural-systemic education that covers all aspects of the child’s psyche. It includes: personal-motivational and volitional spheres, elementary systems of generalized knowledge and ideas, some learning skills, abilities, etc.

Czech psychologist J. Shvancar identifies mental, social and emotional components of psychological readiness. German psychologist G. Witzlak refers to the components as a certain level of mental development, ability to concentrate, endurance, certain levels of desire for achievement, development of interests, development of learning abilities (learnability), as well as social behavior.

Russian psychologists, when determining the structure of psychological readiness for schooling, proceed, first of all, from the fact that it is a multicomponent education.

L.I. Bozhovich identified several parameters of a child’s mental development that significantly influence the success of schooling: a certain level of motivational development of the child, including cognitive and social motives for learning, sufficient development of voluntary behavior and the intellectual sphere. She pointed out that psychological readiness consists of a certain level of development of mental activity and cognitive interests, readiness for voluntary regulation of one’s cognitive activity and for the social position of the student.

A.V. Zaporozhets includes in psychological readiness for school: features of the motivation of the child’s personality, the level of development of cognitive, analytical and synthetic activity, the degree of formation of the mechanisms of volitional regulation of actions.

N.G. Salmina as indicators of psychological readiness:

randomness as one of the prerequisites for educational activity;

level of formation of the sign function;

personal characteristics, including features of communication, development of the emotional sphere, etc.

HER. Kravtsova focuses on the role of communication in the development of a child and identifies three areas: attitude towards an adult, towards a peer and towards oneself.

D.B. Elkonin, discussing the problem of readiness for school, put the formation of prerequisites for educational activities in the first place. He considered the most important prerequisites to be the child’s ability to focus on a system of rules in work, the ability to listen and follow an adult’s instructions, and the ability to work according to a model.

School readiness, according to L.A. Wenger, A.L. Wenger, is motivational, personal readiness, which includes: the student’s internal position, volitional readiness, intellectual readiness, as well as a sufficient level of hand-eye coordination.

Summarizing these points of view, the components of psychological readiness for schooling include psychomotor (functional), intellectual, emotional-volitional, personal (including motivational), socio-psychological (communicative) readiness.

When considering readiness from the point of view of the organization and content of school education, it is necessary to distinguish between readiness for learning - readiness for specific conditions and organization of learning at school (for learning in the form of educational activities, as opposed to teaching games, in productive activities) and subject readiness, i.e. .e. readiness to master the knowledge and skills provided for in the relevant sections of the school curriculum.

A child’s activity at school takes the form of learning, educational activity when the acquisition of knowledge becomes the conscious goal of his activity, when he begins to understand that he is performing certain actions in order to learn something new. The main difference between learning activities and other types of activities (games, drawing, design) is that the child (student) accepts the learning task and his attention is focused on ways to solve it.

Thus, the main content of the concept of “psychological readiness for learning at school” is “readiness for educational activities (learning)”.

To the readiness structure of N.V. Nizhegorodtsev and V.D. Shadrikov is distinguished by the following educationally important qualities:

Personally motivational. Educationally important qualities determine one or another attitude towards school, learning, desire or reluctance to accept an educational task, carry out the teacher’s tasks, that is, to learn.

Acceptance of the educational task - understanding the tasks set by the teacher and the desire to fulfill them; the desire to succeed or the desire to avoid failure.

Ideas about the content of the activity and methods of its implementation. Displaying the level of basic knowledge and skills that the child has at the beginning of training.

The information block of readiness consists of qualities that ensure the perception, processing and preservation of various information in the learning process.

Activity management. Educationally important qualities ensure that students plan, control and evaluate their own activities, as well as sensitivity to learning influences.

When preparing a child for school, it is not enough to simply develop memory, attention, thinking, etc. The child’s individual qualities begin to work to ensure the assimilation of school knowledge, that is, they become educationally important when they are specified in relation to educational activities and the content of education.

1.3. Psychological and pedagogical characteristics of a 6-7 year old child

A child’s admission to school poses a number of challenges for psychologists and teachers when working with future first-graders:

Identify the level of his readiness for schooling and the individual characteristics of his activities, communication, behavior, mental processes that will need to be taken into account during training;

If possible, compensate for possible gaps and increase school readiness, thereby preventing school maladjustment;

Plan a strategy and tactics for teaching a future first grader, taking into account his individual capabilities.

Solving these problems requires a deep study of the psychological characteristics of modern first-graders, who come to school at the age of 6-7 with different “baggage”, representing a set of psychological new formations of the previous age stage - preschool childhood.

The sensory development of an older preschooler is characterized by the improvement of his orientation in the external properties and relationships of objects and phenomena, in space and time.

A special role in the development of perception in older preschool age is played by the transition from the use of object images to sensory standards - generally accepted ideas about the main types of properties and relationships. By the age of six, a normally developed child can already correctly examine objects, correlate their qualities with standard shapes, colors, sizes, etc.

Features of the age stage of 6–7 years are manifested in progressive changes in all areas, from the improvement of psychophysiological functions to the emergence of complex personal new formations.

The thinking of children aged 6–7 years is characterized by the following features, which can be used as diagnostic signs that a child has reached readiness for school, from the point of view of his intellectual development:

The child solves mental problems, imagining their conditions, thinking becomes non-situational;

Mastering speech leads to the development of reasoning as a way of solving mental problems, an understanding of the causality of phenomena arises;

Children's questions are an indicator of the development of curiosity and indicate the problematic nature of the child's thinking;

A new relationship between mental and practical activity appears, when practical actions arise on the basis of preliminary reasoning; systematic thinking increases;

Experimentation arises as a way to help understand hidden connections and relationships, apply existing knowledge, and try your hand;

The prerequisites for such mental qualities as independence, flexibility, and inquisitiveness are being formed.

Thus, the basis of a child’s orientation in older preschool age is generalized ideas.

By older preschool age, intensive development of cognitive motivation occurs: the child’s immediate impressionability decreases. At the same time, the older preschooler becomes more and more active in searching for new information.

According to researcher N.I. Gutkina, it is worth noting that seven-year-old children have a higher level of development of voluntariness (work according to a model, sensorimotor coordination) compared to six-year-olds; accordingly, seven-year-old children are better prepared for school according to this indicator of school readiness.

Consequently, educational activities will be formed differently in children 6 and 7 years old. The entry into the conditions of school education and adaptation to it will be different. Thus, the difficulty of a six-year-old child is the lack of the required level of productivity, which complicates the process of accepting new rules; the predominance of positional motivation leads to the difficulty of forming the lowest level of actual development for learning at school - the internal position of the student. The school makes special demands on the future first-grader.

Chapter Conclusions

The psychological preparation of children for school occupies one of the most important places in a child’s life, so it is necessary to prepare for this process in advance.

The concept of “school readiness” is complex, multifaceted and covers all areas of a child’s life. Readiness for school is the result of a child’s general mental development, a complex indicator of mental maturity in psychophysiological, intellectual, personal, motivational, emotional, volitional, communicative and social aspects.

Successful mastery of educational activities at school depends on whether the child’s psychological properties are formed. The lack of development of one of the components of school readiness is an unfavorable development option and leads to difficulties in adapting to school: in the educational and socio-psychological sphere.

Chapter 2. Methodology for studying a child’s psychological readiness for school

2.1. Methods for studying a child’s psychological readiness for learning

To determine “school maturity” the following methods can be used:

Diagnosis of psychophysiological development

The psychophysiological direction involves studying the child from the point of view of:

General physical development;

Characteristics of movements and motor skills of the hand;

Performance, fatigue.

General physical development

To study general physical development, a medical record is used (the presence of chronic diseases is recorded), visual observation of the child’s appearance, and the features of his physical development (height, weight, etc.) are noted.

Characteristics of movements and motor skills of the hands

To study dynamic coordination and proportionality of movements, you can use the N.I. test. Ozeretsky - “Labyrinth” [Appendix, page 21].

To study the speed of movements, you can use the “piercing speed” test [Appendix, page 22].

Performance, fatigue

The study of performance (the strength of the nervous system) is carried out using the E.P. Ilyin temping test [Appendix, page 23].

Child's intellectual development

Diagnostic objects in the intellectual direction are:

the child’s range of knowledge and ideas about the main objects and phenomena of the surrounding reality;

level of development of individual cognitive mental processes;

development of the child’s basic mental operations.

To determine the range of knowledge and ideas of the child about the main objects and phenomena of the surrounding reality You can use the “vocabulary definition” technique. This technique determines the vocabulary that is stored in the child’s active memory [Appendix, page 25].

To diagnose the development of individual cognitive mental processes You can choose the following methods:

Methodology for determining auditory perception “Study of phonemic hearing” [Appendix, page 26].

Study of short-term auditory memory for words [Appendix, page 27].

Methodology for determining the amount of attention [Appendix, page 7].

Methodology for determining voluntary attention “House” (N.I. Gutkina) [Appendix, p. 28].

To study how a child masters basic mental operations, it is necessary to carry out diagnostics using the following methods:

Methodology for studying the generalization operation [Appendix, page 30].

Indicative questionnaire of school maturity (J. Jirasek). Aimed at studying the child’s general awareness, the level of development of basic mental operations (analysis, comparison, generalization)[Appendix, page 31].

“Divide into groups” technique for studying the classification operation [Appendix, page 35]. The purpose of this technique is to assess the child’s ability to classify using figurative material.

Diagnosis of a child’s personal development

Methodology for identifying features of the development of learning motives through conversation [Appendix, p. 36].

Studying ideas about school [Appendix, p. 37]. Test of unfinished sentences.

Methodology for studying a child’s self-esteem [Appendix, page 38].

children in the initial period of schooling

Psychological readiness for schooling is one of the most important problems of child and educational psychology. Its solution determines both the construction of an optimal program for the education and training of preschool children, and the formation of full-fledged educational activities among primary school students.

If a positive attitude towards school is not formedIt is necessary to give the child as much attention as possible during lessons. It should be immediate and emotionally rich.

You cannot scold or punish a child for violation: this can lead to the emergence of a persistent negative attitude towards school, towards teaching and the teacher. It is necessary to wait until the child himself, observing other children, comes to a correct understanding of his new position (the role of a schoolchild) and the resulting requirements for behavior.

It is very important to stimulate the child’s interest in the environment, to fix his attention on what he sees during walks and excursions. We need to teach him to talk about his impressions. It is useful to ask additional questions, trying to get a more detailed and expanded story.

To increase the level of development of thinking and speechThe child’s participation in group games outside of school hours is very important. It is necessary to more often entrust him with performing roles that require making any decisions, active verbal communication with other children (for example, the role of a doctor when playing hospital, captain of a ship, salesman in a store, etc.).

If the level of development of thinking and speech is low, the child should be provided withfrom the very beginning of trainingadditional individual lessons aimed at better assimilation of the curriculum: in the future it will be more difficult to eliminate the resulting gaps.

For the development of figurative ideasVisual and constructive activities are extremely important. To increase a child’s preparedness in this indicator, it is necessary to encourage him to engage in drawing, modeling, appliqué, designing from building materials and various “constructors” outside of school hours. It is useful to give similar “homework”: draw a picture, assemble a simple model from a “constructor”, etc. When selecting tasks, you can rely on the “Education Program in Kindergarten”.

Very importantinstill in your child self-confidence, to prevent the occurrence of low self-esteem. To do this, you need to praise him more often, in no case scold him for the mistakes he has made, but only show him how to correct them in order to improve the result.

With insufficient development of fine motor skillsthosethe same types of activities as for the development of figurative ideas (visual, constructive). Along with this, it may be recommended to string beads, unbutton and fasten buttons, buttons, hooks (these actions are readily performed by children while playing with the doll: undressing it before “putting it to bed”, dressing it for a “walk”, etc.).

To develop large movementsIt is necessary to achieve an increase in the child’s motor activity. There is no need to involve him in competitive sports activities: failures can completely scare him away from physical education. In this case, activities that do not contain competitive elements are much more useful: physical exercises, comic games like “Loaf”, “Baba Sat on Peas”, etc.

CONCLUSION

The first grade of school is one of the most significant critical periods in the lives of children. For many of them, entering school is an emotionally stressful situation: their usual environment changes and their emotional stress increases. When starting school, a child must be ready not only to master knowledge, but also to radically change his entire lifestyle. The performance and performance in subsequent years largely depends on how adaptation goes in the first year of study.

In modern literature, much attention is paid to the issue of children's readiness for school.

Psychological readiness for schooling is a multi-complex phenomenon; when children enter school, insufficient development of any one component of psychological readiness is often revealed. This leads to difficulty or disruption of the child’s adaptation to school.

Psychological readiness for schooling is determined, first of all, to identify children who are not ready for schooling, in order to carry out developmental work with them aimed at preventing school failure and maladjustment.

References

Ananyeva T.V. A program of psychological support for preschoolers in preparation for school. – St. Petersburg: PUBLISHING HOUSE “CHILDHOOD PRESS” LLC, 2011. – 96 p. (Series “Psychologist’s Office.”)

Arkhipova I.A. . Diagnosis of a child's mental development. 250 tests, tasks and exercises to help your child adapt to school. – St. Petersburg: Science and Technology, 2008. – 256 p.

Bezrukikh M.M., Efimova S.P. Child goes to school: Do you know your student? A manual for students of pedagogical institutes, students of pedagogical schools and colleges and parents. – M.: Publishing Center “Academy”, 1996. – 240 p. 1

Volkov B.S., Volkova N.V. . Preparing the child for school. 4th ed., revised. and additional – St. Petersburg: Peter, 2009. – 192 p.: ill. – (Series “To the Child Psychologist”).

Vyunova N.I., Gaidar K.M., Temnova L.V. Psychological readiness of a child to study at school: psychological and pedagogical foundations: A textbook for university students. – M.: Academic project, 2003. – 256 p. – (“Gaudemus»).

Golovey L.A., Rybalko E.F. Workshop on developmental psychology. St. Petersburg: Rech, 2001. 688 p.

Gutkina N.I. Psychological readiness for school. - M.: Academic Project, 2000. - 3rd ed., revised. and additional - 184 p. - (Manual of a practical psychologist).

Istratova O.N., Exacousto T.V. Handbook of a primary school psychologist. – Ed. 7th. – Rostov n/d: Phoenix, 2011. – 442 p.

Nemov R.S. Psychology: Textbook for students of higher pedagogical educational institutions. M.: Education, 1995. 512 p.

Nizhegorodtseva N.V., Shadrikov V.D. Psychological and pedagogical readiness of a child for school: A manual for practical psychologists, teachers and parents. – M.: Humanite. ed. VLADOS Center, 2001. – 256 pp.: ill. – (Preparing children for school).

Practical psychology of education: Textbook for students of higher and secondary specialties. educational institutions / Ed.I.V. Dubrovina . – M., 1997. – 526 p.

Savenkov A.I., Yadrikhinskaya I.E. . Preparing a child for school. – M., 199. – 164 p.

Application

Techniques:

A labyrinth is placed in front of the child who is sitting at the table.

Ask your child to draw a continuous line, following all the curves of the maze, but without touching its walls, until he reaches the exit of the maze.

Do the work for two mazes without a break.

You cannot rotate the paper on which the drawings are depicted.

The task is done with the right hand. Then, after a 30-second rest, similar work is done with the left hand.

Errors are considered: leaving the maze; lifting your hand from the paper when drawing a line; violation of the bends of the labyrinth during their repetition. The test is limited by time: for the right hand - 1"30", for the left hand - 2"30". The test is considered failed when the line drawn by the test subject goes beyond the limits specified in the mazes more than 2 times for the right hand and more than 3 times for the left hand. Whether the right hand goes beyond the limits in the upper or lower maze, or whether the left hand goes out three times in the same or different mazes, is indifferent to the evaluation of the test, as long as the total number of exits in all four mazes does not exceed 5 for both hands. If you partially pass the test (completing a task for one hand), the test is considered not completed as a whole and is scored as a minus. If more than the specified time is spent on completing a task, the test is regarded as failed. For left-handed people, both the test execution time and the number of times beyond the limits specified in the maze should be the opposite of what is given above for right-handed people, i.e. for the left hand the test is limited to a time of 1"30", for the right - 2"30", the number of exits for the left hand is 2 times, for the right - 3 times.

Snake pattern

Within 30 seconds, the child must “stain” as many circles as possible in the “snake”. That is, put dots in the center of the circles. When evaluating the results, the total number of dots made by the child is counted, and then the total number of dots placed outside the circle or on its border is subtracted from the resulting number. The resulting number (points) will be an indicator of the success of the task. Standards: High level - 34 points and above;

Above average - 27-33;

Average level - 18-26;

Below average level - 12-17;

Low level of development - up to 11 points

Materials and equipment: The child is given a sheet of paper on which 10 circles with a diameter of 3 centimeters are depicted. The circles are numbered, the task is completed from the first to the 10th circle in turn. A pencil or pen is provided.

Research procedure. The study consists of two stages.

First stage. At the first stage, the child is asked to mark points on the form with a pencil with his right hand. At the experimenter’s signal, he must move on to placing dots from one circle to another. It should be especially noted that there is no need to draw dots, as some children begin to draw all kinds of squiggles.

Instructions: “At my signal, start putting dots in each circle with a pencil. Try to place as many dots as possible and move from one circle to another only at my command. Now take a pencil in your right hand and at the signal “Start!” put dots.”

After checking the correct understanding of the instructions, the experimenter gives the signal “Start!” and every 10 seconds he commands: “Move to another circle!” After 10 seconds of working in the tenth circle, he says “Stop!”

Second stage. It begins after the first with the proposal to take a pencil in your left hand and put dots on a new sheet of paper with your left hand. The instructions and procedure for conducting the study at the second stage are the same as at the first.Processing the results. The purpose of processing the results is to determine the nature of the subject’s performance during the execution of the temping test task. To do this, it is necessary to count the number of dots placed by the test subject every 10 seconds in the circles of the first and second forms, and write down the results.

Then performance graphs are constructed separately for the right and left hands. To do this, you need to plot ten-second time intervals on the abscissa axis, and the number of points in each circle on the ordinate axis.

Analysis of results.

The strength of the nervous system is diagnosed based on the analysis of the performance graph according to the shape of the curve according to the criteria below.

1. Performance graph of the “convex” type: the rate of the subject’s performance increases in the first 20-30 seconds of work, and subsequently, by 80-40 seconds, it can decrease below the initial level. The test subject's nervous system type is strong.

2. The performance graph is of the smooth, maximum type: the tempo is kept by the subject at approximately the same level throughout the entire period of work. The subject's nervous system type is of average strength.

H. “Decreasing” type performance graph: the maximum pace decreases already from the second 10-second period of time and remains at a reduced level throughout the rest of the work. This indicates a weakness in the type of nervous system of the subject.

4. Performance schedule of the “intermediate” type: the pace of work decreases in this case after the first 20-30 seconds; or concave type: an initial decrease in the maximum tempo is then replaced by a short-term increase in tempo to the initial level. The type of nervous system in this case is moderately weak. When analyzing the results, first the performance graphs of the left and right hands are compared. In most cases, they are the same in nature; for right-handers, the performance of the right hand is higher than the performance of the left, and for left-handers it is vice versa. In case of significant discrepancies between the graphs, it is advisable to repeat the experiments at certain intervals.

The experimenter names the child a certain word from the corresponding group and asks him to independently list other words belonging to the same group.

20 seconds are allotted for naming each of the groups of words listed below, and in total 160 seconds are allocated for completing the entire task. All responses are logged.

1. Animals.

2. Plants.

H. Colors of objects.

4. Shapes of objects.

5. Other characteristics of objects other than shape and color.

6. Human actions.

7. Ways a person performs actions.

8. The qualities of human actions.

If the child himself finds it difficult to begin listing the necessary words, then the adult helps him by naming the first word from this group and asks the child to continue the listing.

Evaluation of results

10 points - the child named 40 or more different words belonging to all groups.

8-9 points, the child named from 35 to 39 different words belonging to different groups.

6-7 points - the child named from 30 to 34 different words associated with different groups.

4-5 points - the child named from 25 to 29 different words from different groups.

2-3 points - the child named from 20 to 24 different words associated with different groups.

0-1 point - the child named no more than 19 words the entire time.

Conclusions about the level of development

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

Instructions: I will repeat the same word to you all the time, and then I will replace it with another. As soon as you hear another word, immediately clap your hands. Let's try it on a training mission; Dream, dream, dream, tone, dream, dream, dream, dream, dream, dream, dream, dream.”

Test assignments:

Braid, braid, braid, braid, braid, braid, braid, goat, braid, braid, braid.

Mountain, mountain, mountain, mountain, mountain, bark, mountain, mountain, mountain, mountain.

Dawn, dawn, dawn, dawn, dawn, dawn, dawn, dawn, dawn. Honor, honor, honor, honor, six, honor, honor.

Assessment of the level of development of phonemic hearing : 0 points - low level, if in at least one task he could not notice the “extra” word, 1 point - medium level noticed the extra word when repeating a series in slow motion, 2 points - high level did everything correctly from the first presentation.

Say 10 unrelated words: ELEPHANT, YEAR, BALL, SOAP, SALT, NOISE, HAND, FLOOR, SPRING, SON. (Say the words in an even voice, with pauses of two to three seconds). After this, ask your child to repeat the memorized words in any order.

Standards: high level - 6 or more words; above average level -5 words; intermediate level - 3-4 words; below average level - 1-2 words; low level - 0.

After the preliminary signal “Get ready,” the experimenter gives the main signal “Start” and for 1 second raises the card with symbols to eye level of the subject, then immediately lowers it.

After viewing the card, the subject must write down which symbols he managed to notice, reproducing them in the same cells in which they were located. The analysis of the results is carried out in accordance with the following criteria: low level of attention span - 1-2 objects, average attention span - 3-4 objects, high level - 5 or more.

The test is designed to determine the level of development of voluntary attention, identify the child’s ability to focus his work on a model, the ability to accurately copy it, which assumes a certain level of development of voluntary attention, spatial perception, sensorimotor coordination and fine motor skills of the hands.

Material and equipment : sample drawing, sheet of paper, pencil

Instructions:
Before completing the task, the child is given the following instructions: “In front of you lie a sheet of paper and a pencil. I ask you to draw on this sheet exactly the same picture as on this piece of paper (a piece of paper with a picture of a house is placed in front of the subject). Take your time, be careful, try to ensure that your drawing is exactly the same as on this sample. If you draw something wrong, do not erase it with an eraser or your finger (you must make sure that the child does not have an eraser). You need to draw the correct one on top of the incorrect one or next to it. Do you understand the task? Then get to work."

As you complete the task, you must record:

which hand the child draws with (right or left);

how he works with the sample: does he often look at it, does he draw air lines over the sample drawing, repeating the contours of the picture, does he compare what he has done with the sample, or, after briefly glancing at it, draws from memory;

draws lines quickly or slowly;

Are you distracted while working?

statements and questions while drawing;

Does he check his drawing with the sample after finishing his work?

When the child reports the end of the work, he is asked to check if everything is correct. If he sees inaccuracies in his drawing, he can correct them, but this must be recorded by the experimenter.

Processing the results: Processing of experimental material is carried out by counting points awarded for errors.

incorrectly depicted element (1 point);

replacing one element with another (1 point);

absence of element (1 point);

gaps between lines in places where they should be connected (1 point).

Error-free copying of a drawing is scored 0 points.

Criteria for assessing the results obtained:

0 points – high level of development of voluntary attention;

1 – 2 points – average level of development of voluntary attention

3 – 4 points – below average level

More than 4 points – low level of development of voluntary attention.

A. We need to name these groups of words in one word,

1. coat, hat, dress, jacket - ...

2. shoes, shoes, boots, slippers - ...

3. table, chair, wardrobe, sofa - ...

4. carrots, beets, cabbage, onions - ...

5. cow, hare, cat, dog - ...

B. Find the extra word in each row, the one that doesn’t fit with the rest. Discuss with your child exactly why it is inappropriate here.

1. son, friend, grandmother, dad

2. cow, hare, cat, dog

3. cheese, meat, kefir, butter

4. birch, pine, maple, poplar

5. nest, anthill, chicken coop, den

High level - no errors or 1 error, medium - 2-3 errors, low 4 or more errors based on the results of two tasks A and B.

Target : study of the child’s general awareness, level of development of basic mental operations (analysis, comparison, generalization)

Instructions: “Now I will ask you a few questions. Your task is to answer them as completely and correctly as possible.”

1. Which animal is bigger - a horse or a dog?
Horse =0 points,
wrong answer = -5 points.

2. In the morning you have breakfast, and in the afternoon...
Let's have lunch. We eat soup, meat = 0 points.
We have dinner, sleep and other erroneous answers == -3 points.

3. It’s light during the day, but at night...
Dark =0 points,

4. The sky is blue and the grass...
Green == 0 points,
wrong answer = -4 points.

5. Cherries, pears, plums, apples... what are they? .
Fruit =1 point,

6. Why does the barrier drop before the train passes?
To prevent the train from colliding with the car. So that no one
hit by a train (etc.) - 0 points
Incorrect answer === -1 point.

7. What are Moscow, Rostov, Kyiv?
Cities =1 point.
Stations=0 points.
Incorrect answer = -1 point.

8. What time does the clock show (show on the clock)?
Well shown = 4 points.
Only a quarter, a whole hour, a quarter and an hour are shown, correct = 3 points.
Doesn't know the clock = 0 points.

9. A small cow is a calf, a small dog is...,
a little sheep is... ?
Puppy, lamb = 4 points,
only one answer out of two = 0 points.
Incorrect answer = -1 point.

10. Is a dog more like a chicken or a cat? How are they similar, what do they have in common?
Like a cat, because it also has four legs, fur, tail, claws (one similarity is enough) = 0 points.
For a cat (without giving similarity signs) = -1 point.
For chicken = -3 points.

11. Why do all cars have brakes?
Two reasons (braking down a mountain, braking at a turn; stopping in case of danger of a collision, stopping altogether after finishing driving) == 1 point.
1 reason = 0 points.
Incorrect answer (for example, he would not drive without brakes) = -1 point.

12. How are a hammer and an ax similar to each other?
Two common features = 3 points (they are made of wood and iron, they have handles, they are tools, they can be used to hammer nails).
1 similarity = 2 points.

13. How are squirrels and cats similar to each other?
Determining that these are animals, or citing two common characteristics (they have four legs, tails, fur, they can climb trees) = 3 points.
One similarity = 2 points.
Incorrect answer = 0 points.

14. What is the difference between a nail and a screw? How would you recognize them if they were lying here in front of you?
They have different signs: a screw has a thread (thread, a twisted line around a notch) = 3 points.
The screw is screwed in and the nail is hammered in: the screw has a nut = 2 points.
Incorrect answer = 0 points.

15. Football, high jump, tennis, swimming... is this?
Sports, physical education = 3 points.
Games (exercises), gymnastics, competitions = 2 points.
Incorrect answer = 0 points.

16. What vehicles do you know?
Three land vehicles, aircraft or ship = 4 points.
Only three land vehicles or a complete list, with an airplane or a ship, but only after explaining that vehicles are something that can be used to get somewhere = 2 points.
Incorrect answer = 0 points.

17. What is the difference between an old man and a young man? What's the difference between them?
Three signs (gray hair, lack of hair, wrinkles, can no longer work like that, sees poorly, hears poorly, is sick more often, is more likely to die than young) - 4 points.
One or two differences = 2 points.
Incorrect answer (he has a stick, he smokes, etc.) = 0 points.

18. Why do people play sports?
For two reasons (to be healthy, hardened, strong, to be more mobile, to stand straight, not to be fat, they want to achieve a record, etc.) = 4 points.
One reason = 2 points.
Incorrect answer (to be able to do something) = 0 points.

19. Why is it bad when someone avoids work?
The rest must work for him (or an expression that someone else suffers as a result of this). He's lazy. Earns little and cannot buy anything = 2 points.
Incorrect answer = 0 points.

20. Why do you need to put a stamp on the envelope?
This is how they pay for sending, transporting a letter = 5 points.
The other one would have to pay a fine - 2 points.
Incorrect answer = 0 points.

After the survey is completed, the results are calculated based on the number of points achieved on individual questions. The quantitative results of this task are divided into five groups:

Group 1 - plus 24 or more

Group 2 - plus 14 to 23

Group 3 - from 0 to 13

Group 4 - from minus 1 to minus 10

Group 5 - less than minus 11

According to the classification, the first three groups are considered positive. Children who score from plus 24 to plus 13 are considered ready for school.

Overall assessment of test results:

24 points or more – high level;

From +14 to + 23 – above average level;

From 0 to +13 points – average level;

From -1 to – 10 points – below average level;

11 points or less – low level.

Results related to the first three levels are considered favorable.

The purpose of this technique - assessment of the child’s ability to classify using figurative material. They show him the picture shown in the figure and offer him the following task:

“Look carefully at the picture and divide the figures presented on it into as many groups as possible. Each such group should include figures distinguished by one characteristic common to them. Name all the figures included in each of the selected groups, and the characteristic by which they are selected.”

You have 3 minutes to complete the entire task.

Evaluation of results : 10 points - the child identified all groups of figures in less than 2 minutes. These groups of figures are as follows: triangles, circles, squares, diamonds, black figures, checkered figures, large figures, small figures.

Note: the same figure can be classified into several different groups when classified.

8-9 points - the child identified all groups of figures in a time from 2.0 to 2.5 minutes.

b-7 points - the child identified all groups of figures in a time from 2.5 to 3.0 minutes.

4-5 points in 3 minutes. the child was able to name only from 5 to 7 groups of figures.

2-3 points - in 3 minutes. the child was able to identify from 2 to 3 groups of figures.

0-1 point - in 3 minutes. The child was able to identify no more than one group of figures.

Conclusions about the level of development

10 points - very high;

8-9 points - high;

4-7 points - average;

2-3 points - low;

12. Methodology for identifying features of the development of learning motives using conversation

1. Would you like to move from kindergarten to school? Why?

2. What do you like about school? What would you like your cat to do most at school? Z. Or maybe it’s better to go to kindergarten? Why?

4. Where do you think is better - at school or in kindergarten?

5. If you could choose, what would you prefer: study at home with a teacher or with the guys in the class and the same teacher?

Evaluation of results:

high level - wants to go to school, motives are associated with a positive attitude towards learning, the opportunity to acquire new knowledge;

average level - I like it at school, but the explanation lacks the motive of knowledge;

low level - goes to school wherever he wants, prefers to stay in kindergarten or at home.

Studying ideas about school

A child on the threshold of school already has certain ideas about it. You can check how accurately your child navigates the school learning situation using the following small test of unfinished sentences. It is necessary to finish (continue) the sentence.

1. There are assessments...

2. Schoolchildren write down their homework in...

3. The teacher is addressed by...

4. In class they raise their hand when...

5. Change is...

6. The lesson begins when...

7. Children carry their school supplies to...

8. The student has a diary, and the teacher...

9. During the holidays, students...

10. The table at which they write at school is called...

11. In the class there are children whose age...

12. I will study at school... years.

13. If I want to go to the toilet or say something in class, I need...

14. The teacher writes a task with chalk for...

15. During the lesson, children...

If the child answered 10-15 questions fundamentally correctly, then he is well aware of school rules.

6-9 questions - school rules are known, but many may become unexpected when you arrive at school.

4-5 child - insufficiently informed about school.

Studying a child's self-esteem

The experimenter asks how the child perceives himself and evaluates himself on ten different positive personality traits. The assessments offered by the child to himself are entered by the experimenter in the appropriate columns of the protocol, and then converted into points.

Evaluation of results. Answers like “yes” are scored 1 point, answers like “no” - 0 points. Answers “I don’t know” and “sometimes” are scored 0.5 points. A child’s self-esteem is determined by the total points he scores on all personality traits.

Conclusions about the level of development

10 points - very high;

8-9 points - high;

4-7 points - average;

2-3 points - low;

0-1 point - very low

Assignments in psychology for fifth-year students are aimed at consolidating and applying the knowledge gained from studying the disciplines of the psychological cycle (General Psychology, Experimental Psychology, Developmental and Educational Psychology); mastering the skills and abilities of research work when studying the psychological characteristics of primary schoolchildren and the class team; development of professionally significant personality traits in students and the formation of an active pedagogical position.

Research activities of 5th year students during teaching practice are carried out according to three directions:

I. Study of the child’s psychological readiness for school;

II. Classroom study;

III. Self-analysis of professional skills and teaching position of the student.

I. Study of a child’s psychological readiness for school

"Child's first days at school"

Objectives of the teaching practice “A child’s first days at school”:

1. Familiarization of students with the features of the educational process in the first days of a child’s education at school;

2. Familiarizing students with the features of a teacher’s work with first-graders and their parents in the first week of the school year;

3. Formation of research skills in students related to identifying the level of preparedness of children for studying at school.

In the process of practice, students should develop the ability to observe and analyze the activities of the teacher and students in the educational process. Students gain some experience communicating with first-graders and their parents.

The task in psychology during the period of the designated practice is to determine the “school maturity” of first-grade students (2-3 people) for the initial period of study.

Students' research activities when studying the psychological readiness of first-graders for school can be organized according to the following plan:

1. Targeted observation of verbal and non-verbal behavior of children in the first days of school;

2. Conversation with a school psychologist, analysis of school documentation on preliminary testing of children upon admission to first grade (if possible);

3. Selective observation of individual students from the class, determining their features of adaptation to new social conditions (school);

4. Conversation with these first-graders, establishing psychological contact, studying educational motivation;

5. Determination of “school maturity” in these students using psychological testing;

6. Formulation of conclusions about the degree of psychological readiness for school learning among first-graders (2-3 people from the class).

Psychological readiness for school- complex education, which assumes a fairly high level of development of the motivational, intellectual spheres and the sphere of arbitrariness. These aspects are important both for the child’s educational activity to be successful and for his speedy adaptation to new conditions and painless entry into a new system of relationships.

Not only teachers know how difficult it is to teach a child something if he doesn’t want it himself. In order for a child to study successfully, he must, first of all, strive for a new school life, for “serious studies”, “responsible” assignments. The appearance of such desires indicates a formed motivational school readiness

If children are attracted only by the new attributes of school life - colorful briefcases, beautiful pencil cases, pens, etc. - we can talk about external motivation not aimed at the process of acquiring new knowledge. This is typical for the initial period of training. However, some children clearly show a desire to study, learn something new, and receive grades for their “work” (only good ones, of course). These types of manifestations indicate internal motivation aimed at the process of educational activity.

At primary school age, children manifest motives that are expressed in the desire to take a new position as a schoolchild. These motives may be personal(“I want to study so that I can read a lot of books”), and socially significant(I’ll learn to be a doctor, I’ll treat people).

The student can study motivational readiness as an integral component of “school maturity” using the method of selective observation, as well as by talking with the student (pre-thought-out questions will allow you to obtain the necessary information).

Questions for organizing a conversation with a first grader could be:

· Did you go to kindergarten? If not, who were you at home with?

· What was your favorite thing to do before school? Why?

· Did you want to go to school? Why?

· Do you like school? What do you like? Why?

· Which lessons are the most interesting to take? Why?

· Did you want to go back to kindergarten again? Why?

· Would you like a teacher to come to your home and study with you alone? Why?

Intelligent Readiness to school is determined not only by the amount of knowledge, ideas and concepts accumulated by the child, but also by the level of development of thought processes - the ability to generalize, compare objects, classify them, highlight essential features, determine cause-and-effect patterns, and draw conclusions.

Currently, there are a large number of options for determining a child’s cognitive readiness for school. However, given the fact that the “Child’s First Days at School” practice is designed for a short period of time, coinciding with a difficult period of life for a first-grader, we deliberately do not recommend using them in large quantities, and limit students to one or two of them, the most informative, easy to carry out and process.

The success of schooling depends on how well the preschooler develops arbitrariness of behavior, which is primarily expressed in its organization. This is manifested in the child’s ability to plan his actions, perform them in a certain sequence, correlate them with time, and exercise self-control. The designated indicators of a child’s behavior, which also indicate readiness for new social demands, can be determined by a student trainee using the method of selective observation.

Based on the results of studies of the development of “school maturity” in children, the student draws up a profile for 2-3 students from the class, focusing on the scheme proposed below. The characteristics are accompanied by the results of testing to determine psychological readiness for school (1-2 tests of the student’s choice).

Related information.

Preparing a child for school is a very pressing issue for teachers, psychologists, doctors and parents. In my work, I researched recommendations and psychological and pedagogical methods for developing children’s readiness for school.

Thus, to successfully organize work with children of senior preschool age to prepare them for school, the following recommendations must be taken into account:

· Formation of psychological readiness for school involves a combination of gaming, productive, educational and other types of activities;
· To achieve effectiveness in teaching six-year-olds, it is necessary to develop a positive, emotional attitude towards classes;
· Management of the activities of six-year-old children should be carried out widely using (especially in the first half of the year) methods of preschool education with partial use of school methods;
· In pedagogical work in the first grade, it is necessary to maintain continuity not only in methods of work, but also in styles of pedagogical communication;
· It is necessary to maintain the continuity of preschool and school methods of work when forming a team of first-grade children and organizing their interpersonal communication;
· Use great educational opportunities of joint activities;
· To develop abilities for role and personal communication as an important condition in preparing for a change in leading activity;
· When forming psychological readiness for school, it is necessary to take into account individual psychological characteristics, which are manifested in the level of learning ability, the pace of knowledge acquisition, attitude to intellectual activity, characteristics of emotions and volitional regulation of one’s own behavior, etc.

Psychological readiness for schooling is a multicomponent neoplasm. Parents, as his first and most important educators, can do a lot to prepare a child for school. The recommendations we have compiled on the basis of the data obtained in the work and taking into account the existing recommendations of psychologists can be used in advising parents on the problem of preparing 6-year-old children for school.

A preschool child has truly enormous developmental opportunities and cognitive abilities. It contains the need for knowledge and exploration of the world. The child needs to be helped to develop and realize his or her potential. But work to develop school readiness should be built taking into account age characteristics. For example, you need to take into account that the leading motivation at the age of 6 is play. Thanks to developmental work that takes into account the characteristics of age, the child will cross the threshold of school with confidence, learning will not be a heavy duty for him, but a joy, and there will be no reason to be upset about his progress.

For child preparation efforts to be effective, the following principles must be followed.

1. It is unacceptable for a child to get bored during classes. If a child has fun studying, he learns better. Interest is the best kind of motivation; it makes children truly creative individuals and gives them the opportunity to experience satisfaction from intellectual activities.
2. Preschool children do not perceive strictly regulated, repetitive, monotonous activities well. Therefore, when conducting classes, it is better to choose a game form.
3. Repeat the exercises. The development of a child's mental abilities is determined by time and practice. If an exercise doesn't work out for you, take a break, return to it later, or offer your child an easier option.
4. Pay attention to the development of mental operations with concepts. Modern schools have great demands on the mental development of a child. When he goes to school, he will be required to be able to generalize concepts, compare them, and highlight what is essential. This is especially important if the child will study in developmental education programs.
5. Do not become overly anxious about not making enough progress and not making enough progress or even some regression. Be patient, do not rush, and do not give your child tasks that exceed his intellectual capabilities.
6. When working with a child, moderation is needed. Do not force your child to do the exercise if he is fidgety, tired, or upset; do something else. Try to determine the limits of your child's endurance and increase the duration of classes by a very small amount of time each time. Give your child the opportunity to sometimes do something he likes.
7. Develop your child’s communication skills, spirit of cooperation and teamwork; Teach your child to be friends with other children, to share successes and failures with them: all this will be useful to him in the socially difficult atmosphere of a comprehensive school.
8. Avoid disapproving assessments, find words of support, often praise the child for his patience, perseverance, etc. Never emphasize his weaknesses in comparison with other children. Build his confidence in his abilities.
9. Develop fine motor skills and graphic skills using activities with plasticine, drawing on a sheet of paper, in educational notebooks, drawing pictures, cutting out figures with scissors, etc.
10. Learn to navigate in space and on a sheet of paper.
11. Broadening one’s horizons through reading books together, retelling and discussing what one has read, looking at drawings, developing cognitive interest in the environment, developing interest in studying natural phenomena, etc.
12. Formation of a correct idea about school, the desire to go to school.
13. Development of the ability to cooperate with peers (playing out situations, visiting various clubs, sports sections), awareness of one’s emotions and the emotions of other people through drawing, games, discussion of illustrations in books.
14. Formation of self-awareness. Start to “forget” that your child is small. Give him feasible work in the house, define the range of responsibilities.
15. Involve your child in the economic problems of the family. Gradually teach him to compare prices and navigate the family budget.
16. Teach your child to share his problems. Discuss conflict situations and be sincerely interested in his opinion.
17. Answer every child’s question. Only in this case will your cognitive interest not dry up. Get used to looking for answers to some questions on your own.
18. Do not build your relationship with your child on prohibitions. Always explain the reasons, the validity of your requirements, and if possible, offer an alternative option.

Taking into account the characteristics of the physical development of children, adults need to:

– supplement exercises for the physical preparation of children for school with a set of exercises designed to develop fine motor skills with the help of finger gymnastics;
– organize games with small toys, small construction sets, mosaics, modeling;
– carry out hardening procedures, including air baths, walking barefoot, rinsing the mouth with cold water, dousing the feet, visiting the pool, etc.;
– accompany physical education classes with a complex of herbal medicine, music therapy, art therapy, aromatherapy and physiotherapy.

Teachers should place the main emphasis in developing emotional and volitional readiness for school on cultivating motives for achieving goals:

not to be afraid of difficulties;
the desire to overcome them;
do not give up on your intended goal.

Adults should strive to develop the following qualities and characteristics of the personal sphere in the area of emotions:

– stability of feelings;
– depth of feelings and emotions;
– awareness of the reasons for the appearance of certain emotions;
– manifestations of higher feelings: aesthetic, moral, cognitive;
– emotional anticipation (conscious expectation of success or failure).

The use of examples from fairy tales and stories (reading fiction, staging children's theater fairy tales, looking at paintings, listening to music) can help in the development of volitional and emotional readiness.

To form motivational readiness for school it is necessary:

Maintain the child’s interest in everything new, answer his questions, give new information about familiar objects.

Organize excursions to schools, introduce them to the main attributes of school life.

Practice the arrival of schoolchildren in kindergartens.

Use riddles on a school theme.

Use educational games like “Pack up your school bag,” “Put it in order,” “What’s extra?”

Create conditions for a role-playing game with a school theme: “Lessons”, “Library”, “Holiday at school”, “Preparing homework”.

Do homework (talk with parents about how they studied at school, collect photographs of parents, from which you can then make an exhibition “Our fathers and mothers are schoolchildren.”

There are the following methods and means for developing readiness in the field of communication:

methodology for teaching expressive movements through playing sketches with sequential study of poses, gait and other expressive movements;
staging emotional states, children’s awareness of emotions, naming them;
methods of using auxiliary means of communication in the process of teaching children the skills of adequate perception and expression of emotions (facial expressions in drawings, playing “blots”, free and thematic drawing, music);
psychogymnastics is a special course of classes aimed at the development and correction of the cognitive, emotional and personal sphere. The main emphasis of this course is on teaching elements of expressive movement techniques, the use of expressive movements in cultivating emotions and higher senses, and acquiring skills in self-relaxation.

Currently, many schools organize so-called preparatory courses for future schoolchildren. This is a very good filling. There are undoubted advantages of such activities:

- the child learns to communicate with the teacher and children;
- the child gets acquainted and gets used to the rules of behavior at school, in the classroom;
- the child begins to develop general educational skills: how to properly position a notebook, hold a pen when writing, work with a book.

However, there are also disadvantages to such training:

- classes usually take place in the evening and the likelihood of overwork is quite high, since the child is forced to attend courses after kindergarten;
- classes on courses most often end in May, and training begins in the fall (September). During the three summer months (if parents do not study), a child can forget a lot;
- if you attend courses at a certain school, it is advisable to continue to study there in the future. This is due to the fact that the child gets used to the peculiarities of learning in a given school.

In my opinion, it is most effective to combine attending preparatory courses with classes at home.

And most importantly, try not to perceive working with your child as hard work, rejoice and enjoy the communication process, and never lose your sense of humor. Remember that you have a great opportunity to make friends with your child. Parental support and interest in the child is the main condition for his successful adaptation to school and successful studies.

As a result of the experimental study, the following conclusions can be drawn:

1. Methodology of Yasyukova L.A. allows you to analyze the characteristics of a child’s intelligence (both the general level and the operational structure) and assess the degree of formation of thinking in concepts, which is necessary for successful learning and further full development of the child at school.
2. The results for the study group can say that the group as a whole is ready for school. According to the diagnostic results, compared by gender, boys are 100% ready, girls 91% of 20 diagnosed children, one is not ready, or rather, according to the results of the examination: speed of information processing, development of attentiveness, development of visual structural thinking, development of hand-eye coordination, conceptual intuitive thinking parameters showed a low level of development.
3. Teachers and parents were informed of the results of the identified weak levels of development, on the basis of which they received recommendations on what to pay attention to in the child to work on this developmental problem.
4. The developed recommendations for parents will help to improve the development levels of children in children who showed a weak or average indicator, and prepare children for entering a very serious stage of their development.

, at six or seven years old send him to first grade and so on. There is no universal answer to these questions - every child is individual. Some children are completely ready for school at the age of six, but with other children at the age of seven there is a lot of trouble. But one thing is for sure - it is absolutely necessary to prepare children for school, because it will be an excellent help in the first grade, will help in learning, and will greatly facilitate the adaptation period.

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 all this, said child psychologist L.A. Wenger.

What does preparing for school include?

Preparing a child for school is a whole complex of knowledge, abilities and skills that a preschooler must possess. And this includes not only the totality of necessary knowledge. So, what does quality preparation for school mean?

In the literature, there are many classifications of a child’s readiness for school, but they all boil down to one thing: readiness for school is divided into physiological, psychological and cognitive aspects, each of which includes a number of components. All types of readiness must be harmoniously combined in a child. If something is not developed or not fully developed, then this can cause problems in learning at school, communicating with peers, learning new knowledge, and so on.

Physiological readiness of the child 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.

Psychological readiness of the child for school

The psychological aspect includes three components: intellectual readiness, personal and social, emotional-volitional.

Intellectual readiness for school means:

By the first grade, a child should have a stock of certain knowledge
he must navigate in space, that is, know how to get to school and back, to the store, and so on;
the child must strive to acquire new knowledge, that is, he must be inquisitive;
The development of memory, speech, and thinking must be age-appropriate.

Personal and social readiness implies the following::
the child must be sociable, that is, be able to communicate with peers and adults; there should be no aggression in communication, and in case of a quarrel with another child, he should be able to evaluate and look for a way out of a problematic situation; the child must understand and recognize the authority of adults;
tolerance; this means that the child must respond adequately to constructive comments from adults and peers;
moral development, the child must understand what is good and what is bad;
the child must accept the task set by the teacher, listening carefully, clarifying unclear points, and after completion he must adequately evaluate his work and admit his mistakes, if any.

A child’s emotional and volitional readiness for school presupposes:
the child’s understanding of why he goes to school, the importance of learning;
interest in learning and acquiring new knowledge;
the child’s ability to complete a task that he does not quite like, but the curriculum requires it;
perseverance - the ability to listen carefully to an adult for a certain time and complete tasks without being distracted by extraneous objects and activities.

Child’s cognitive readiness for school

This aspect means that the future first-grader must have a certain set of knowledge and skills that will be needed to successfully study at school. So, what should a child of six or seven years old know and be able to do?

1) Attention.
Do something without distraction for twenty to thirty minutes.
Find similarities and differences between objects and pictures.
Be able to perform work according to a model, for example, accurately reproduce a pattern on your own sheet of paper, copy a person’s movements, and so on.
It's easy to play games that require quick reactions. For example, name a living creature, but before the game, discuss the rules: if the child hears a domestic animal, then he must clap his hands, if a wild animal, he must knock his feet, if a bird, he must wave his arms.

2) Mathematics.
Numbers from 1 to 10.

Count forward from 1 to 10 and count backward from 10 to 1.
Arithmetic signs ">", "
Dividing a circle, a square in half, four parts.
Orientation in space and a sheet of paper: right, left, above, below, above, below, behind, etc.

3)Memory .
Memorizing 10-12 pictures.
Reciting rhymes, tongue twisters, proverbs, fairy tales, etc. from memory.
Retelling a text of 4-5 sentences.

4) Thinking .
Finish the sentence, for example, “The river is wide, and the stream...”, “The soup is hot, and the compote...”, etc.
Find an extra word from a group of words, for example, “table, chair, bed, boots, chair”, “fox, bear, wolf, dog, hare”, etc.
Determine the sequence of events, what happened first and what happened next.
Find inconsistencies in drawings and fable poems.
Put together puzzles without the help of an adult.
Together with an adult, make a simple object out of paper: a boat, a boat.

5) Fine motor skills.
Correctly hold a pen, pencil, brush in your hand and regulate the force of their pressure when writing and drawing.
Color objects and shade them without going beyond the outline.
Cut with scissors along the line drawn on the paper.
Perform applications.

6) Speech.
Compose sentences from several words, for example, cat, yard, go, sunbeam, play.

Recognize and name a fairy tale, riddle, poem.
Compose a coherent story based on a series of 4-5 plot pictures.
Listen to a reading, a story from an adult, answer basic questions about the content of the text and illustrations.
Distinguish sounds in words.

7) The world around us.
Know the basic colors, domestic and wild animals, birds, trees, mushrooms, flowers, vegetables, fruits and so on.
Name the seasons, natural phenomena, migratory and wintering birds, months, days of the week, your last name, first name and patronymic, the names of your parents and their place of work, your city, address, what professions there are.

What do parents need to know when teaching their child at home?

Homework with your child is very useful and necessary for the future first-grader. They have a positive effect on the child’s development and help bring all family members closer together and establish trusting relationships. But such activities should not be forced on the child; he must first of all be interested, and for this it is best to offer interesting tasks and choose the most appropriate moment for classes. There is no need to tear your child away from games and sit him down at the table, but try to captivate him so that he himself accepts your offer to study. In addition, when working with a child at home, parents should know that at the age of five or six, children are not persevering and cannot perform the same task for a long time. Studying at home should not last more than fifteen minutes. After this, you should take a break so that the child is distracted. A change of activity is very important. For example, first you did logical exercises for ten to fifteen minutes, then after a break you can take up drawing, then play outdoor games, then sculpt funny figures from plasticine, etc.

Parents should know one more very important psychological feature of preschool children: their main activity is play, through which they develop and gain new knowledge. That is, all tasks should be presented to the child in a playful way, and homework should not turn into a learning process. But by working with your child at home, you don’t even have to set aside any specific time for this; you can constantly develop your baby. For example, when you are walking in the yard, draw your child’s attention to the weather, talk about the time of year, notice that the first snow has fallen or the leaves have begun to fall on the trees. While walking, you can count the number of benches in the yard, porches in the house, birds in the tree, and so on. While on vacation in the forest, introduce your child to the names of trees, flowers, and birds. That is, try to get the child to pay attention to what surrounds him, what is happening around him.

Various educational games can be of great help to parents, but it is very important that they correspond to the age of the child. Before showing the game to your child, get to know it yourself and decide how useful and valuable it can be for your child’s development. We can recommend children's lotto with images of animals, plants and birds. A preschooler should not buy encyclopedias; most likely they will not interest him or he will lose interest in them very quickly. If your child has watched a cartoon, ask him to talk about its content - this will be good speech training. At the same time, ask questions so that the child sees that this is really interesting for you. Pay attention to whether the child pronounces words and sounds correctly when telling the story; if there are any mistakes, then delicately tell the child about them and correct them. Learn tongue twisters, rhymes, and proverbs with your child.

Training a child's hand

At home, it is very important to develop the child’s fine motor skills, that is, his hands and fingers. This is necessary so that the child in the first grade does not have problems with writing. Many parents make a big mistake by forbidding their child to pick up scissors. Yes, you can get hurt with scissors, but if you talk to your child about how to handle scissors correctly, what you can do and what you can’t do, then the scissors will not pose a danger. Make sure that the child does not cut randomly, but along the intended line. To do this, you can draw geometric shapes and ask your child to carefully cut them out, after which you can make an applique from them. Children really like this task, and its benefits are very high. Modeling is very useful for the development of fine motor skills, and children really like to sculpt various koloboks, animals and other figures. Learn finger exercises with your child - in stores you can easily buy a book with finger exercises that are exciting and interesting for your child. In addition, you can train a preschooler’s hand by drawing, shading, tying shoelaces, and stringing beads.

When your child performs a written task, watch whether he is holding a pencil or pen correctly, so that his hand is not strained, the child’s posture and the location of the sheet of paper on the table. The duration of written tasks should not exceed five minutes, and it is not the speed of completing the task that is important, but its accuracy. You should start with simple tasks, for example, tracing an image, and gradually the task should become more difficult, but only after the child copes well with an easier task.

Some parents do not pay enough attention to the development of their child's fine motor skills. As a rule, due to ignorance of how important this is for the child’s successful education in first grade. It is known that our mind lies at our fingertips, that is, the better a child’s fine motor skills are developed, the higher his overall level of development. If a child has poorly developed fingers, if it is difficult for him to cut and hold scissors in his hands, then, as a rule, his speech is poorly developed and he lags behind his peers in development. That is why speech therapists recommend that parents whose children need speech therapy classes simultaneously engage in modeling, drawing and other activities to develop fine motor skills.

To ensure that your child happily goes to first grade and is prepared for school, so that his studies are successful and productive, listen to the following recommendations from psychologists and teachers.

1. Don't be too demanding of your child.
2. A child has the right to make a mistake, because mistakes are common to all people, including adults.
3. Make sure that the load is not excessive for the child.
4. If you see that a child has problems, then do not be afraid to seek help from specialists: a speech therapist, a psychologist, etc.
5. Study should be harmoniously combined with rest, so arrange small holidays and surprises for your child, for example, go to the circus, museum, park, etc. on weekends.
6. Follow the daily routine so that the child wakes up and goes to bed at the same time, so that he spends enough time in the fresh air so that his sleep is calm and complete. Avoid outdoor games and other vigorous activities before bedtime. Reading a book with the whole family before bed can be a good and useful family tradition.
7. Meals should be balanced; snacking is not recommended.
8. Observe how the child reacts to various situations, how he expresses his emotions, and how he behaves in public places. A child of six or seven years old must control his desires and adequately express his emotions, understand that not everything will always happen the way he wants it. You should pay special attention to a child if, at preschool age, he can publicly make a scandal in a store, if you don’t buy him something, if he reacts aggressively to his loss in a game, etc.
9. Provide your child with all the necessary materials for homework, so that at any time he can take plasticine and start sculpting, take an album and paints and draw, etc. Allocate a separate place for materials so that the child can manage them independently and keep them in order .
10. 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.
11. If the child refuses to complete the task, then 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 walks, etc. Be patient with the whims of your unwilling child.
12. Provide your child with a developing space, that is, strive to ensure that your baby is surrounded by as few useless things, games, and objects as possible.
13. Tell your child how you studied at school, how you went to first grade, look through your school photos together.
14. Form a positive attitude towards school in your child, that he will have many friends there, it is very interesting there, the teachers are very good and kind. You can’t scare him with bad marks, punishment for bad behavior, etc.
15. 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.