1. 1. The presentation was prepared by speech therapist of GBDOU No. 75 N.P. Akhtyrskaya.
2. 2. 1.Anatomical - physiological 2.Psychological  Intellectual  Motivational  Volitional  Communicative 3. Speech 4. Pedagogical
3. 3. 1. Height, weight, general health 2. Anatomical and physiological restructuring of the body 3. Qualitative and structural changes in the brain 4. Changes in the course of nervous processes
4. 4. Dental age - determined by counting the number of erupted molars and comparing their number with the age standard Age Lag - Boys Average pace Ahead 6.5 years 0 - 1 2 -8 more than 8 7 years less than 5 6 - 10 more than 10 7 ,5 years less than 7 8 - 12 more than 12
5. 5. Girls Age Lag Average pace Ahead 6.5 years 0 - 2 3 - 9 more than 9 7 years less than 6 7 - 11 more than 11 7.5 years less than 8 9 - 13 more than 13
6. 6. Intellectual readiness: development of horizons, stock of specific knowledge  general awareness and social and everyday orientation;  knowledge and ideas about the world around us;  development at the age level of basic cognitive processes - attention, memory, thinking, perception;  development at the age level of temporary representations and ideas about the position of objects in space  cognitive activity
7. 7. internal external the child wants to go to school, the child will have a backpack, notebooks, textbooks there because he wants to learn a lot, etc.
8. 8.  the child is able to set a goal;  make a decision;  outline an action plan and execute it;  show some effort in overcoming an obstacle;  evaluate the result of your action  ability to control desires, anger
9. 9. - compliance with school requirements; - ability to accept criticism, competition, pressure; - development of self-confidence, the child’s belief that he can cope at school; - understanding one’s place among others: the other also wants and has the right; - - the desire for success, the ability to accept successes and failures on the way to the fulfillment of desires - the ability to accept authority, follow instructions with a positive feeling.
10. 10. communication with adults and peers - be able to communicate with - be able to negotiate; an adult interlocutor - to be able to cooperate; (awareness of context - calm communication) oneself in a competitive environment
11. 11.  be able to communicate in dialogue,  be able to ask questions,  answer questions,  have the skill of retelling  have a fairly extensive vocabulary,  have the basics of the grammatical structure of speech,  have a coherent statement,  have elements of monologue speech
12. 12.  Knows letters  Distinguishes sounds by ear  Large vocabulary  Counts within 10  Has a basic knowledge of mathematics  Hand is well prepared for writing  Knows how to hold a pen and pencil correctly  Has the skill of drawing with a pencil  Knows how to handle school supplies  Has basic self-service skills (knows how to eat, change clothes, knows where his things are).  Neat in clothes  Well-mannered
13. 13. - support the child all the time; - learn to empathize with your child during difficult moments; - refrain from comments and complaints, treat the child extremely delicately; - talk a lot, be sincerely interested in the thoughts of a little schoolchild, his feelings, and not just whether he did his homework and what he ate for lunch; - treats the teacher with respect
14. 14. Not recommended phrases for communication: -I told you a thousand times that... -How many times should I repeat... -What are you thinking about... -Is it really difficult for you to remember that... -You are becoming... -You are the same as... -Leave me alone , I have no time... -Why is Lena (Nastya, Vasya, etc.) like this, and you are not...
15. 15. Recommended phrases for communication: -You are smart, beautiful (etc.). -It’s so good that I have you. -You're doing great. -I love you very much. -How well you did it, teach me this too. -Thank you, I am very grateful to you. -If it weren't for you, I would never have coped with this.
16. 16. 3 years 6 years

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“Psychological readiness for school” (synonym: school maturity) is a set of mental qualities necessary for a child to successfully start school.

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Attitude to peers. Such personality qualities must be developed that would help to communicate and interact with peers, to yield in some circumstances and not to yield in others. Every child should be able to be a member of the children's community and act together with other children.

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Relationship with family and friends. Having personal space in the family, the child should experience the respectful attitude of his family towards his new role as a student. Relatives should treat the future schoolchild and his studies as an important meaningful activity, much more significant than the play of a preschooler. For a child, learning becomes his main activity.

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Attitude to oneself, to one’s abilities, to one’s activities, and its results. Have adequate self-esteem. High self-esteem can cause the wrong reaction to the teacher's comments. As a result, it may turn out that “the school is bad,” “the teacher is evil,” etc. A child must be able to correctly evaluate himself and his behavior.

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What are the criteria for a child’s psychological readiness for school? 1. Social and psychological readiness for school: Educational motivation (wants to go to school; understands the importance and necessity of learning; shows a pronounced interest in acquiring new knowledge). Ability to communicate with peers and adults (the child easily makes contact, is not aggressive, knows how to find a way out of problematic communication situations, recognizes the authority of adults).

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2. Development of school-significant psychophysiological functions: Development of small muscles of the hand (the hand is well developed, the child confidently wields a pencil and scissors); Spatial orientation, coordination of movements (the ability to correctly determine higher-lower; more-less, forward-backward, left-right); Coordination in the eye-hand system (a child can correctly transfer into a notebook the simplest graphic image-pattern, a figure - visually perceived at a distance.

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3. Development of logical thinking (the ability to find similarities and differences between different objects when comparing, the ability to correctly combine objects into groups according to common essential features). 4. Development of voluntary attention (the ability to maintain attention on the work at hand for 15-20 minutes).

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In the field of speech development and readiness to master literacy, a future first-grader needs to: be able to isolate a given sound in a stream of speech; be able to determine the place of a sound in a word (at the beginning, in the middle, at the end); be able to pronounce words syllable by syllable; be able to compose sentences of 3-5 words; be able to name in a sentence only the 2nd word, only the 3rd word, only the 4th word, etc.; be able to use generalizing concepts; be able to write a story based on a picture; be able to write several sentences about a subject; distinguish between genres of fiction (fairy tale, short story, poem, fable); be able to recite your favorite poems by heart; be able to consistently convey the content of a fairy tale.

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By the beginning of school, the child should have developed the elements of mathematical representation: know the numbers from 0 to 9; be able to count to 10 and back, from 6 to 10, from 7 to 2, etc.; be able to name the previous and subsequent numbers relative to any number within the first ten; know the signs +, -, =, ; be able to compare the numbers of the first ten (for example, 74, 6=6); be able to correlate the number and the number of objects; be able to compare two groups of objects; be able to compose and solve one-step problems involving addition and subtraction; be able to compare objects by color. Shape, size; know the names of the shapes: triangle, square, circle; be able to operate with the concepts: “left”, “right”, “up”, “down”, “earlier”, “later”, “before”, “behind”, “between”, etc.; be able to group proposed objects according to a certain criterion.

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"...Psychological readiness for school. What is it?..."

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What components are included in the “school readiness” set? This is, first of all, motivational, personal readiness, which includes the “internal position of the student,” volitional readiness, intellectual readiness, as well as a sufficient level of development of hand-eye coordination.

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The desire to GO to school and the desire to STUDY are significantly different from each other.
A child may want to go to school because all his peers will go there, because he heard at home that getting into this gymnasium is very important and honorable, and finally because for school he will receive a new beautiful backpack, pencil case and other gifts.

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In addition, everything new attracts children, and in school almost everything - the classes, the teacher, and systematic classes - are new.

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Therefore, your child strives to go to school, because he wants to be an adult, to have certain rights, for example, to a backpack or notebooks, as well as responsibilities assigned to him, for example, getting up early, preparing homework (which provide him with a new status place and family privileges). He may not yet fully realize that in order to prepare a lesson, he will have to sacrifice, for example, a game or a walk, but in principle he knows and accepts the fact that homework NEEDS to be done.

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It is this desire to BECOME A SCHOOLBOY, to follow the rules of behavior of a schoolchild and to have his rights and responsibilities that constitute the “internal position of a schoolchild,” which is the basis of readiness for school...."

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student's internal position
"...the internal position of the student, that is, the desire to go to school and the willingness to comply with school duties and rules, is the main component, the basis of psychological readiness for school, the basis for the fact that your child will feel comfortable in a new environment...."

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“... Without such readiness, no matter how well a child can read and write, he will not be able to study well, since the school environment and rules of behavior will be a burden to him, and he will try to get out of this unpleasant situation at any cost.

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This could be distraction, wandering off into your dreams, interest only in recess where you can play and rage to your heart's content, a negative attitude towards your friends or teacher. One way or another, this condition will interfere with your child’s learning, no matter how well you prepare him for classes at home...."

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about volitional readiness
volitional readiness presupposes not so much the ability of children to obey, although following certain rules of the school routine is also important, but rather the ability to listen, to delve into the content of what an adult is talking about.

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The fact is that the student needs to be able to understand and accept the teacher’s task, subordinating his immediate desires and impulses to him. To do this, it is necessary that the child can concentrate on the instructions he receives from the adult.

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Graphic dictations are good for training volitional readiness, in which children draw circles, squares, triangles and rectangles in a certain sequence according to your dictation or according to a pattern you specify.

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You can also ask the child to underline or cross out a certain letter or geometric figure (if the child still doesn’t know the letters well) in the proposed text. These exercises develop children’s attention, their ability to concentrate on a task, as well as their performance.

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intellectual readiness
“...intellectual readiness does not imply that the child has any specific knowledge or skills (for example, reading), although, of course, the child must have certain skills.

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Intellectual readiness for school education is associated with the development of mental processes - the child’s ability to generalize and compare objects, classify them, identify essential features, determine dependencies, and draw conclusions

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Speech development The level of speech development is one of the most important criteria for a child’s readiness to learn at school. Speech is the basis on which all educational activities are built.

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Correct sound pronunciation, good development of movements of the speech organs (lips, cheeks, tongue); - formed phonemic processes - the ability to distinguish by ear the sounds of speech, syllables, words in speech that are similar in sound, articulation; - mastery of the basics of grammatical structure of speech; - possession of a fairly extensive vocabulary; - the ability to compose stories, retell texts, tell poems, riddles, proverbs;
Basic requirements for the development of speech of a future first-grader:

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“Name the extra word” (development of phonemic awareness)
You choose a word, for example, “mountain,” and repeat it several times, and then instead say another, similar one. The child’s task is to hear and name this other word. For example, an adult says (saying one word per second): Mountain, mountain, time, mountain, hole, mountain, mountain. Voice, voice, voice, voice, ear, voice, hair Braid, braid, braid, dew, braid, braid, goat. If a child hears and names “extra” words, then everything is fine with his phonemic hearing.

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Attention.
Complete tasks without distraction for about 20 minutes. Find 6-8 differences between objects and between two drawings. Keep 8-10 objects in your field of vision. Copy a pattern or movement exactly. It's easy to play games for attentiveness and reaction speed. For example, name nouns, but before the game agree: if you hear the name of a toy, clap your hands; if another object - fold your hands on the table.

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Memory.
Remember 8-10 pictures. Memorize counting rhymes (for example: “Three geese are flying above us, three geese are above the clouds, two went down over the stream. How many geese were there?”) and tongue twisters (for example: “Chicken and hen are drinking tea on the street”). Memorize phrases (for example: “Yulia and Olya draw with colored pencils”; “It often rains in autumn”). Tell stories, fairy tales, poems, and pictures from memory. Repeat exactly the text, consisting of 3-4 sentences.

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Game "Camera"
a picture is shown depicting a certain plot (30 seconds), after which another picture is shown, similar to the first one, but in it some objects are missing or replaced with something else. I must say that what has changed is that any objects, toys, etc. are laid out on the table. (no more than 7 pieces) The child is given 30 seconds to remember what is where. Then he turns away. An adult rearranges objects, either removes something completely or replaces it with another object. The child must determine what has changed.

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Thinking.
Finish the sentence: “If the table is higher than the chair, then the chair...”, “If two are greater than one, then one...”, “If the river is deeper than the stream, then the stream...”. Find an extra word among a group of words, for example: “Vasily, Fedor, Semyon, Ivanov, Evgeniy”; “Nest, hole, anthill, chicken coop, den”; “Bold, courageous, courageous, angry, determined.” Answer tricky questions, such as: “When a goose stands on one leg, it weighs 2 kilograms. How much will a goose weigh if it stands on two legs?” Determine the sequence of events. Find and explain inconsistencies in drawings. Find and explain the differences between objects and phenomena. Find the odd one out among the proposed items and explain your choice.

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Psychological readiness of children for school The presentation was prepared by: educational psychologist Elena Evgenievna Fetisova State Educational Institution kindergarten No. 985

What are the manifestations of unpreparedness for schooling? A child unprepared for school cannot concentrate on the lesson, is often distracted, and cannot join the general routine of the class. He shows little initiative, gravitates toward stereotyped actions and decisions, and has difficulty communicating with adults and peers about educational tasks. Not even all 7-year-olds are ready for school in this sense, although they may be able to read, write and count, not to mention 6-year-olds. “Being ready for school does not mean being able to read, write and do math. To be ready for school means to be ready to learn it all.” (Wenger L.A.)

What does a child’s psychological readiness for school mean? How well a child is prepared for school during the entire preschool period will determine the success of his adaptation, entry into school life, his educational success and psychological well-being. When they talk about readiness for school, they usually mean that the child must be able to read, retell (he must have developed speech), write (he must have developed fine motor skills), count (have numeracy skills) - this is pedagogical readiness for school. In addition, the child must have a certain level of physical health. Sitting through 4-5 lessons of 40 minutes each, and also doing homework is an unusual task for a preschooler - this is physical readiness for school. But, of course, this is not enough.

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

Personal readiness In order to successfully study at school, a child must be able to build relationships with adults that are adequate to the educational system, i.e. he must have developed volition. At the threshold of school age, a loss of “childhood” occurs. If the level of voluntariness remains low, then children do not see the adult’s questions as a learning task, but perceive them as a reason for direct, everyday communication. Such children can interrupt the teacher with a question not related to the lesson, shout out from their seats, call the teacher not by his first name or patronymic, but “Aunt Tanya.” The child must also be able to build relationships with peers. A child’s communication with children should not be particularly conflict-prone; by school age, he should easily establish business contacts and treat peers as partners.

Otherwise, it will be difficult for the child to listen to a classmate’s answer, to continue the story started by another, or to adequately respond to the success or failure of another child. Communication with other children is important for developing the ability to decenter - the ability to take another’s point of view, accept one or another task as a common one, and look at oneself or one’s activities from the outside. We can often hear from a preschooler: “I am the strongest in the group,” “my drawing is the best,” etc. Preschoolers are characterized by a biased high assessment of themselves and their abilities. This does not come from excess self-confidence and arrogance, but is a feature of children's self-awareness. There is no need to fight high self-esteem and achieve its adequacy ahead of time. This should go away by itself as a result of the child going through a crisis of 7 years.

But some preschoolers have unstable and sometimes even low self-esteem. This suggests that children experience a lack of attention, love, support, and emotional security from adults. Low self-esteem formed during preschool childhood can cause failure at school. It gives rise to fear of failure, and in its extreme manifestation, refusal of activity. Such children at school refuse to answer at the blackboard and from their seats. A child is more likely to be branded lazy than academically unsuccessful.

Intellectual readiness The intellectual aspect of readiness for school is the level of development of the cognitive sphere of the psyche. It affects such mental functions as perception, attention, memory, thinking, speech. Attention: an important indicator of the development of attention is that action according to the rule appears in the child’s activity - the first necessary element of voluntary attention. A child of 6, and especially 7 years old, who is unable to concentrate on a necessary but not interesting activity for at least 5-10 minutes, is alarming. Memory: for a child 6–7 years old, such a task is quite accessible - to remember 10 words that are not related in meaning. The first time he will repeat from 2 to 5 words. You can name the words again after 3–4 presentations, the child

usually remembers more than half of the words. If a child 6–7 years old cannot remember more than 3 words from the 4th presentation, he may need to consult a neurologist. By the age of 7, the process of forming voluntary memorization can be considered complete. Thinking: visual-effective thinking improves (manipulation of objects), visual-figurative thinking improves (manipulation of images and ideas). For example, children of this age can already understand what a room plan is. Using the group room diagram, children can find the hidden toy. The games “Find the treasure” and “Labyrinths” are useful. And the prerequisites for logical thinking begin to actively form.

Imagination: becomes active – voluntary. Imagination also plays another role - affective and protective. It protects the growing, easily vulnerable soul of a child from excessively difficult experiences and traumas.

Game as preparation for school Various games are useful. Even “frivolous” games: “hospital”, “Mothers and Daughters”, “school”. It is especially valuable when several children participate in such games at once. This develops collectivism, the child learns to build relationships and resolve conflicts. Children master adult life, a system of behavior, and responsibilities. And most importantly, everything happens without coercion, easily and willingly. Games with plasticine, pencils, etc. are also useful. That is, modeling, appliqué, drawing, and design take pride of place. These activities develop an understanding of the world, objects, animals, and people. The ability to mentally imagine objects and “consider” them in the mind also develops. Later, this will turn out to be important when studying physics, geometry, etc.

It’s better to do it in advance: 1. Introduce your child to his teacher before the official start of classes. 2. Visit his future class several times, let him sit at his desk and take a good look at everything so that the environment does not seem unfamiliar to the child, walk together around the school and the school yard. 3. Try to introduce your child to some of his classmates. 4. Tell your child about the approximate lesson schedule and the time allotted for lessons, breaks, lunch, and when lessons begin and end. 5. Ask your child how he feels when going to school, about his positive and negative impressions. Try to focus your child's attention on the positive aspects: interesting activities and the opportunity to make new friends. 6. Tell your child that it is absolutely normal to feel nervous for the first few days, and that all children experience this without exception.