School Readiness Tests. Tests for a child's readiness for school

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Sometimes it’s hard for adults to understand what’s going on in the minds of kids. Therefore, we have put together tests that will help parents determine the type of thinking and character traits of the child, to make it easier to find a common language.

1. Marshmallow test (from 4-5 years and older)

Another name for the test - delayed gratification test. It helps to understand what type of thinking is closer to the baby - strategic or tactical. The strategist is ready to refuse a less favorable offer today if tomorrow the possible benefit from the consent increases. The tactician does not wait for tomorrow and works with what he has today.

What you need: treats, a table, a chair and a room where nothing can distract the child's attention (without toys, phones and TVs).

What to do: on the table in front of the child is a treat (marshmallow, candy, chocolate bar or small cake). We explain to the child that this sweet is offered to him and he can eat it as soon as he is alone in the room. But if he resists the temptation and waits 10 minutes, we will come back with another surprise, and then he will get twice as much. If there is no treat on the table by the time the adult returns, he will not receive the second.

What to look for: some children eat the sweet right away. Many struggle with temptation to the last: covering their eyes with their hands, pulling their hair, playing with treats to divert their thoughts. But in the end, they eat dessert. These are tactics. A third of children wait for the return of an adult and receive a double reward. These are strategists.

2. Games with a color constructor and coloring books (from 3 to 7 years old)

The test helps to recognize the traits of an introvert or extrovert in a child.

What you need: for small children it is better to choose a color designer with large details, for children from 5 years old - children's coloring and pencils or felt-tip pens.

What to do: we give a small child a designer and offer to assemble a house. It doesn't matter what form it takes. Let's give the little architect complete freedom!

We give a coloring book and felt-tip pens to an older child and explain that there is no need to rush. Coloring the drawing should be at a comfortable pace and the way he wants. The colors that he chooses to paint this or that part of the picture do not matter.

What to look for: if a child assembled a house from colored parts, we note whether there is an order in choosing a color. If during the construction he folded the cubes, combining each other in color, or each part of the house has its own color, then we have a child with the features of an introvert. He pays attention not to the form itself, but to its content and signs of details.

If the child got the coloring, we look at how carefully he painted over the drawing. If the details of the picture are painted over within the area, without going beyond the lines, then we have an introvert.

3. Test with salty and sweet porridge

The test helps to determine what type of behavior in society is typical for a child: to agree with the majority, avoiding conflict, or to defend one's own position - a trait that speaks of leadership qualities.

What you need: a few family members or friends (adults and children) and bowls of sweet porridge (this is important!).

adults and children sit down at the table and eat porridge. They notice aloud that the porridge is too salty, it is impossible to eat it. At this point, it is important to draw the attention of the child to what is happening. Each of those present, in turn, once again visually tastes the porridge and confirms that it is too salty. Then it's the child's turn. We ask him the same question: does it seem to him that the porridge is salty? Children for whom it is important to maintain peace within the team, who are not ready to "play against the rules", will answer that porridge is salty. They perceive this situation as a kind of game where the rules have suddenly changed. And in order to keep up with others, they follow the new rules, even if they seem unclear to them. Their own opinion about the taste of porridge is not so important for them compared to the ability to "continue the game in the company." Suppose the child answers that his porridge is sweet, we try the porridge from his plate and confirm the previous one: "The porridge is salty." If the child continues to defend his own point of view, then leadership qualities are definitely inherent in him - it is not so important for him what others think about him, but the fact that he will express an idea that seems right to him.

4. Luscher test with flowers

Thanks to this test, in 5 minutes you can analyze the personality of a child based on his choice of colors. The test was developed by the Swiss psychologist Max Luscher, who believed that the perception of colors is objective and universal, but color preferences are subjective, reflect the psychological state of the subject, and determine personality traits.

What to do and what to pay attention to: enough and pass the test with the child. An adult asks a question, a child points to a color. At the end, the result appears on the site.

5. Test "Right-handed or left-handed"

It is easy to determine which hand is active in a child - right or left, as early as 2 years old. In right-handers, the figurative-motor hemisphere is located on the right, and the logical - on the left. Lefties are the opposite. Knowing this, it is possible to determine in what types of activities it is easier for a child to realize himself. Every second of us is left-handed and right-handed at the same time. Such people are called ambidexters. Determining the dominant hand in a child helps parents in their upbringing: teaching a left-hander to actively use the right hand is wrong, as this negatively affects the development of the child. Left-handers often choose the profession of artists, artists, writers.

Option for the youngest children:

We pay attention to which hand the child uses more often: holding a spatula, pointing to the right thing, reaching for a treat or taking a toy.

Options for children from 3 years:

• We propose to collect the fingers in the castle. Above is the thumb of the hand that is active.
• Pay attention to which hand the child unscrews the bottle cap - this is the dominant hand.
• Ask the child to cross his arms over his chest. The hand that is on top is the active hand.

6 Clara Davis Experiment

Dr. Davis suggested that even at a young age, the child's brain determines how to eat right. For the first test, Clara chose three children, aged 8 to 10 months, who previously ate only breast milk, which means that they had not decided on their eating habits. Now, during each meal, up to 8 plates were placed in front of the kids. They contain vegetables, fruits, eggs, cereals, meat, black bread, milk, water and juices. The children themselves decided what to eat: if the baby put his hand in rice porridge, and then licked his hand, then he was given a teaspoon of rice porridge. Then they waited again while the kid chose. He could wish for porridge again or choose something else. So Davis discovered three things:

1. Children who independently chose their menu from among simple dishes in this way developed very well. None of them gained excess weight or became thin.
2. Despite the apparent disorder, the child, over a certain period, gathered all the elements he needed, as if following a special diet.
3. On different days and even times of the day, the child's appetite changed. But this did not affect the final result. One of the kids ate only vegetables for a couple of days, and then suddenly became interested in meat or fish. The share of this or that product could also change: at some point the child wanted a lot of milk, immediately after that, for a while, he could seem to forget about it. Thus, the child's brain independently determined, depending on the needs of the body, what to eat. Clara Davis repeated the same experiment with older children, separately studying the behavior of absolutely healthy and sick children, but the results were similar.

What to do and what to pay attention to: the experiment can be easily repeated at home, dividing the diet by type of food: vegetables, meat, fish, fruits, brown bread, cereals, dairy products, baby juices and tea. A child can, together with an adult, make up a diet for 1-2 days in advance. Some scholars note the importance of selecting products based on seasonality. For example, in June, offer a child strawberries among fruits, and in August - melon or watermelon.

Models: Samira Yunusova, Alir Vagapov
Photographer: Roman Zakharchenko

Interview (testing)

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

2. Name the surname, name, patronymic of mom, dad.

3. Are you a girl or a boy? What will you be when you grow up, a woman or a man?

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

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

6. Is it morning or evening? Day or morning?

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

Do you have lunch - in the morning or in the afternoon?

What comes first - lunch or dinner?

8. Where do you live? State your home address.

9. What does your father and mother do?

10. Do you like to draw? (draw a person)

11. What season is it now - winter, spring, summer or autumn?

Why do you think so?

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

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

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

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

16. What time do the leaves fall from the trees?

17. What remains on earth after rain?

18. What animals do you know?

19. What birds do you know?

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

21. What is more - 8 or 5, 7 or 3? Count from 3 to 6, 9 to 2.

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

23. Do you want to go to school?

24. What do you think will be good, interesting things at school?

25. How do you think it would be better for you to study: at home with your parents, at school with a teacher, or if the teacher comes to your house?

Draw a person.

circle all triangles red pencil, circles are blue squares are green.

3. Compare two dolls, find five differences.

Listen and remember the words, repeat them.

Snail, shovel, book, tree, table, rose, apricot.

Circle the drawing along the dotted lines, you will understand which animal. Tell me what you know about him.

Look at the picture and answer the questions: Who is in the picture? What is the girl doing? What is she sitting on? What is the boy doing? What is he holding in his hands? What emotions do both children express?

Graphic dictation by cells.

7. What do you see? Circle with colored pencils, shade the mushrooms.

Write the same.

___________________________________ __________________________________

Draw the same.

name the letters

A R Z O Y P B Z

Evaluation of results: Total points:

High level

Middle level

Our 3rd article for review before starting the second task. As always taken from the Internet:

In a child of the second year of life, the intensive development of the mental sphere continues, although somewhat more slowly than in the first year of life. The duration of wakefulness increases up to 4-5 hours.

Normally developing children are very mobile, are mostly in a positive emotional state, babble a lot, often smile, laugh, and enjoy communicating with adults.

Walking and other motor skills are improved. Actions with objects that the child has mastered in the first year acquire greater dexterity and coordination: actions with cubes, with a ball, with insert toys are better. The child imitates adults in a funny way.

The main activity of a child of the second year of life is objective activity, during which the child gets acquainted with the various properties of objects; his sensory development continues.

The game complex of a child of the second year of life should include such toys as: cubes, balls, pyramids, nesting dolls, boards with inserts of various geometric shapes, building materials of various sizes.

Psychological tests for children, educational games and exercises

The child must be constantly guided in the game, otherwise primitive monotonous actions may be preserved and consolidated for a long time: he can roll the car endlessly, take cubes in his mouth, shift toys from one hand to another, etc. Show the child how to use a hammer , scoop, spatula, etc.

Under the guidance of adults, the child perceives the environment better: he distinguishes, compares, establishes the similarity of objects according to their characteristics - in color, shape, size. First, according to the pattern, and then according to the word, he can choose a cube of the required color from two or three colored cubes, or choose a small nesting doll from two or three nesting dolls of different sizes.

At the same time, the child's memory develops. He not only learns, but also remembers objects and phenomena that are currently absent. These memories first arise on the basis of some visual situation. For example, pointing to a cup with a broken handle, he says: “Dad beat” (smashed). Later, these memories arise already by the word. For example, when a child is told: “Let's go for a walk,” he begins to look for clothes, shoes for walking.

The second year of life is an important stage for the formation of various household skills.
Teaching to independently perform hygiene skills: when washing, the child puts his hands under the stream of water, when undressing, he takes off his tights, takes off and puts on his hat, etc.

While eating, the child sits on a chair himself, eats carefully, uses a false cup, etc.
Teach him to be independent, do not do for him what he can do for himself.

Cultivate a love of order. Let the child fold toys, his own clothes, help clean the house, etc.

Remember that children of the second year of life imitate adults in everything. Therefore, take a closer look at yourself: do you have a desire for order, discipline.

Mom at the reception asks: “What should I do with the child, he doesn’t clean up after himself, he does his homework until 12 at night, some kind of uncollected one!” I asked this mother, does she like order herself, is she organized? “Yes, I myself am very disorganized, but I want the child to be different.” That doesn't happen. It is difficult to cultivate those qualities that you do not possess yourself.

Be very attentive to the child when he begins to walk independently.
For his safety, even more strictly than before, check all possible routes of movement and remove anything that could harm the child. If you spend whole days, without taking your eyes off him, repeating: “Do not touch, do not take, do not go,” the child will become nervous, and your life will turn into hell.

A child of this age is still easy to switch. One has only to show him, for example, a bird, and he has already forgotten what he did before. But sometimes you need to punish the baby: if he violated your prohibition, you can lightly slap him. The main thing is that the punishment should follow immediately after the baby is guilty.

If you want the child to obey you and be disciplined in the future, do not waste time - then it will be more and more difficult.

The second year of life is the time of formation and rapid improvement of speech functions (the basis of all mental development), that is, it is a sensitive period for the development of speech.

Up to a year and a half, the function of understanding speech develops, and then - up to two years - there is an increase in vocabulary and active speech. Significantly enriched during this period gesture speech, facial expressions. One word of the baby often expresses a whole phrase. For example, the word “on” can either mean “pick me up” (reaching out to an adult), or “put me on a chair” (clapping a hand on a chair).

In unusual conditions or with strangers, a child of this age is usually silent, behaving warily. As if he feels that only his mother can understand him. Mom knows that “ka” is a car, “zi-zi” is a fly, “di-ba” is everything high, big, “ba-bang” is a tank, “ava” is a horse.

However, parents should no longer be so quick-witted and continue to understand the child perfectly. After a year and a half, try to have the baby pronounce the whole word, accurately express his desires.

An overprotective mother, who guesses the wishes of the child even before he has expressed them, slows down his speech.
With normal speech development, by the end of the second year, the child's vocabulary increases to 300 words, and it already includes not only the names of objects, but also their qualities, and then phrasal speech appears.

The famous psychotherapist V. I. Garbuzov said: “The first words at the same time are spoken by both the future genius and the mentally retarded, but the first phrase of two words in a year and a half, and even more so one phrase of three or four words by two years only a mentally intact, intellectually complete child will build.

Of course, parents start to worry if their child does not speak at the age of two.

First, you need to keep in mind that boys start talking later than girls. In girls, phrasal speech can appear at one and a half years, and in boys only by two years.

Secondly, there are individual characteristics in the dynamics of development of all mental functions, including speech. Children who begin to speak later than others often speak more correctly and understandably. But this happens when the child has well-developed cognitive abilities, well-developed motor skills, if he hears and understands the speech addressed to him.

Therefore, if a child does not speak at the age of two, be sure to consult with specialists in the field of child psychology and speech therapy.

If for some reason (illness, lack of communication) the child’s speech capabilities are not used to a sufficient extent, then his further intellectual development begins to be delayed, since the development of speech is most closely related to the development of mental functions.

The development of thinking at this age occurs in the process of its objective activity and is visual and effective in nature. The child learns to move objects in space, to act with several objects in relation to each other. Thanks to this, he gets acquainted with the hidden properties of objective activity and learns to act with objects indirectly, that is, with the help of other objects or actions (for example, knock, rotate, etc.).

Such activity of the child creates conditions for the transition to conceptual, verbal thinking. That is, in the process of performing actions with objects and designating actions with words, thought processes are formed: the child learns to correlate tools with the object to which the action is directed (picks up sand, snow, earth with a spatula, water with a bucket). Thus, the child adapts to the properties of the object.

Generalization is of the greatest importance among the thought processes of a child of this age. But since the child's experience is still small and he still does not know how to single out an essential feature in a group of objects, then generalizations are also incorrect. For example, with the word "ball" a child means all objects that have a round shape. Children of this age can make generalizations on a functional basis: a hat is a hat, a scarf, a cap, etc. They compare, distinguish (“Mom is big, and Anyutka is small”), establish a connection between phenomena (“The sun is burning - let's go for a walk.”)

The nature of play activity is significantly enriched in the second year of life. First, for example, the child feeds, cradles the doll, and then these actions are transferred to other objects: “feeds” not only the doll, but also the dog and the teddy bear.

An imitative game develops. The child begins to “read” the newspaper, “comb his hair”, “dress up”, etc. In such games, a plot already appears, consisting of several interconnected actions.
With some guidance from adults, the child shows interest in the actions of other children, emotionally communicates with them.

But the need for a child to communicate with an adult is still great. His emotional state, his activity, his development are directly dependent on how often adults play and talk with him.

From one year to fifteen months.

1. Test with cubes.

Give your child 8 cc cubes. Show him how to stack one cube on top of another to make a tower. Give him the opportunity to build a tower on his own. A child at fifteen months of age does not put blocks in his mouth, does not throw blocks on the floor, but performs exactly the task.

To perform this test, you need a board with slots for three geometric shapes (circle, triangle, square). The place of each figure on the board is determined by the cell corresponding to its contour. Such a board can be made by yourself or purchased in a store. (Now they sell geometric construction sets, cubes or balls with geometric shapes carved into them.)

Start with the easiest task. In front of the child, take out three figures from the cells of the board and give the circle to the child’s hands: “Put this circle into the hole in the board so that it is smooth.” If the child does this task incorrectly and tries to put the circle in another hole, run it with a pen over the figure on the board with the words: “You see, it turned out somehow uneven, but you need the board to become smooth.” If the child places the figurine correctly, slowly turn the board over and tell him: "Put the circle in the hole again so that the board becomes smooth." Praise the child. At fifteen months of life, the child copes with the task of inserting a circle.

3. Pyramid test.

Show the child a correctly assembled pyramid, and then ask him to make the same. For a few minutes, refrain from prompting and observe the independent work of the baby.

Often the child incorrectly takes into account the sizes of the pyramid rings and does not correlate their sizes in sequence. It is very good if, having noticed a perfect mistake, he eliminates it, and does not destroy the entire building.

If all attempts are unsuccessful, help the child: “You see, it didn’t work out, don’t forget that you first need to take the largest ring, then the smaller one ...”
At fifteen months, the child tries to string the pyramid rings, but without taking into account their size.

4. Test with household items.

At fifteen months, the child is able to perform many actions with various household items. He can already use a spoon, bring it to his mouth; he drinks from a cup.

A child after a year walks independently and for a long time. He knows how to squat, bend over, crawl up stairs, climb and get off the sofa, he can get up from his knees.

fifteen to eighteen months.

1. Test with cubes.

Give your child four 8 cc cubes and ask them to build a tower. If he can't do it on his own, show him how to stack one cube on top of another to make a tower.

Then ask him to build a train (four cubes in a row), a bridge (one cube stands on top of two others).

Each time, observe the actions of the child, do not rush to correct him. It is important how the child understands you, how he corrects mistakes, how he learns.
At eighteen months, a good result for the child will be the ability to build a tower of three or four cubes.

2. Test with geometric shapes.

A board, cube or ball is used with slots for a circle, triangle and square.
Remove the figures from the slots and invite the child to put them back so that the board is smooth.

A child at eighteen months usually inserts a circle correctly, and two other figures are superimposed on it.

3. Pyramid test.

In front of the child, scatter the pyramid and ask him to collect it again (the pyramid consists of two rings).
Observe the independent actions of the child, whether he is able to carry out expedient activities, detect errors and correct them. However, it should be borne in mind that, on average, an eighteen-month-old baby collects a pyramid, but still cannot take into account the correct sequence, that is, he collects a pyramid without taking into account the size of the rings.

4. Test with household items.

A one and a half year old child can already: take off his mittens, socks, slippers, hat; eat thick food with a spoon.

5. Test for the development of the motor sphere (large motor skills).

At a year and a half, a child can usually go up and down stairs on his own, can carry toys with him, steps over a stick lying on the floor.

Give your child a piece of paper and a soft pencil. Show how you can draw a horizontal and vertical line.
A child of one and a half years old repeats a stroke that vaguely resembles a straight line.

7. Memory evaluation test.

Ask the child to perform several actions in a row: get up from a chair, go around the table, take a book, pass it to mom.
At the age of one and a half, a child can already remember and reproduce 3-4 actions from memory.

8. Test for assessing the speech sphere.

Show your child a few simple objects: a bottle, a doll, a car, a ball, a cup. Ask him: "What is this?" At a year and a half, a child can name at least one object.

Eighteen months to two years.

1. Test with cubes.

Use the same 8 cc cubes for 10 pieces.
A two-year-old child can independently build an eight-block tower, and after the demonstration, build a train without a pipe.

2. Test with geometric shapes.

Using a familiar board, a two-year-old child already copes with the entire task, correctly placing all three geometric shapes on the board (circle, triangle, square). In this case, the result may not be achieved immediately, the child can make about four erroneous samples.

3. Pyramid test.

With small prompts, the child copes with the task, correctly strings two rings onto the pyramid, taking into account the size. But it becomes difficult if he sees more than two objects in front of him.

4. Test with household items.

A two-year-old child can insert the key into the keyhole, turn the door handle, press the bell button, “feed” and cradle the doll, drive a car, put on socks, shoes, panties.

5. Test for the development of the motor sphere (large motor skills).

A two-year-old baby is already quite well in control of his body. He can pick up a toy from the floor by bending down; steps over obstacles, alternating step; hits the ball with his foot; can walk on a surface 15-20 cm wide; can climb on a chair to get a toy.

6. Test for the assessment of fine motor skills of the fingers.

At two years old, a child can already imitatively (after being shown to adults) repeat the drawing of vertical and round lines.

7. Memory evaluation test.

A two-year-old child can remember and repeat about four actions. Ask him to perform several actions in a row: get up from the chair, go to the table, take a pencil from the table, bring a pencil and put it on the chair.

8. Vocabulary test.

Show your child a few simple objects: a bottle, a doll, a shoe, a car, a ball, a cup. Ask him: "What is it?"
A two-year-old child names 2 to 5 objects correctly.

9. Test for recognition of images by name.

Looking at a book with a child, show him pictures depicting: a cat, a dog, bread, a rooster, a dress, a spoon, an apple. Ask: "Where is the cat?" or "Show me the cat, the dress, etc."
A child of two years can correctly point to 5 pictures.

10. Image naming test.

Show your child pictures depicting: a cat, a dog, a spoon, an apple, a cup, a typewriter, a table, a ship, a train, a bus, an airplane, socks, shoes, a lemon, a pear, a watermelon, a boy, a girl, an aunt, an uncle, a grandmother, a grandfather, duck, cow, horse, kettle, pan, bed, knife, fork, pencil, newspaper, book. Ask, showing each picture separately: "What is this?" or “What is drawn here?” The child names three or four pictures correctly.

11. Test for understanding instructions.

A two-year-old child follows three to four simple instructions.
Ask the child: “give mom a ball”, “put it on a chair”, “give it to me”, “pick up the fallen cube”, etc.

The correct implementation of these instructions demonstrates the child's understanding of the adult's speech addressed to him.

Pay attention to the development of the emotional sphere of the child. If he shows:

Inclination to solitude;
- excessive rocking of the whole body;
- constant lack of anxiety when separated from parents;
- excessive distractibility;
- frequent irritability, not amenable to calming,

Then be sure to contact a specialist in child psychology.

Exercises and educational games for a child of the second year of life.

Classes with a child from one to two years old are aimed at the further development of psychomotor, sensory, mental, speech and other areas.

The most important is the competent selection of play material, toys, objects, with which the child learns to understand their properties (size, shape, color), and gradually move from manipulation to performing various, purposeful actions. Performing the task of grouping objects by size, shape, color, the child simultaneously trains memory, develops fine motor skills of fingers, thinking, perception, etc.

The speech of the child develops in connection with the designation of objects and actions with them. The child can only speak about what he directly perceives. Of great importance for the development of speech at this age are picture books, reading and memorizing short poems, fairy tales.

Classes with a child of this age are distinguished by the fact that an adult almost always performs joint actions with a child.

Pyramid exercises.

Show your child how to remove the rings from the pyramid shaft and put them back on.
Let your child do this exercise as many times as they want. You should not at this stage require the baby to assemble the pyramid correctly - first he must work out the skill of putting the ring on the rod.

At the second stage, tell the child that the rings are of different sizes, and show him two rings - a large one and a small one, say: "Let's put on a large ring first, and then a small one."

At the third stage, teach the child to lay out the removed rings to the right of the rod in order - taking into account the size, and then take these rings one by one and put them on the rod.

If the child copes with the tasks and shows interest, offer him more complex options: assemble the pyramid in the reverse order, from the smaller ring to the larger one, assemble the pyramid from randomly mixed rings, assemble the pyramid from mixed rings of any two colors.

Pyramid exercises can be performed with the child throughout the second year. Be patient, help the child using different techniques: verbal reminder (“do not miss the ring”, “do not turn it over”, “put it on correctly”); showing if the child does the task incorrectly; collaboration; visual-tactile control (grasping the baby’s hand with your hand, run it from top to bottom along the surface of the pyramid: “What a smooth pyramid we got”).

Exercises with pyramids of various shapes (from one year to four months and older).

To complete this task, you must have pyramids of different shapes, but the same size: round and square.

Show the child both pyramids, explain that on one - all round rings, and on the other - square bars. Build pyramids with your child. Take them apart again. Ask the child: “Show me where are the round rings and where are the square bars?”

Help your child arrange the pieces in a row (round on one side, square on the other) and then fold one round pyramid and the other square.

Take the child’s hand in yours and run it over one pyramid: “Look how smooth it is,” and over the other: “But this pyramid is completely different, with sharp corners.”

The child is not yet able to independently align the square bars on the rod. The main purpose of this exercise is to get acquainted with objects of different shapes.

Matryoshka exercises.

At first, from about one year of two months, a nesting doll with one insert is used. Teach your child how to open and close the matryoshka, put it in and take it out.

Show the child a large nesting doll, shake it - something rattles inside. Help the baby open the nesting doll, show the second, small nesting doll. Close the large matryoshka, put it next to the small one. Pay attention to their size: "One nesting doll is large, the other is small." Ask the child: “Where is the big nesting doll, and where is the small one?”

Now open a large nesting doll, hide a small one in it and invite the child to close it with the second half, tightly connecting the two halves, align the pattern.

Help your child open and close nesting dolls.

If the child has learned how to act with this matryoshka, offer him a more complex version: with two inserts.

First, you take out and collect all three nesting dolls, line them up in a row, emphasizing the difference in size. Ask the child to show where is the big matryoshka, where is the middle one, where is the small one.

Then you collect nesting dolls together with the child: the smallest nesting doll is hidden in the middle one, and now there are two nesting dolls left (large and smaller), open the large nesting doll and hide the middle one in it.

Constantly prompt the child: “Open this nesting doll, and now this one”, “How to close the nesting dolls?”, “Let's make them beautiful, we can match the drawings”, “Take a large nesting doll, put a medium one into it”, etc.

For a child of the second year of life, these exercises are quite difficult, especially such actions as combining a pattern, the correct choice of parts of one toy from randomly placed on the table.

Exercises with objects of different sizes.

Continue to develop in your child the ability to navigate objects by their size and shape.
For this exercise, you can make the necessary aids yourself in the form of circles, squares, triangles, ovals (5 pieces of large size and 5 pieces of small size). These can be figures cut out of thick cardboard.

It is important that the identical figures are of the same color. For example, all circles are red, all squares are blue, all triangles are green. That is, the differences are only in size and shape. The diameter of large circles is approximately 4-5 cm, small ones - 2-3 cm; sides of a large square 4-5 cm, small - 2-3 cm; dimensions of a large triangle: 4.5x4.5x4.5 cm, small - 3x3x3 cm; ovals: 5x3 cm and 3x2 cm.

First, show the child only circles, explaining how they differ: “Look, these are large circles, and these are small ones. Let's put the big ones in one box and the small ones in another."

Do this task yourself, asking the child where to put the big circle and where the small one (the small one is hidden in the palm of your hand, and the big one is difficult to hide). Then invite the baby to independently lay out the circles.

If the child coped with this task, proceed to other figures, acting in the same way.

And only after the child unmistakably divides all the figures by size, proceed to laying out the figures in accordance with their shape. First, offer the child two kinds of shapes of the same size, for example, small circles and small squares. Lay out the mugs together with the child in one box, the squares in another. Then move on to the next pair of figures.

Act gradually, take your time, keep the child interested in activities (call the figures toys, use words like this, not the same, the same, different; do not require the child to pronounce and remember the names of the figures).

Long and short band exercises.

This exercise will help the child to understand the differences between words denoting different lengths.
Take two sticks with ribbons attached to them: one short - 5 centimeters, and the other long - 20 centimeters. Teach your child to wind the ribbon around the stick. When the child masters this skill, invite him to play who will wrap the ribbon on a stick faster. Get yourself a short one. Be sure to win. After that, spread the ribbons on the floor, Show how they differ in length. Ask the child: “Which ribbon will you take now, a short one (here it is) or a long one, this one?” In any case, give the child a short ribbon and have the competition again. Now, of course, you must lose.
Once again, specify where the short and where the long tape is.
Come back to this game after a few days.

psychological tests for children, educational games and exercises

Board exercises.

You can use any surface with holes cut into them, so that the child can insert the appropriate parts into them.

You need to start classes with a child of one and a half years from the simplest board. Its size is approximately 30x15 cm. The size of the cut out circles in diameter: large - 4.5 cm, small - 3 cm.
Tell your child: “Let's play this game with you. Here is a house with windows, they need to be closed at night. Here are the big windows, and here are the small ones. Find big circles. Close the big windows with them. Close the small windows with small circles.

First, ask the child to find a large circle and show them which window they need to close. To facilitate the task, lay out large circles to the left of the board, and small circles to the right. Then mix both large and small circles and help the child correctly compare the sizes of objects.

Closer to two years, complicate this task by offering the child boards, each of which has different geometric shapes cut out: circles and squares, triangles and circles, ovals and squares, etc.

The most difficult tasks are the nesting of figures of a similar shape: circles and ovals, squares and rectangles.

If the child fails to complete the tasks correctly, proceed to sequential fractional division, which consists in carefully examining the holes and liners, in groping actions with the hand, comparing and comparing, in the way of grabbing the liners, trying them on the holes, finding the right angle to close the holes.

Exercises with objects of different colors.

Pick up sticks, dice or other objects of different colors: for example, 5 red dice and 5 green dice.

1) Take one red cube and ask the child to find the same cube, then take the green cube and ask the child to find the exact same one.

2) Put one red cube in the box, ask the child to find the same cubes and
put everything in the same box. Then mix red and green cubes again and do the same task with green cubes.

3) Now take two boxes: put a red cube in one, a green one in the other, and the child lays out the rest in accordance with the color.

4) Use cubes (5 pieces each) of three colors: red, green, yellow.
If the child is having difficulty completing these tasks, help him by grouping the cubes by color, that is, do not mix them.

Exercises for the development of psychomotor skills.

Supporting the child by the arms or under the armpits, invite him to jump up and down in place,
saying: “Jump-jump, jump-jump. Baba sowed peas, jump-jump, jump-jump. The ceiling collapsed, jump-jump, jump-jump.

Do this exercise daily. When the child is doing well, play with him in the jumping bunnies.
The next exercise to improve this skill can be such a game: take a toy in your hand and lift it up, holding it at a small distance from the child’s head, let him try, jumping up, to get it with his hand.

Peekaboo.

Hide from the child, let him look for you. Shout to him: “Ay! Look for me! When the child finds you, pick him up, circle him slightly, rub him, causing positive emotions. Then teach the child to hide himself, and you will look for him. Do not do this for too long, but let the child hear you call and watch you. At this age, children usually cannot endure such a situation for a long time and come out of hiding on their own.

Lasagna.

1) Put a bright toy on the sofa. To get it, the child will have to climb onto the sofa and get down on the floor.

2) Attracting the child's attention with some bright object, encourage him to crawl on all fours under the chair.

3) Teach your child to get in and out, for example, from a large box. Help him in the beginning.

Stepping over.

Lay out different objects on the floor that the baby could step over. Take it by the hand and walk around the room. Whenever the child stops at an obstacle, help him lift one leg high, then the other, and step over the object.

Ball games.

1) Give the child a small ball in his hands and help him throw this ball to the floor. Now put the ball next to the baby, let him take it in his hands, and then throw it. The next step is learning to catch the ball, more precisely, to capture it.

2) Sit with the child on the floor opposite each other, spread your legs apart and roll the ball to each other. Gradually increase the distance between you and your baby.

3) To develop coordination of movements, use games with balloons. First play with one ball, and then with two or three. For example, you need to keep the balls from falling to the floor by constantly tossing them up.

4) To develop your eye, throw the ball into a small cardboard box. At first, this distance should not be large, gradually increase it. Help the child to perform this exercise, strive not for the result, but to arouse the child's interest in this activity.

psychological tests for children, educational games and exercises

Drawing with pencils.

Teach your child to hold a pencil in his hand, notice pencil marks on paper, and most importantly, try to arouse interest in drawing.

Draw with your child, holding his hand with a pencil in yours.
First, draw, for example, raindrops. Tell your child a story about rain, poetry, or sing a song:

Rain, rain
Cap-cap-cap.
Rain, rain, more fun
Drip, drip, don't be sorry!
Spray into the field more:
The grass will get thicker!

Draw a cloud on a sheet of paper in advance, and then, together with your child, apply raindrops with strokes. Discuss the first drawing, ask the child: “Where is it raining more?”

Drawing with paints.

Prepare a sheet of paper and three colors of paint (red, yellow, blue). Give your child a dry brush first and have them make a few strokes with the dry brush on a piece of paper. After a preliminary exercise in dry priming, you begin to paint with paints with your child.

Show the child how to gently dip the brush into the paint: “Look, there is a small bunny figure on the tip of the brush. This is how a bunny jumps - jump-jump, jump-jump. And colorful color spots appear on the paper.

And then draw a leaf fall: “The breeze blew and the leaves flew from the tree, fell on the grass - the leaves are falling, falling, the leaves are falling in our garden.”
Admire the picture of leaf fall with your child.

Modeling from plasticine.

Show the child a small piece of plasticine, make a ball out of it, put it on the board and press it with your finger.
Ask your child: “What did we have with you? - ball, what happened? Invite the child to make a cake out of the ball himself, and then make carrots, pancakes for the doll, etc. together.

Draw your child's attention to the variability of form, help him find similarities with objects.

Exercises and games for the development of cognitive and speech activity.

See picture books.

Try to attract the attention of the baby to looking at the pictures in the books as much as possible. Talk to your child, showing pictures of animals, objects familiar to the child, people. Ask him questions: “Show me where the pussy is?”, “How does the pussy meow?”, Etc.

Read poems, nursery rhymes, counting rhymes to your child, sing songs.

Do not forget folk art: continue to play “Horned Goat”, “Ladushki”, “Magpie-be-loboka”, “Fingers in the Forest”.

Gradually expand the sound and speech environment in language acquisition. Let it not worry you
that the child still does not understand much.

Dropped the bear on the floor
They cut off the bear's paw.
I won't leave him anyway
Because he's good.

There is a goby, swinging,
Sighs on the go:
"Oh, the board is over,
Now I'm going to fall!"

I love my horse
I will comb her hair smoothly,
I stroke the ponytail with a scallop
And I'll go on horseback to visit.

The hostess abandoned the bunny,
A bunny remained in the rain -
Couldn't get off the bench
Wet to the skin.

Try to accompany the reading of each poem with an imitation of the corresponding actions that the child understands.

Doll games.

Play with dolls with girls and boys. Come up with little stories from the doll's life. Show your child how to dress her, feed her, walk with her, etc. Constantly encourage your child to communicate through gestures and actions. Ask more questions to the child.
For example: “Anechka, look what kind of girl came to visit us. Let's say hello. Give her a pen. What is the name of such a beautiful girl?”, etc.

Role-playing games.

By the end of the second year of life, begin to play with the child in various animal simulation games with which the child is familiar.

For example, play a game of cat and mouse. Give your child the role of a mouse, and take the role of a cat for yourself. The "cat" walks around the room, and the "mouse" hid. Then the "cat" went to bed, and the "mouse" came out of its hiding place. The “cat” woke up, stretched, meowed, and the “mouse” had to run away to his house (arrange in advance with the child where he will be).
Then switch roles with the child.

Or play "Bear-toed".

Show your child how the bear cub moves, how it growls, shakes its head. Now the child portrays a bear, and you read a poem to him:

bear clumsy
Walking through the forest
Cones collects
And he puts it in his pocket.
Suddenly a bump fell
Directly to the bear in the forehead.
Teddy bear got angry
And with the foot - top!

Teach your child to portray other animals: birds, frogs, horses.

6-7 years is a crucial period for a child and his parents, because it is at this age that a preschooler is most actively preparing for school. The child is already more organized, he has mastered some numbers and letters, learned to think logically, find the sequence and the excess in the chain of objects. Is your child ready for school and how to check it? We provide you with some tests that will show the readiness of a preschooler for school, indicate weaknesses and indicate to parents where more work needs to be done.

Tests will also help parents of "winter" children who are considering whether to send their child to school this year or next.

What a child of 6-7 years old entering school should know and be able to:

1. Your first name, middle name and last name.
2. Your age and date of birth.
3. The country in which he lives, city and home address.
4. Surname, name, patronymic of the parents.
5. Professions of mom and dad.
6. Determine the time by the clock.
7. Names of seasons, months, days of the week, time of day.
8. Weather conditions.
9. Primary colors.
10. Names of domestic, wild animals and their cubs.
11. To be able to combine objects into groups: transport, clothes, shoes, birds, vegetables, fruits, berries.
12. Know and be able to tell poems, folk tales, works of children's writers.
13. Distinguish and correctly name geometric shapes.
14. Navigate in space and on a sheet of paper (right, left, top, bottom), write a graphic dictation.
15. To be able to fully and consistently retell the listened or read story, compose a story from the picture.
16. Remember and name 6–8 objects, pictures, words.
17. Divide words into syllables according to the number of vowels.
18. Determine the number, sequence and place of sounds in a word.
19. Know and be able to write block letters of the Russian alphabet.
20. It is good to use scissors, a pencil: draw lines without a ruler, draw geometric shapes, carefully paint over and shade.
21. Know the numbers. Count from 1 to 10, restore the number series with gaps. Count down from 5 to 1, perform counting operations within 10.
22. Know the concepts of "more, less, equally".

Express test in pictures to determine readiness for school:

You can get an overall picture of your child’s readiness for school by taking into account the above and answering the following questions:

• Can a child combine several items into one group according to the main feature? For example, a car, a bus, an electric train are transport; apples, pears, plums - fruits.
• Can it identify an extra item, for example, in the chain: "plate, pan, brush, spoon"?
• Can a simple pattern be accurately copied?
• Can he tell a story from a picture, highlight the main idea, trace connections and sequence of events?
• Can you describe any incident that happened to him?
• Is it easy for him to answer questions from adults?
• Does the child know how to work independently, compete in completing tasks with others?
• Does he get involved in other children's play?
• Does he take turns when the situation calls for it?
• Does the child have a desire to look at books on their own?
• Does he listen carefully when people read to him?

Another book of tests: Olesya Zhukova "Tests to test speech and reading skills"

Pictures can be downloaded and printed.

Quite a voluminous and smart book - "Tests for future first graders." You can download it by clicking on the link. The PDF file will open in a new window.

And it is very important: a preschooler is ready for school if he can answer the question “why does he go to school?”