Family name sign. Encyclopedia of Swastika Symbols

Biological age is a concept that reflects the degree of morphological and physiological development of the organism. The introduction of the concept of "biological age" is explained by the fact that the calendar (passport, chronological) age is not a sufficient criterion for the state of health and working capacity of an aging person. As a criterion of aging, the biological age of a person depends on various positive and negative factors, such as physical activity, the level of psycho-emotional stress, lifestyle and condition. environment. These factors can lead to both an increase and a decrease in the rate of aging and biological age. This article discusses Comparative characteristics two methods for determining the biological age of a person according to anthropometric (according to A.G. Gorelkin, 2010) and physiological (according to V.P. Voitenko, 1984) indicators. Comparison of the two methods was made on the basis of the results of the study among persons of three age categories. According to the results of the study, the indicator of the biological age of a person, obtained using the compared methods, does not match. A tendency to slow down the rate of aging with an increase in calendar age was revealed, as according to the method of V.P. Voitenko, and according to the method of A.G. Gorelkin.

biological age

aging factor

degree of aging

1. Gorelkin A.A., Pinkhasov B.B. Patent 2387374, Description of the invention to the patent, 1.

2. Kim L.B. Biological age as an indicator of the health status of mining workers in the Arctic zone Russian Federation/ Kim L.B., Putyatina A.N., Kozhin P.M. / FGBU "NTsKEM" SB RAMS, Novosibirsk, Russia; 2014, 1-8 p.

3. Krutko V.N., Dontsov V.I., Zakharyashcheva O.V. et al. Aerospace and Ecological Medicine, 2014, 48, 12-19 p.

4. Markina L.D. Determination of the biological age of a person by the method of V.P. Voitenko / Tutorial for independent work of medical students and psychologists / Ministry of Health of the Russian Federation VSMU. Vladivostok, 2001, pp. 23-26.

5. Plakuev A.N., Yuryeva M.Yu., Yuryev Yu.Yu. Human Ecology, 2011, 4, 17-25.

6. Pozdnyakova N.M., Proschaev K.I., Ilnitsky A.N. and etc. Basic Research, 2011, 2, 17-22 p.

7. Raevsky R. T. Physical improvement of student youth: strategy and innovative technologies/ Based on materials International Symposium September 22-23, 2011 Odessa, JSC BAHVA, 2011, 130 p.

Literature review.

The aging process is accompanied by many functional shifts in organs and systems, as they accumulate and the body's compensatory capabilities decrease, structural (morphological) changes and disorders of all types of metabolism are formed. AT different periods ontogeny, the intensity of age-related changes and adaptive processes can vary greatly, or some may predominate over others. Therefore, persons of the same calendar (chronological, passport) age can differ greatly from each other, both in phenotypic characteristics and in functional capabilities, working capacity, vital activity, susceptibility to infections and diseases. To assess the general state of health, environmental well-being, adaptation to extreme impacts, the rate and degree of human aging, the system indicator "biological age" is used.

Various methods have been developed for determining the biological age of a person.

So, in 1984 at the Institute of Gerontology of the USSR Academy of Medical Sciences (Kyiv) V.P. Voitenko and co-authors developed a method for determining biological age.

This technique makes it possible to determine the individual biological age of the subject, the functional class of aging (1 - the best, 5 - the worst), the rate of aging (normal, accelerated, slow, sharply accelerated, sharply slowed down), a qualitative assessment of health (good, very good, normal, bad, very bad) and pathological index (the number of chronic diseases in the examined).

In 2010, domestic scientists A.G. Gorelkin and B.B. Pinkhasov patented a method for determining the biological age of a person and the rate of aging. The invention relates to medicine, in particular to preventive medicine and gerontology, and can be used for mass screening, predicting the risk of developing the most common chronic diseases modern man associated with metabolic disorders in scientific research, including to determine the effect environmental factors(natural and anthropogenic) on the rate of aging of the human body.

New, in comparison with previous developments, in the method for determining biological age, proposed by A.G. Gorelkin and B.B. Pinkhasov, is that the formulas for determining KSS and BV evaluate age-related changes indicators, starting from the age when the formation and formation of the functions of all major systems is completed. For the age ontogenetic norm for essential features (body weight, height, hip circumference, waist circumference) are taken: 21 years for men and 18 years for women.

The purpose of the study is to compare the methods of V.P. Voitenko and A.G. Gorelkina, B.B. Pinkhasov by definition of biological age.

Methods and materials.

96 residents of Perm took part in the study. The subjects were divided into 3 age groups. Group 1 consisted of persons 21-35 years old male and 20-35 years old female. Group 2 consisted of persons aged 35-60 males and 35-55 females. Group 3 consisted of persons 60-75 years old male and 55-75 years old female.

When performing this work, two methods for determining biological age (BV) were used. The first method included physiological indicators, and the second - anthropometric. Evaluation were subjected to: blood pressure, height and body weight, waist circumference, hips. Functional tests were performed, namely: inspiratory delay, static balancing. In addition, the questionnaire contained questions reflecting the subjective assessment of health - self-assessment of health (HSE). The POPs index is closely related to a number of clinical and physiological indicators, in connection with which the method for determining BV by VP was chosen. Voitenko, in which the BV indicator is compared with the value of the due BV (DBV), which is calculated by a formula involving the calendar age of the subject. According to the author, the WBV value can be considered as a population standard for aging, since it characterizes the population standard of age wear. Choice of A.G. Gorelkin and B.B. Pinkhasov is due to the high popularity of the theory of aging associated with the aging of connective tissue. It is known that the formation and development of bone tissue is completed in most men in the period of 21-25 years. The use of anthropometric indicators, such as height and weight, waist and hip circumference, is due to their change with age, the presence of their pathophysiological relationship with metabolic disorders that increase the risk of developing chronic diseases and reduce the duration and quality of human life. The use of anthropometric indicators increases the objectivity, informativeness of the results of the assessment of biological age.

The basis of the method of A.G. Gorelkin is to calculate an equation that describes the relationship between body build markers and age.

The aging rate is determined by the formulas:

for men

where RLm=KV-21;

for women

where RLzh=KV-18,

where KSSm and KSSzh are the aging rate coefficients for men and women, respectively, RLm and RLzh are the difference in years between the calendar age and the age of the ontogenetic norm for men and women, respectively; OT - waist circumference (cm), MT - body weight (kg), OB - hip circumference (cm), R - height (m), KB - calendar age; and when the CCC is from 0.95 inclusive to 1.05 inclusive, a conclusion is made about the compliance of the aging rate with the norm, when the CCC is less than 0.95 - about slowing down aging, when the CCC is more than 1.05 - about accelerating aging; then determine the biological age (BV) according to the formulas: for men BVm=KSSm×(KB-21)+21, for women BVg=KSSg×(KB-18)+18; at the same time, the calendar age is determined with an accuracy of at least 0.1 year; body weight - with an accuracy of not less than 0.5 kg, height - with an accuracy of not less than 0.005 m, waist circumference and hip circumference with an accuracy of not less than 0.5 cm

The Voitenko technique includes:

1. Measurement of body weight (BW) in kg

2. Measurement blood pressure(BP): systolic (ADS) and diastolic (ADD) and determination of pulse (ADP) pressure. Blood pressure was measured using the Korotkov method. ADP - difference between ADS and ADD

3. Stange test (holding the breath after a deep breath of HFA in sec.) Take a deep breath and hold your breath. Repeat the procedure 3 times with an interval of 5 minutes. The largest value is taken into account.

6. Study of static balancing (SB in sec.) SB is determined when standing on the left foot, without shoes. Eyes are closed, arms are lowered along the body. Sat to carry out without prior preparation. The best result of 3 attempts carried out with an interval of 1-2 minutes is taken into account.

7. Determination of the index of self-assessment of health (SOPs, in points) according to the questionnaire. Answer 29 questions of the questionnaire. For the first 28 questions, “yes” or “no” answers are possible: “yes” answers to questions: Nos. 1-8, 10-12, 14-18, 20-28 and “no” to questions: Nos. 9 are considered unfavorable , 13, 19. For the 29th question, the possible answers are: “good”, “satisfactory”, “bad”, “very bad”. One of the last two answers is considered unfavorable. The total number of unfavorable responses is counted. This POP value is entered into the formula for determining BV. With ideal health, the number of unfavorable responses is “0”, with poor health - “29”.

8. Calculation of the actual BV, (FBV) and due BV, (DBV) according to the formulas

Formulas for calculating BV:

Men: FBV = 26.985 + 0.215 BP - 0.149 HFA + 0.723 POPs - 0.151 SB

Women: FBV = -1.463 + 0.415 ADP + 0.248 BW + 0.694 POPs - 0.14 WB

Formulas for calculating due BV (DBV)

Men: WBV = 0.629 CV + 18.56

Women: WBV = 0.581 CV + 17.24

KV - calendar age in years

To judge to what extent the degree of aging corresponds to the CV of the subject, one should compare the individual value of FBV with the FBV, which characterizes the population standard of age-related wear. By calculating the FBV FBV index, you can find out how many times the BV of the subject is more or less than the average BV of his peers. By calculating the WBV / FBV index, you can find out how many years the subject is ahead of his peers in terms of the severity of aging or behind them. If the degree of aging of the subject is less than the degree of aging (on average) of persons of equal CV with him, then FBV: FBV< 1, а ФБВ - ДБВ < 0. Если степень постарения его и сверстников равны, то ФБВ: ДБВ = 1, а ФБВ - ДБВ = 0

Results.

Determination of BV by the method of Voitenko V.P. showed that FBV in age groups up to 42 years above the calendar year, and with an increase in CV, the difference between FBV and FBV decreased. The degree of aging of the subjects was determined by the difference between FBV and WBV, and their ratio (aging index). These values reflect the extent to which the degree of aging corresponds to the CV of the examined individuals. The difference between FBV and FBV decreased with increasing CV. So, if in the group under 35 years the difference exceeded 10 years, in the group of 35-60 years - 5 years, 60-75 years - 1 year. The aging index repeated the dynamics of the degree of aging. In the first age group, it was above 1, in the second group of 35-60 years old it was equal to or less than 1, in the group of 60-75 years old it was less than 1. The method used allows us to assess not only the degree of aging, but also to rank it according to the rate of aging (3 groups ).

Based on the data obtained, the highest rate of aging is observed in the first age group, and then gradually decreases. From this we can conclude that this age group is most susceptible to adverse exogenous and endogenous factors.

Self-assessment of health - POPs, an indicator proposed by V.P. Voitenko for calculating BV, reflects the well-being of a person and depends on age. With the increase in calendar age, the POPs index increased.

Determination of BV according to the method proposed by A.A. Gorelkin and B.B. Pinkhasov did not reveal any difference between biological age and CV in the general group. However, when comparing the indicator between age groups, differences were identified. At the same time, the difference turned out to be less pronounced compared to the difference obtained by the method of V.P. Voitenko. In the group of 21-35 years, BV and CV coincide or differ by 1-2 years; in the second and third age groups, there is a tendency to increase the difference between BV and CV. With an increase in CV, the BV indicators become smaller.

As CV increases, the rate of aging decreases. The calculated aging rate coefficient showed that in 9% of the studied subjects, the aging rate corresponds to the norm (aging rate coefficient from 0.95 to 1.05), in 62% - aging deceleration (aging rate coefficient less than 0.95) and in 29% - acceleration of aging (aging rate coefficient over 1.05). Cases of delayed aging increased with increasing CV (46% in the group up to 35 years and 80% in the group up to 60 years and 100% in the group up to 75 years). Cases of accelerated aging had an inverse relationship with calendar age.

Thus, the methodology using anthropometric indicators showed the same direction as in the case of using physiological parameters. As the calendar age increased, the number of persons with accelerated aging gradually decreased.

The biological age, according to the results of the method of V.P. Voitenko, exceeds the results of the method of A.A. Gorelkin and B.B. Pinkhasov. At the same time, the difference between CV and BV in the first age category according to the Voitenko method is up to 26 years, while the same indicators according to the method of A.G. Gorelkin either correspond to each other or make up a difference of 1-2 years.

Conclusion.

Determination of biological age using the methodology of V.P. Voitenko, based on the assessment of physiological parameters, made it possible to identify subjects with accelerated or slow aging. Methodology for determining biological age A.G. Gorelkin, which includes an assessment of anthropometric indicators and reflects the aging of the musculoskeletal system, revealed a higher percentage of slowing down aging compared to the method of V.P. Voytenko. Probably, this difference is due to the lability of functional systems and the inclusion of various compensation mechanisms in different age periods.

As a criterion of aging, the biological age of a person depends on various factors, some of which contribute to the improvement or deterioration of this indicator. Positive factors include moderate physical activity, healthy lifestyle life, which contribute to increasing the adaptive potential of a person. There are many more negative factors accelerating aging and increasing biological age. Thus, physical inactivity, overweight and obesity, smoking, alcohol abuse, a high level of psycho-emotional stress, unfavorable working conditions, and harsh climatic conditions are risk factors for increasing BV. All these positive and negative factors form the physical, social, psychological and spiritual well-being of a person.

Bibliographic link

Kasatkina Yu.I., Petrova E.A. COMPARATIVE CHARACTERISTICS OF METHODS FOR DETERMINING THE BIOLOGICAL AGE OF A HUMAN ACCORDING TO V.P. VOYTENKO AND A.G. GORELKIN // International Student Scientific Bulletin. - 2018. - No. 5.;
URL: http://eduherald.ru/ru/article/view?id=18656 (date of access: 06/26/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

federal state budget educational institution higher professional education

"Omsk State Pedagogical University"

Faculty of NDiSO

A package of diagnostic methods for determining a child's readiness for school

Omsk 2013.

I. Diagnosis of the child's intellectual readiness for school

1. Test for the study of voluntary attention "Yes and no" N.I. Gutkina

The technique is designed to study voluntary attention and memory in determining the readiness of children for school.

The progress of the task.

The teacher addresses the children with the words: "Now we will play a game in which the words "yes" and "no" cannot be pronounced. Please repeat which words cannot be pronounced. (The child repeats them.) "Now be careful, I will ask you questions, answering which you cannot say the words" yes "and" no. Do you understand? (The subject confirms that everything is clear to him.)

1. Do you want to go to school?

2. Do you like when people read fairy tales to you?

3. Do you like to watch cartoons?

4. Do you want to stay for another year in kindergarten?

5. Do you like to walk?

6. Do you want to study?

7. Do you like to get sick?

8. Do you like to play?

9. Are you sleeping now?

10. Does the sun shine at night?

11. Do you like going to the doctor?

13. Can cows fly?

14. Your name is... (wrong name)?

15. Is it hot in winter?

16. Do you go to work?

17. Are sweets bitter?

18. Is the grass white?

19. Does the hairdresser treat children?

20. Does your dad play with dolls?

Processing of results.

Processing of the experimental material is carried out by counting the points awarded for errors, which are understood only as the words "yes" and "no". 1 point is awarded for each mistake. If the child correctly answered all the questions, then his result is 0. The worse the task is completed, the higher the total score. The use of colloquial vocabulary by children (the words "aha", "nea", etc.) is not considered as a mistake.

2. Diagnostics of an arbitrary sphere. Method "politeness" N.I. Gutkina

The technique is intended for diagnosing the level of an arbitrary sphere and can be used to determine the readiness of children for school and is a well-known game, in which the leader's commands are executed only if he says the word "please". The content of the teams is associated with physical exercises: 1) "hands forward"; 2) "hands on the belt, please"; 3) "sit down"; 4) "hands to the sides"; 5) "hands to shoulders, please"; b) "jump"; 7) "jump, please"; 8) "stop jumping, please."

The success of the task depends on voluntary attention, memory, the implementation of the formed intention, i.e. everything that defines the concept of "obedience to the rule"

The processing of the results is carried out by counting the points awarded for errors, which are understood as the execution of a command without the word "please". Each mistake is worth one point. The worse the child coped with the game, the higher his total score.

3. Phonemic hearing test. "Find the sound" N.I. Gutkina

The technique serves to study the development of the speech sphere (checking phonemic hearing). The experimenter tells the child that all words are made up of sounds that we utter, and therefore people can hear and pronounce words. As an example, several vowels and consonants are pronounced. Then he is offered to play "hide and seek" with sounds. The conditions of the game are as follows: each time they agree on what sound to look for, after which the experimenter calls different words to the subject, and the subject must say whether the sound being sought is in the word or not (see table).

Table 1

Words are pronounced very clearly, vowel sounds are stretched. The vowel you are looking for must be stressed. The subject is asked to repeat the word and listen to it. Wrong and correct answers are recorded in the protocol. 1 point is awarded for each mistake. The lower the total score, the better developed phonemic hearing.

4. Diagnostics of the level of development of an arbitrary sphere. "House" N.I. Gutkina

The technique serves to diagnose the level of development of an arbitrary sphere and can be used to determine the readiness of children for schooling. Designed for children 5-10 years old.

The technique is a task for drawing a picture depicting a house, the individual details of which are made up of elements of capital letters.

The task allows you to identify: the ability of the child to navigate in his work on the model; ability to copy it. These skills presuppose a certain level of development of voluntary attention; spatial perception; sensory-motor coordination and fine motor skills of the hand.

A sheet with a "house" is placed in front of the child. The teacher addresses the child: “Take your time, be careful, try to make the drawing exactly the same as this sample. If you draw something wrong, then you can’t erase it with an eraser. assignment? Then get to work."

Work progress:

Before completing the task, the teacher addresses the children with the words: "There is a sheet of paper and a pencil in front of you." On this sheet, they are asked to draw exactly the same picture as they see in the drawing.

Results processing:

Processing of the experimental material is carried out by counting points awarded for errors. The following are considered errors:

a) the absence of any detail of the picture (fence, smoke, chimney, roof, window, base of the house) - 4 points;

b) an increase in individual details of the drawing by more than two times with a relatively correct preservation of the size of the entire drawing (points are awarded for each detail) - 3 points;

c) incorrectly depicted element (smoke rings, fence - right and left sides, shading on the roof, window, chimney) - 2 points. The item is evaluated as a whole. If part of it is copied correctly, then 1 point is awarded. The number of elements in the drawing detail is not taken into account;

d) incorrect arrangement of parts in space (fence not on a common line with the base of the house, displacement of pipes, windows, etc.) - 1 point;

e) deviation of straight lines by more than 30° from the given direction (skewed vertical and horizontal lines, collapse of the fence) -1 point;

f) gaps between lines in the places where they should be connected (for each gap) - 1 point. In the event that the hatching lines on the roof do not reach its line, 1 point is given for the entire hatching as a whole;

g) if one line goes behind another (for each climb), then put - 1 point. Roof shading is assessed as a whole;

h) error-free copying of the drawing - 0 points. For the good performance of the drawing, "0" is set. Thus, the worse the task is performed*, the higher the total score received by the subject. So, O points - voluntary attention is well developed; 1-2 points - the average development of voluntary attention; more than 4 points - poor development of voluntary attention. It is required to take into account the age of the subject. Five-year-old children almost do not receive an "O" grade, but if a test subject at the age of 10 receives more than 1 point, then this indicates a developmental problem.

Some remarks on the implementation of the methodology.

If the child has not drawn some elements, then he is invited to reproduce them according to the model in the form of independent figures in order to check his ability to draw these elements. Their absence may be due not to the development of voluntary attention, but to the child's inability to draw them - tr., circle, square, triangle, etc.). In the course of the child's work, the psychologist [fixes:

What hand does he draw with?

How does he work with a sample: whether he often looks at it, draws air lines over a sample drawing, whether he compares what he has done with a sample or pops it from memory;

Quickly (or slowly) draws lines;

Is he distracted while working?

Speaks or asks questions while drawing.

5. Methodology "Graphic dictation" D.B. Elkonin

Designed to study orientation in space. With its help, the ability to listen carefully and accurately follow the instructions of an adult, correctly reproduce the given direction of the line, and independently act on the instructions of an adult is also determined. To carry out the technique, the child is given a notebook sheet in a box with four dots printed on it one under the other. First, the child is given a preliminary explanation: “Now you and I will draw different patterns. We must try to make them beautiful and neat. To do this, you need to listen carefully to me, I will say how many cells and in which direction you should draw a line. Only the line that I will say is being drawn. The next line must be started where the previous one ends, without lifting the pencil from the paper. After that, the researcher together with the child find out where his right hand is, where left hand, show on the sample how to draw lines to the right and left. Then the drawing of the training pattern begins.

“We start drawing the first pattern. Put the pencil on the highest point. Attention! Draw a line: one cell down. We do not take the pencil off the paper. Now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell up. One cell to the right. One cell down. Then continue to draw the pattern yourself.

When dictating, rather long pauses are made. The child is given 1-1.5 minutes to independently continue the pattern. During the execution of the training pattern, the researcher helps the child correct the mistakes made. In the future, such control is removed.

“Now put your pencil on the next dot. Attention! One cell up. One cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell down. One cell to the right. Now go on drawing that pattern yourself.”

“Put the pencil on the next dot. Attention! Three cells up. Two cells to the right. One cell down. One cell to the left (the word “left” is emphasized by the voice). Two cells down. Two cells to the right. Three cells up. Two cells to the right. One cell down. One cell to the left. Two cells down. Two cells to the right. Three cells up. Now go on."

“Now put your pencil on the lowest point. Attention! Three cells to the right. One cell up. One cell to the left. Two cells up. Three cells to the right. Two cells down. One cell to the left. One cell down. Three cells to the right. One cell up. One cell to the left. Two cells up. Now go on drawing the pattern yourself.”

Evaluation of results. The results of the training pattern are not evaluated. In the main patterns, the performance of the dictation and independent drawing are separately assessed:

4 points - accurate reproduction of the pattern (roughness of the line, "dirt" are not taken into account);

3 points - reproduction containing an error in one line;

2 points - reproduction containing several errors;

1 point - reproduction, in which there is only a similarity of individual elements with a pattern;

0 points - no similarity.

For independent performance of the task, the assessment is based on each scale. Thus, the child receives 2 marks for each pattern, ranging from 0 to 4 points. The final grade for completing the dictation is derived from the summation of the minimum and maximum grades for completing 3 patterns (the average is not taken into account). Similarly, the average score for independent work is calculated. The sum of these scores gives the final score, which can range from 0 to 16 points. In the following analysis, only the final indicator is used, which is interpreted as follows:

0-3 points - low;

3-6 points - below average;

7-10 points - average;

11-13 points - above average;

14-16 points - high.

6. Raven's Progressive Matrices

A battery of tests for visual thinking by analogy, developed by the English psychologist J. Raven. Each task consists of two parts: the main drawing (some kind of geometric pattern) with a space in the lower right corner and a set of 6 or 8 fragments located under the main drawing. From these fragments, it is required to choose one, which, being put in place of the gap, would exactly fit the drawing as a whole. P.m.r. divided into 5 series, 12 matrices in each.

P.m. R is widely used in many countries as a non-verbal test of intelligence. According to supporters of the concept of independence of thinking from speech, P.m.R (like other non-verbal tests) allow you to study intelligence in its "pure form", excluding the influence of language and knowledge. However, such a conclusion is not supported by modern psychological and electrophysical studies, which testify to the participation of inner speech in solving complex matrix problems.

This technique is intended to assess visual-figurative thinking in a younger student. Here, visual-figurative thinking is understood as one that is associated with operating with various images and visual representations when solving problems.

The specific tasks used to test the level of development of visual-figurative thinking in this methodology are taken from famous test Raven. They are a specially selected sample of 10 gradually becoming more complex Raven matrices

The child is offered a series of ten gradually increasing tasks of the same type: to search for patterns in the arrangement of parts on the matrix (represented in the upper part of the indicated figures in the form of a large quadrangle) and to select one of the eight given figures below as the missing insert to this matrix corresponding to its pattern (this part of the matrix is presented below in the form of flags with different patterns on them). Having studied the structure of the large matrix, the child must indicate that of the details (that of the eight flags at the bottom) that best fits this matrix, i.e. corresponds to its pattern or the logic of the arrangement of its parts vertically and horizontally.

The child has 10 minutes to complete all ten tasks. After this time, the experiment is terminated and the number of correctly solved matrices is determined, as well as the total amount of points scored by the child for their solutions. Each correctly solved matrix is worth 1 point.

Correct, the solutions of all ten matrices are as follows (the first of the pairs of numbers below indicates the number of the matrix, and the second indicates the correct answer: 1--7.2--6.3--6.4--1.5-- 2.6-5.7-6, 8-1.9-3.10-5.

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.

7. Sequential pictures technique (offered from 5 years old)

Equipment: Drawing of four consecutive images. (There are two pictures below.) Pictures are cut along the lines. It should be noted that this series with an explicit plot is light. More complex options are pictures with a hidden plot, with an unfinished action.

Research objectives: Study logical thinking, the ability to establish causal relationships in a visual situation, to make generalizations, to compose a story from a series of consecutive pictures.

Procedure: Four pictures are randomly placed on the table in front of the child and offered to consider them for 20-30 seconds. Instruction: "All these pictures are about one boy. Put them in order, what happened first, what then." If the child does not start work, they clarify: "What did the boy do first? Put this picture here, first"; "And then what?". After the child lays out the pictures, they offer to make up a story based on them.

Analysis of results.

Children with normal mental development look at the pictures with interest, understand the instructions and complete the task. They independently establish the sequence of events, lay out the pictures in the right order, accompany their actions with speech. The quality of the story is different: from a stingy description to a detailed story. Some children bring elements of their own experiences or observations into the story.

Mentally retarded children cope with this task much later (by 7-8 years). At 5-6 years old, they limit themselves to naming individual pictures ("Boy", "Still a boy", "Eating") with the help of leading questions. They do not establish the sequence of actions shown in the pictures. Help is not used.

Delayed children mental development show interest in the task. By the age of 6, they can understand the sequence of events depicted. However, when unfolding, they often need leading questions. Difficulty in compiling a detailed story.

Appendix to the methodology

8. Technique "Exclusion of an inappropriate picture"

Option 1.

Source: Zabramnaya S.D. "From diagnosis to development". - /Materials for the psychological and pedagogical study of children in preschool institutions M.: New school, 1998 - 144 p.

Objectives of the study: Analytic-synthetic activity in visually perceived objects (first and second options) and on the basis of a mental representation (third option) is being investigated. Ability to make generalizations. Logical validity and purposefulness. Clarity of representations. Use of help.

Equipment: Three drawings of varying complexity. In the figure (Appendix 1) there are three squares, each with four figures, one of which does not fit on one basis (size, color, shape). Offered to children from 5 years old. In the figure (Appendix 2) there are three squares, each with four objects: three of one generic group, and the fourth one of another generic group. Offered to children from 6 years old. In the figure (Appendix 3) there are three squares, each with four words-concepts, one of which does not fit. Offered to children from 7 years old. Procedure: Appendices 1, 2, 3 are offered alternately. When working with Appendix 1, the instruction: "Tell me what is not suitable here?". When working with application 2, they are first asked to name what is drawn, and then they ask: "What does not fit here?". Help: "There are three objects (pictures) here that are somehow the same, but one does not fit. Which one?". When working with Appendix 3, the researcher reads the words himself, and then asks the child to name a word that does not fit the rest. If the answer is correct, they are asked to explain the choice.

Analysis of results:

Children with normal mental development understand the purpose of the task and independently identify a feature that distinguishes the figure from the rest. They give a speech justification for the principle of highlighting a figure. In working with pictures, they are also able to make an independent generalization and justify the selection of an inappropriate picture. When highlighting words-concepts, re-reading is sometimes required. Leading questions are sufficient for correct execution. It must be borne in mind that the level of development of generalization at this age in children is different. Some immediately highlight the essential features, while others pay attention to side features. This testifies to the insufficient formation of the higher levels of generalization. Nevertheless, in children with normal mental development, there are no cases of inadequate performance of this task.

Mentally retarded children do not understand instructions and do not complete tasks on their own. By the age of 6-7, they visually highlight the size, color, but find it difficult to give a speech generalization even with leading questions. The task (Appendix 3) is not available to them at this age.

Children with mental retardation understand the instructions, perform tasks (Appendix 1). The assignment (Appendix 2) for establishing generic groups and their justification causes difficulties. Organizing assistance is effective. Work with the selection of words-concepts (Appendix 3) is carried out with leading questions, repeated readings, explanations. Children find it difficult to explain the principle of selection. They have the greatest difficulty in verbal substantiation.

Attachment 1

Appendix 2

Annex 3

Option 2

Source: Nemov R.S. "Psychology in 3 volumes". - M.: VLADOS, 1995. - Volume 3, page 148.

This technique is intended for children from 4 to 5 years old and duplicates the previous one for children of this age. It is designed to explore the processes of figurative-logical thinking, mental operations of analysis and generalization in a child. In the methodology, children are offered a series of pictures (APPENDIX 4), which represent different objects, accompanied by the following instruction: “In each of these pictures, one of the four objects depicted in it is superfluous. Look carefully at the pictures and determine which item and why is superfluous. You have 3 minutes to solve the problem.

Evaluation of results:

10 points - the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are superfluous. 8-9 points - the child correctly solved the problem in a time from 1 minute to 1.5 minutes. 6--7 points - the child coped with the task in 1.5 to 2.0 minutes. 4--5 points - the child solved the problem in 2.0 to 2.5 minutes. 2-3 points - the child solved the problem in 2.5 minutes to 3 minutes. 0--1 point - the child did not cope with the task in 3 minutes.

Conclusions about the level of development:

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

Annex 4 A.

Annex 4 B. Additional materials to the technique "What is superfluous?"

9. Methodology "General orientation of children in the outside world and the stock of everyday knowledge"

This version of the methodology is intended for children entering school. To assess the general orientation in the world around and to determine the stock of their everyday knowledge, other lists of questions are used, which follow. The procedures for processing responses to them, deriving a score in points, and evaluating the level of the child's psychological development on this basis are identical.

The general orientation of children who are just entering school in the world around them and an assessment of the stock of everyday knowledge they have are made according to the answers to the following questions:

1. What is your name?

(Using a last name instead of a given name is not a mistake.)

2. How old are you?

3. What are your parents' names?

(Calling abbreviations is not considered a mistake.)

4. What is the name of the city where you live?

5. What is the name of the street where you live?

6. What is your house and apartment number?

7. What animals do you know? Which are wild and which are domestic?

(The correct answer is the one that names at least two wild and at least two domestic animals.)

8. At what time of the year do the leaves appear and at what time of the year do the leaves fall from the trees?

9. What is the name of the time of day when you wake up, have dinner and get ready for bed?

10. Name the items of clothing and cutlery that you use.

(The correct answer is one that lists at least three items of clothing and at least three different cutlery.)

For the correct answer to each of the proposed questions, the child receives 1 point. Maximum amount points that one child can get according to this method for the correct answers to all questions is 10.

The child has 30 seconds to answer each question. Failure to respond within this time qualifies as an error and is scored 0 points.

The child who correctly answered all the questions is considered to be completely psychologically ready for school (according to this method), that is, in the end, he received 10 points. During the time allotted for the answer, the child can be asked additional questions that facilitate, but do not suggest the correct answer.

11. Technique "Nonsense"

With the help of this technique, the elementary figurative representations of the child about the world around and about the logical connections and relationships that exist between some objects of this world are evaluated: animals, their way of life, nature. With the help of the same technique, the child's ability to reason logically and grammatically correctly express his thoughts is determined. The procedure for carrying out the technique is as follows. First, the child is shown a picture. It has some rather ridiculous situations with animals.

While looking at the picture, the child receives instructions with the following content:

“Look carefully at this picture and tell me if everything here is in its place and drawn correctly. If something seems wrong to you, out of place or incorrectly drawn, then point it out and explain why it is not so. Then you will have to say how it really should be.

Note. Both parts of the instruction are executed sequentially. At first, the child simply names all the absurdities and points them out in the picture, and then explains how it really should be. The exposure time of the picture and the execution of the task is limited to three minutes. During this time, the child should notice as many ridiculous situations as possible and explain what is wrong, why it is wrong and how it really should be.

Evaluation of results:

10 points - such an assessment is given to the child if, in the allotted time (3 minutes), he noticed all 7 absurdities in the picture, managed to satisfactorily explain what was wrong, and, in addition, say how it really should be.

8-9 points - the child noticed and noted all the available absurdities, but from one to three of them failed to fully explain or say how it should really be.

6-7 points - the child noticed and noted all the existing absurdities, but three or four of them did not have time to fully explain and say how it should really be.

4-5 points - the child noticed all the available absurdities, but 5-7 of them did not have time to fully explain and say how it should really be in the allotted time.

2-3 points - in the allotted time, the child did not have time to notice 1-4 out of 7 absurdities in the picture, and the matter did not come to an explanation.

0-1 point - in the allotted time, the child managed to detect less than four of the seven available absurdities.

Comment. A child can get 4 or more points in this task only if, in the allotted time, he completely completed the first part of the task, determined by the instruction, i.e., he discovered all 7 absurdities in the picture, but did not have time either to name them, or explain how it really should be.

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.

12. "Remember and dot"

With the help of this technique, the amount of attention of the child is assessed. For this, the stimulus material shown below is used. The sheet with dots is pre-cut into 8 small squares, which are then stacked so that at the top there is a square with two dots, and at the bottom - a square with nine dots (all the rest go from top to bottom in order with a successively increasing number of dots on them) .

Instruction. “Now we will play a game of attention with you. I will show you one by one the cards on which the dots are drawn, and then you yourself will draw these dots in empty cells in the places where you saw these dots on the cards.

Next, the child is shown sequentially, for 1-2 seconds, each of the eight cards with dots from top to bottom in the stack in turn, and after each next card, they are asked to reproduce the seen dots in an empty card in 15 seconds. This time is given to the child so that he can remember where the points he saw were and mark them on an empty card.

Evaluation of results.

The amount of attention of the child is the maximum number of points that the child was able to correctly reproduce on any of the cards (the one from the cards on which the largest number of points was accurately reproduced is selected). The results of the experiment are evaluated in points as follows:

10 points - the child correctly reproduced 6 or more points on the card in the allotted time.

8-9 points - the child accurately reproduced from 4 to 5 points on the card.

6-7 points - the child correctly restored from memory from 3 to 4 points.

4-5 points - the child correctly reproduced from 2 to 3 points.

0-3 points - the child was able to correctly reproduce no more than one point on one card.

Conclusions about the level of development.

10 points is very high. 8-9 points - high. 6-7 points - average. 4-5 points - low. 0-3 points - very low.

13. "Learning 10 words" A.R. Luria

The technique of memorizing ten words allows you to explore the processes of memory: memorization, preservation and reproduction. The technique can be used to assess the state of memory, voluntary attention, exhaustion in patients with neuropsychiatric diseases, as well as to study the dynamics of the course of the disease and take into account the effectiveness of drug therapy. The technique can be used both for children (from the age of five) and for adults.

Instruction for children. “Now we will test your memory. I will tell you the words, you will listen to them, and then repeat as much as you can, in any order.

The words are read to the subject clearly, slowly.

“Now I will call the same words again, you will listen to them and repeat them - both those that you have already called and those that you will remember now. You can name the words in any order.

Instruction for adults. “Now I will read a few words. Listen carefully. When I finish reading, immediately repeat as many words as you can remember. You can repeat the words in any order.

“Now I will read the same words to you again, and you must repeat them again, both those that you have already named and those that you missed the first time. The order of the words is not important.

The experiment is then repeated without instructions. Before the next 3-5 readings, the experimenter simply says, "One more time." After 5-6 repetitions of the words, the experimenter says to the subject: "In an hour you will call me the same words again." At each stage of the study, a protocol is filled out. Under each reproduced word in the line that corresponds to the number of the attempt, a cross is placed. If the subject names an “extra” word, it is recorded in the corresponding column. An hour later, at the request of the researcher, the subject reproduces the memorized words without preliminary reading, which are recorded in the protocol in circles.

test material.

Examples of a set of words: Table, water, cat, forest, bread, brother, mushroom, window, honey, house. Smoke, sleep, ball, fluff, ringing, bush, hour, ice, night, stump. Number, chorus, stone, mushroom, cinema, umbrella, sea, bumblebee, lamp, lynx.

Interpretation of results.

Based on the calculation of the total number of words reproduced after each presentation, a graph can be built: the number of repetitions is plotted horizontally, the number of correctly reproduced words is displayed vertically. According to the shape of the curve, conclusions can be drawn regarding the features of memorization. So, in healthy children, with each reproduction, the number of correctly named words increases, weakened children reproduce a smaller number, and may show stuck on extra words. A large number of "extra" words indicates disinhibition or disorders of consciousness. When examining adults, by the third repetition, a subject with a normal memory usually reproduces correctly up to 9 or 10 words.

The memory curve may indicate a weakening of attention, a pronounced fatigue. Increased fatigue is recorded if the subject (adult or child) immediately reproduced 8-9 words, and then, each time, less and less (the curve on the graph does not increase, but decreases). In addition, if the subject reproduces fewer and fewer words, this may indicate forgetfulness and absent-mindedness. The zigzag nature of the curve indicates the instability of attention. The curve, which has the shape of a "plateau", indicates the emotional lethargy of the child, his lack of interest. The number of words retained and recalled an hour later is indicative of long-term memory.

Patients of different nosological groups show specificity in the performance of this task:

With a traumatic brain injury or neuroinfection, patients reproduce and remember the first and last words; at the same time, the amount of memorized material does not increase from repetition to repetition;

With neurosis, memorization is slow, patients need a greater number of repetitions (compared to healthy ones) to memorize the full amount of material; the memorization schedule has a zigzag character, and in the amount of memorized material from repetition to repetition, a tendency to exhaustion is manifested, which indicates instability and fluctuations in attention.

14. Inference

This technique (E. Zambatsevichene, L. Chuprov and others) allows you to explore the child's ability to draw conclusions by analogy with the proposed sample. Completing the task requires the formation of the ability to establish logical connections and relationships between concepts. It is possible to diagnose the child's ability to maintain and use a given method of reasoning. The relationships between concepts in each task are different, and if the child is not yet able to highlight the essential features in concepts, he will build a conclusion based on the previous analogy, which will lead to an erroneous answer. Thus, the success of the tasks of the methodology allows us to draw conclusions about the level of development of verbal and logical thinking according to such an indicator as logical action- "inference".

The survey is conducted on an individual basis, the time for answers is not limited. In the case of obvious difficulties in a child, the psychologist should not insist on an answer and tactfully move on to the next task. The text of the tasks is printed (or written) large on a sheet of paper. The psychologist clearly reads the task aloud, the child, if he already knows how to read, can follow the text.

The task is carried out in several stages. At the first stage, the child is told the following: “Now you and I will choose words for each other. For example, a cucumber is a vegetable. The words are: weed, dew, garden, flower, earth.

The second stage (after a pause). "Let's try: cucumber is a vegetable; cloves are?" After a pause, all words are read out. "Which word is right?" - we ask the child. Additional questions and explanations should not be given.

Assistance is available for completing assignments. If the child is uncertain about the answer, you can invite him to think again and give the correct answer. This assistance counts towards points. The faster the child refuses help and begins to independently perform tasks, the higher his learning ability, therefore, we can assume that he quickly remembers the algorithm for solving the problem and can act according to the model.

Evaluation of results.

1 point - task completion from the first presentation;

0.5 points - the task was completed on the second attempt, after the psychologist provided assistance.

It is possible to interpret the quantitative results taking into account the data of L. Peresleni, E. Mastyukova, L. Chuprov. A high level of success - 7 or more points, children have formed such a mental operation as "inference".

The average level is from 5 to 7 points: the mental operation is performed by children in the "zone of proximal development". In the process of learning, in the initial period, it is useful to give such children individual tasks for the development of mental operations, providing minimal assistance.

Low level - less than 5 points, children have practically no skills of mental operations, which makes special demands on the development of their logical thinking skills in educational cognitive activity.

15. One-time perception of quantity

Two piles of matches are laid out on the table: near the child and near himself.

Instruction: “You take as many matches from here as I will take. After that, we will hide the matches in a fist, and at the expense of one-two-three we will open our palms. First, one match is taken, shown to the child for several seconds, and the palm is clenched into a fist. The child does the same. The child's mistakes are not corrected. Thus, the child is presented with up to five matches randomly without repetition.

Final level:

High - if the child is able to perceive 4-5 matches at the same time

Medium - if the child simultaneously perceives 3 matches

Low - 1-2 matches

16. Method "Riding on the tracks"

Material: 2 drawing options, pencil

Instruction: "Let's imagine that you are a driver and you need to drive up to this house (shown in option B)." On option A, we draw, explaining: “You will go like this: the pencil should not come off the paper, otherwise it will turn out that the car has taken off. Try to drive carefully so that the car does not move off the road.

Final level:

High - no way out of the road, the pencil comes off the paper no more than 3 times;

Low - 3 or more exits outside the road or an uneven, trembling line, very weak, invisible, or vice versa, very strong pressure, tearing the paper and repeatedly drawing over the same place;

Medium - all other options.

17. Test "What is missing?", developed by R.S. Nemov.

Task: The child is offered 7 drawings, each of which lacks some important detail, or something is drawn incorrectly. The diagnostician records the time taken to complete the entire task using a stopwatch.

Evaluation of results:

10 points (very high level) - the child named all 7 inaccuracies in less than 25 seconds.

8-9 points (high) - the time to search for all inaccuracies took 26-30 seconds.

4-7 points (average) - the search time took from 31 to 40 seconds. 2-3 points (low) - the search time was 41-45 seconds. 0-1 point (very low) - search time is more than 45 seconds.

18. Test "Find differences".

Reveals the level of development of observation.

Prepare two identical pictures that differ from each other in 5-10 details (such tasks are found in children's magazines, in developing copybooks).

The child looks at the pictures for 1-2 minutes, then talks about the differences he found. Baby up school age with a high level of observation should find all the differences.

19. A technique that reveals the level of development of the systematization operation

Draw a square on the entire sheet of paper. Divide each side into 6 pieces. Connect the markup so that you get 36 cells. Craft 6 circles different sizes: from the largest that fits in the cage to the smallest. Place these 6 gradually decreasing circles in 6 cells of the bottom row from left to right. Do the same with the remaining 5 rows of cells, placing hexagons in them first (in descending order of size), and then pentagons, rectangles (or squares), trapezoids and triangles. The result is a table with geometric shapes, located according to a certain system (in descending order: in the leftmost column largest dimensions figures, and on the right - the smallest).

Now remove the figures from the middle of the table (16 figures), leave only in the extreme rows and columns.

Instruction. "Look carefully at the table. It is divided into cells. In some of them there are figures of different shapes and sizes. All the figures are arranged in a certain order: each figure has its place, its cell. Now look at the middle of the table. There are many empty cells. You have below there are 5 figures under the table. (Out of the 16 removed, leave 5). They have their own places in the table. Look and tell me in which cell this figure should stand? Put it down. And in which cell should this figure be? points. Each mistake reduces the score by 2 points.

20. Methodology for determining the ability to generalize, abstract and classify

Prepare 5 cards each of furniture, vehicles, flowers, animals, people, or vegetables.

Instruction. "Look, there are a lot of cards here. You need to look at them carefully and sort them into groups so that each group can be called with one word." If the child does not understand the instructions, then repeat again, accompanying the show.

Grade: 10 points for completing the task without a preview; 8 points for completing the task after the show.

For each unassembled group, the score is reduced by 2 points. 21. Methods for determining the mental abilities of children 6 years old. Prepare 10 sets (5 drawings each):

1) 4 drawings of animals; one drawing of a bird; 2) 4 drawings of furniture; one drawing of household appliances; 3) 4 game drawings, one work drawing; 4) 4 ground transport drawings, one air transport drawing; 5) 4 drawings of vegetables, one drawing of any fruit; 6) 4 drawings of clothes, one drawing of shoes; 7) 4 drawings of birds, one drawing of an insect; 8) 4 drawings of educational supplies, one drawing of a children's toy; 9) 4 drawings depicting food products; one drawing depicting something inedible; 10) 4 drawings depicting different trees, one drawing depicting a flower.

Instruction. "There are 5 drawings here. Look carefully at each of them and find the one that should not be there, that does not fit the rest." The child should work at a pace that is comfortable for him. When he copes with the first task, give him the second and subsequent ones.

If the child does not understand how to do the task, repeat the instructions again and show how to do it.

Out of 10 points for each failed task, the score is reduced by 1 point.

school intellectual motivational emotional

II. Diagnosis of a child's motivational readiness for school

1. "Flower-seven-flower"

The technique is intended for preschoolers and younger students. The technique is aimed at revealing the content and breadth of the sphere of the child's main perceived needs and desires.

To carry out the technique, you will need a sheet of paper with a “Magic Flower” painted on it with seven multi-colored petals. The size of the petals should be such that the child can write down his desire in it.

With preschoolers and first graders who do not have free writing skills, the technique is carried out individually. She is with older students. can be carried out both individually and frontally. For younger children, as well as for children with mental retardation and pedagogically neglected, the number of petals can be reduced to three. However, it should be borne in mind that the number of desires expressed by the child, in itself, can be a valuable diagnostic indicator.

"Flowers" can be prepared in advance, but if time and conditions allow, it is better to offer them to be made by the children themselves, since in this they are more fully included in the situation and the validity of the technique increases.

Instruction. “Imagine that each of you, like the girl Zhenya from the fairy tale by V. Kataev “The Seven-Flower Flower”, got a magic flower with seven magic petals. Each petal will grant one wish. This flower is drawn on a sheet. Write one wish on each petal. And in total, each of you will be able to write the seven most cherished wishes of yours. Does everyone understand what needs to be done?

After giving instructions, the psychologist answers the children's questions.

"So let's get started..."

Processing of results and interpretation.

The direction of responses to the fulfillment of one’s own desires is determined, focused on the benefit of other people (peers, educators, parents, brothers, sisters, etc.), related to school, and broad “universal” (“I want people to never get sick”, “ So that no one kills other people”, “Found all the minerals”, etc.).

Since the very structure of the methodology focuses children primarily on the actualization of their own desires, the selection of desires “for others” indicates the breadth of motivation, going beyond personal experience, the presence of broad semantic motives and / or the formation of a need for the good for other people. At the same time, options are unfavorable when desires “for oneself” are completely absent.

Qualitative categories characterizing the prevailing sphere of preferences are determined.

The most common answers here are about the desire to possess certain material goods, to have some new qualities, abilities, to make friends, to improve academic performance, to fulfill the requirements of educators, etc.

Unfavorable options are the fixation of all answers in the sphere of fulfilling the requirements of adults, as well as very specific (“small”) material goods (for example, candy, chewing gum and ice cream).

Should be paid Special attention to responses related to physical aggression: both to open aggressive tendencies (“I would like to beat everyone, destroy”, “To take revenge on everyone”, “To beat all those who offend me”), and to victims of aggression: “So that I don’t beaten”, “So that someone will protect me when they start beating me again”).

The answer “I don’t know” is an unfavorable indicator, which may indicate both the weakness of desires and needs, the underdevelopment of their reflection, that the child is not used to being aware of his desires, or a kind of “refusal” of desires, their repression. , as well as a certain closeness in relation to an adult, sometimes having the character of a negative protest. Which of the options takes place in a particular case, should be clarified in the process of an additional conversation.

The degree of “length” of desires in time is determined.

The modality of the statement (“I want”, “I would like”).

The use of the subjunctive mood, indicating the child's lack of confidence in his "right to desire", is an unfavorable symptom.

2. "Attitude of the child to learning at school"

The task of this technique is to determine the initial motivation for learning in children entering school, i.e. find out if they have an interest in learning. The attitude of the child to learning, along with other psychological signs of readiness for learning, forms the basis for the conclusion that the child is ready or not ready to study at school. Even if everything is in order with his cognitive processes, and he knows how to interact with other children and adults in joint activities, the child cannot be said to be completely ready for school. The lack of desire to study in the presence of two signs of psychological readiness - cognitive and communicative - allows the child to be accepted to school, provided that during the first few months of his stay at school, interest in learning will certainly appear. This refers to the desire to acquire new knowledge, useful skills and abilities associated with the development of the school curriculum.

Practice has shown that in this methodology, concerning children of primary school age, one should not be limited only to grades of 0 points and 1 point, since, firstly, there are also difficult questions, one of which the child can answer correctly, and on the other - wrong; secondly, the answers to the proposed questions may be partially correct and partially incorrect. For difficult questions that the child did not answer completely, and questions that allow for partially correct answers, it is recommended to use a score of 0.5 points.

Correct and complete, deserving a score of 1 point, is considered only a sufficiently detailed, sufficiently convincing answer that does not raise doubts in terms of correctness. If the answer is one-sided and incomplete, then it is estimated at 0.5 points. For example, the full answer to question 2 (“Why do I need to go to school?”) should sound something like this: “To acquire useful knowledge, skills and abilities.” How incomplete can be rated the following answer: "Learn". An answer is considered incorrect if there is no hint of acquiring useful knowledge, skills, or skills, for example: “In order to have fun.” If, after an additional, leading question, the child fully answered the question, then he receives 1 point. If the child has already partly answered this question and after an additional question could not add anything to it, then he gets 0.5 points.

Taking into account the introduced intermediate assessment of 0.5 points, it should be considered that a child who, as a result of answers to all questions, scored at least 8 points, is completely ready for school (according to the results of a survey using this method).

And finally, a child whose total score was less than 5 is considered not ready for learning.

For answers in this technique, the child is asked the following series of questions:

Do you want to go to school?

Why do you need to go to school?

What will you do at school? (Option: What do they usually do at school?)

What do you need to have in order to be ready to go to school?

What are lessons? What are they doing on them?

How should you behave in class at school?

What is homework?

Why do you need to do homework?

What will you do at home when you get home from school?

What will be new in your life when you start to study at school?

The correct answer is the one that fully and accurately corresponds to the meaning of the question. In order to be considered ready for school, a child must give correct answers to the vast majority of questions asked of him. If the answer received is not complete enough or not entirely accurate, then the questioner should ask the child additional, leading questions, and only if the child answers them, make a final conclusion about the level of readiness for learning. Before asking a particular question, it is imperative to make sure that the child correctly understood the question posed to him.

The maximum number of points that a child can receive using this method is 10. It is believed that he is almost psychologically ready to go to school if the correct answers are received for at least half of all questions asked.

3. Questionnaire of school motivation Luskanova N.G.

Questionnaire for determining the school motivation of students primary school. Developed by Luskanova N.G. Allows you to assign the student to the following groups according to the results.

I. High school motivation, learning activity - 25-30 points.

II. Normal school motivation - 20-24 points.

III. A positive attitude towards the school, but the school attracts with extracurricular activities - 15-19 points.

IV. Low school motivation - 10-14 points.

V. Negative attitude towards school, school maladjustment - below 10 points.

1. Do you like school?

Not really

I do not like

2. When you wake up in the morning, are you always happy to think about going to school, or do you often feel like staying at home?

More like to stay at home

It's not always the same

I go with joy

3. If the teacher said that tomorrow it is not necessary for all students to come to school, if they wish, they can stay at home, would you go to school or stay at home?

Would stay at home

I would go to school

4. Do you like it when you cancel some classes?

I do not like

It's not always the same

5. Do you wish you didn't get homework?

6. Do you want the school to have only changes?

7. How often do you tell your parents about school?

I don't tell

...

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