School start diagnostics of starting readiness for successful learning. Presentation of pedagogical diagnostics "School start" (grade 1)

presents a unique project for 1st grade teachers

SCHOOL START

Starting readiness pedagogical diagnostics
to successful learning in primary school

T.V. Beglova, M.R. Bityanova,

T.V. Merkulova,

A.G. Teplitskaya

Ed. M.R. Bityanova

NS
educational diagnostics of starting readiness for successful learning is fundamentally new approach to the organization of the first weeks and months of education for children
at school. The teacher gets the opportunity to identify the level of formation of those basic skills in first graders that ensure their understanding of the textbook material and training instructions teachers allow the child to engage in the educational dialogue in the classroom, organize their cognitive activities, etc. Analysis of the diagnostic results will allow the teacher to "tune" the educational process to the individual level of readiness of each student and the class as a whole. Thus, from the first days of training, comfortable psychological and pedagogical conditions are created for high-quality training and the achievement of educational results corresponding to the Federal State Educational Standard of the NEE.

NS The proposed teaching materials include a workbook for first graders and guidelines for it.

Format: 200x285; 143x200

Volume: 24 pages, 64 pages

Diagnostics is carried out at 3-4 weeks of training of the first grader on the basis of the tasks of the workbook. Special diagnostic exercises are aimed at identifying those skills that help children cope with the main types of educational tasks at the beginning of grade 1. They are partly developed on the basis of such real tasks. All exercises are performed under the guidance of a teacher based on the instructions provided in the guidelines. In addition, the teacher's words are duplicated in the workbook. The tasks are performed in the form of drawings, which makes it easier for the child to perceive them.

A detailed description of the procedure for diagnosing, evaluating and analyzing the results is presented in the guidelines for the teacher.

For more information on what the learning readiness diagnostics is, what is the diagnostic methodology, read here: http://www.zankov.ru/news/new/article=2407

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And methodological recommendations addressed to primary school teachers, a program of pedagogical diagnostics and assessment of the child's starting readiness for successful learning in primary school is described. Diagnostics is carried out in the third or fourth week of schooling. Its purpose is to determine the level of readiness of each child to master curriculum and the achievement of educational results in accordance with the Federal State Educational Standard of the IEO.
The guidelines contain detailed description diagnostic procedures, assessment and analysis of its results. The manual can be useful for teachers using various teaching materials, as well as school psychologists and parents.

Ability to establish relations of the "genus-species" type between concepts.
Description of the assignment: In the workbook (p. 9 of the workbook), five objects and five suitcases are drawn. Four suitcases have names, one is not named. It is necessary to "arrange" the items in the appropriate suitcases. Children also need to figure out what item can be put in an untitled suitcase and draw another such item in it. In order for students who cannot read to cope with the task, the suitcases are painted in different colors... The teacher says the color and name of the suitcase.

Teacher's word: “Look at the picture. Objects are drawn in the center. And around them are multi-colored suitcases. Some suitcases have names. Arrange items in suitcases that fit them. To do this, drag the arrow from the item to the desired suitcase.

Which of the objects painted in the center will you put in your orange Technic suitcase? Drag the arrow from the item to the desired suitcase.
Which of the items in the center would you put in the green Clothes suitcase? Swipe the arrow from the item to the suitcase.

TABLE OF CONTENTS
Introduction
general characteristics pedagogical diagnostics of starting readiness
Starting readiness pedagogical diagnostics
The structure of the diagnostic notebook
Diagnostics
Diagnostic tasks, recommendations for their conduct and assessment
Processing and presentation of diagnostic data
Diagnostic data per specific child Diagnostic data per class
Qualitative assessment and use of diagnostic data in the work of a teacher
Assessment of the level of formation of specific skills Assessment of the level of instrumental readiness of each child and the class as a whole
Assessment of the level of personal readiness of each child and the class as a whole
Grade general level the starting readiness of each child and the class as a whole
Conclusion
Application.

Date of publication: 07/29/2013 06:37 UTC

• Learning to learn and act, grade 3, Methodological recommendations for the workbook, Bityanova M.R., Merkulova T.V., Teplitskaya A.G., Beglova T.V., 2014
• Learning to learn and act, grade 2, Methodological recommendations for the workbook, Bityanova M.R., Merkulova T.V., Teplitskaya A.G., Beglova T.V., 2013
• Methodical recommendations, Monitoring of meta-subject universal educational actions, Bityanova M.R., Merkulova T.V., Teplitskaya A.G., Beglova T.V.
• Methodological recommendations for the workbook Learning to learn and act, Bityanova M.R., Merkulova T.V., Teplitskaya A.G., 2012

DIAGNOSTICS OF LEARNING READINESS

AND OTHER PROFESSIONAL STEPS OF THE TEACHER

Start schooling both in the minds of teachers and in the minds of the parents of the future first grader is traditionally associated with the problem of readiness. Rarely does a parent wonder if their child is ready for school. This question hides many different feelings and experiences of parents: concern for the child (will he be good at school? Will it not harm his well-being, mental health?), and social fears (won't my child be worse than others?), and parental ambitions (what will they think of me?), and much more. The teacher also seriously thinks about the readiness of children for systematic education. For him, this is both a question of his own professional success (can I, teaching these children, show a high professional level?), And concern for the quality of children's education (can they learn everything they need?).

And psychological diagnostics is most often considered as a tool for studying readiness. Why is that? And is it right? The first question is easy to answer. The term “readiness” in relation to first-graders is traditionally supplemented with the adjective “psychological”. Psychological readiness is a look at the prospects for a child's learning - success or failure - from the point of view of various aspects mental development... According to the results of diagnostics, individual indicators of mental development are compared with indicators of the age norm. Due to this, it becomes possible to assess the level (degree) psychological readiness... If the level of readiness is low, it will be difficult for the child to study along with the rest of the children. He will need the individual help of a teacher, and in some cases - a psychologist or a defectologist. As a rule, you need special developmental classes that allow you to develop certain mental processes.

"SCHOOL START":

PEDAGOGICAL DIAGNOSTICS OF START READY

TO SUCCESSFUL EDUCATION IN ELEMENTARY SCHOOL

School years are a long road of a person to knowledge, understanding of the world and society. To myself.

The road is difficult, requiring desire and diligence from the one who walks along it. As well as understanding and professionalism from the one who leads and accompanies.

On this path, every step counts. Especially the first steps.

Our diagnostic program allows the adult to set the right landmarks on the launch pad for education.

« School start» - this is a fundamentally new approach to pedagogical diagnostics and organization by the teacher of the first weeks and months of schooling for children.
It allows you to:
- receive reliable information whether the child is ready to learn successfully;
- to create a basis for the development of universal learning activities;
- provide an emotionally comfortable educational environment for every child;
- select pedagogical methods and techniques, taking into account the level of readiness and plan individual work with kids.

The uniqueness of the diagnosis

Psychological examination of grade 1 textbooks allowed the authors of the teaching materials to identify basic set skills that are important to develop in a child from the very first days of learning. These skills:
- ensure understanding of the textbook material and teacher instructions,
- allow you to engage in educational dialogue in the classroom,
- help to organize activities in the lesson, etc.
- timely diagnosis of such skills allows the teacher to "tune" the educational process to the individual level of readiness of each student and the class as a whole.
- from the first days of training, comfortable conditions are created to achieve educational results that correspond to the Federal State Educational Standard of the NOE.

A total of 17 skills are allocated. They are grouped into blocks of "observation", "Thinking abilities", "Control skills", "Communication skills" and "Personal readiness":

In the methodological manual for the teacher, detailed characteristics of each skill are given according to the following scheme:

How the diagnosis works

Each child works in their own personal workbook.

Special diagnostic exercises allow you to identify those skills that help children cope with educational tasks at the beginning of grade 1.
The tasks are built on the basis of color drawings, which makes them easier for the child to perceive.

How is the diagnosis carried out?

Pedagogical diagnostics of starting readiness is carried out at 3-4 weeks of training for the first grader.

All exercises are performed under the guidance of a teacher. Methodological recommendations have been developed to help the teacher. They provide all the necessary information: the purpose of the assignment, instructions, execution time, advice on what to do in certain unforeseen situations, how to respond to children's questions, etc.

Processing of diagnostic results

We have tried to simplify the procedure for processing diagnostic results as much as possible. All data are entered into 2 summary tables, which in the future allows them to be used for high-quality pedagogical analysis.

What diagnostics give a teacher

"School start" is an opportunity for a teacher to understand the reasons for the success and failure of his students and from the first days consciously and purposefully work on the formation of universal educational actions.
The data obtained as a result of diagnostics can be included in the portfolio of each child.

How to learn how to diagnose

Toolkit gives comprehensive information on the conduct and processing of diagnostic data.
- You can take training at a one-day seminar held by the Center psychological support education "POINT PSI" and the Federal Scientific and Methodological Center. L.V. Zankova.
- Information about seminars can be obtained on the websites

T.V. Beglova, M.R. Bityanova T.V. Merkulova, A.G. Teplitskaya

M ETHICAL

RECOMMENDATIONS

to the workbook "School start"

Starting readiness pedagogical diagnostics

To successful learning

in primary school

● General characteristics of pedagogical diagnostics of starting readiness

● Description of the diagnostic procedure

● Evaluation and analysis of results

● The use of diagnostic data in the work of a teacher to individualize training

Publishing house " Educational literature»

BBK 74.202.5 B37

FEDERAL SCIENTIFIC METHODOLOGICAL CENTER

them. L.V. ZANKOVA

Scientific editor S. G. Yakovleva

V methodological recommendations addressed to primary school teachers, a program of pedagogical diagnostics and assessment of the child's initial readiness for successful learning in primary school is described. Diagnostics is carried out at the third and fourth weeks of schooling for children. Its purpose is to determine the level of readiness of each child.

To mastering the curriculum and achieving educational results in accordance with the federal state educational standard for educational institutions.

The diagnostic results will allow the teacher not only to provide targeted pedagogical assistance and support to each student, taking into account his individual characteristics, but also to “tune” the learning process of the class as a whole. These diagnostics open up a child's portfolio, which will be supplemented with new materials as he learns.

description of the diagnostic procedure, assessment and analysis of its results. The manual can be useful for teachers using various teaching methods, as well as for school psychologists and parents.

Beglova T.V., Bityanova M.R., Merkulova T.V., Teplitskaya A.G.

B37 Guidelines to the workbook "School start". Pedagogical diagnostics of starting readiness for successful learning in primary school / Ed. M.R. Bityanova. $ 2 $ ed., Rev. $ Samara: Publishing house "Uchebnaya literatura": Publishing house "Fedorov", 2012. $ 64 p.

ISBN 978 $ 5 $ 9507 $ 1462 $ 7 (Educational Literature Publishing House). ISBN 978 $ 5 $ 393 $ 00683 $ 9 (Publishing House "Fedorov").

Introduction. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
General characteristics of pedagogical diagnostics
launch readiness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pedagogical diagnostics of starting readiness. ... ... ... ... ... ... ... ... ... ... ... ... ... ...

The structure of the diagnostic notebook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Carrying out diagnostics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

conducting and evaluating. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Processing and presentation of diagnostic data . . . . . . . . . . . . . . . . . . 49 Diagnostic data for a specific child. . . . . . . . 49

Diagnostic data per class. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

Qualitative assessment and use of data

diagnostics in the work of a teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Assessment of the level of formation of specific skills. ... ... 52

Assessment of the level of instrumental readiness

Assessment of the level of personal readiness

each child and class as a whole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

Assessment of the general level of launch readiness

each child and class as a whole. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

INTRODUCTION

The beginning of school education, both in the minds of teachers and in the minds of the parents of a future first grader, is traditionally associated with the problem of readiness. Rarely does a parent wonder if their child is ready for school. This question hides many different feelings and experiences of parents: concern for the child (will he be good at school? Will learning harm his well-being, mental health?), And social fears (will my child be worse than others?), and parental ambitions (what will they think of me?), and much more. The teacher also seriously thinks about the readiness of children for systematic learning. For him, this is both a question of his own professional success (can I, teaching these children, show a high professional level?), And concern for the quality of education (can the children learn everything they need?). These questions are especially relevant now, when each teacher is faced with the task of adjusting the learning process to achieve not only subject, but also metasubject educational outcomes (ELE). Such "tuning" involves increasing attention to each child, his individual opportunities, the level of starting readiness.

Both parents and teachers, worried about the child's readiness to learn, pin their hopes on the psychologist and his professional knowledge. Psychological diagnostics is most often considered as a tool for studying readiness. Why is this so? And is it right? The first question is easy to answer. The term “readiness” in relation to first-graders is traditionally supplemented with the adjective “psychological”. Psychological readiness is a look at the prospects of a child's learning, success or failure from the point of view of various parameters of development. In the arsenal of a psychologist there is a set of diagnostic tools for assessing various aspects of such readiness: motivation, personal vision.

loyalty, the level of intellectual and sensorimotor development, the formation of arbitrariness, etc. According to the results of the diagnosis, the individual indicators of mental development are compared with the indicators of the age norm. Due to this, it becomes possible to assess the level (degree) of psychological readiness.

If the level of readiness is low, it will be difficult for the child to study along with the rest of the children. He will need the individual help of a teacher, and in some cases, a psychologist or a defectologist. As a rule, special classes are needed to develop certain mental processes.

Psychological readiness has become last years the main "starting" indicator school life first-class $ ka. And this is very good. This suggests that we are not indifferent to every child, his well-being, his personal success. But is the whole “truth about the readiness” of a child for learning contained in the traditional set of indicators of mental development? Are we missing something very important that can prevent even mentally prepared children from successfully adapting to the learning process and receiving a quality education? The question is clear to every practitioner - both a teacher and a psychologist. From time to time we are faced with a situation when, according to all indicators of psychological readiness, a child is within the age norm, and it is very difficult for him to study, master educational material, and communicate with other children in educational situations. What is the reason: is the diagnostics performed poorly? Or have you missed something important? It seems to us that psychological readiness alone is not enough to determine the learning prospects of a particular child and the class as a whole, since it does not offer an assessment of a number of indicators. Let us call the sum of such indicators "starting readiness".

Initial readiness is a set of skills (that is, possession of methods of action, thinking, communication) that allow a child to successfully master the educational material given in a certain way and to be involved in educational situations that the teacher creates for him.

Coming to school, a child enters an educational space specially organized for him, consisting of

new objects, images, activities, and communication. All this is created by the teacher in order to teach better. But first you need the child to be ready to learn as the teacher suggests to him. Learning situations must be built on the basis of those skills and mental processes that are already developed in the student at least at the initial level. Certain starting skills are needed. It's not about reading or counting. We are talking about various abilities, as we would say in relation to the student, of a meta-subject nature. This is the starting readiness.

Psychological and initial readiness mutually complement each other and provide a common vision of the prospects for the child's learning and development in a particular educational environment. Below, in table 1, their comparative characteristics are given.

Table 1. Comparative analysis of the pedagogical and psychological readiness of the child for schooling

	Parameter	Psychological	Starting
	for comparison	willingness	willingness
		The aggregate	The aggregate
		indicators
		development,	testifying
		testifying	if the child has
		about maturity or	possibilities
		immaturity	to learn
		major	in specially
		psychological	created
		and psychophysiological	for this
		processes	educational
			situations1
		Is being studied	Is being studied
		and is estimated	and is estimated
		a psychologist	educator
	studied
	and is estimated		at 2-3 weeks
			learning

1 For more details, see table 2 on p. fourteen.

		Continuation of table 1
Parameter	Psychological		Starting
for comparison	willingness		willingness
	Correctional		Accounting for received
	developing		data at
			creating
	with child.		individual
			trajectories
			development of each
	by building		child; making
	individual		adjustments
			to work
use of
			teacher program;
results
			designing
			pace of passage
			programs;
			planning
			developing
			individual

With the joint application and interrelated analysis of the results of diagnostics of psychological and starting readiness, we, adults, educators and accompanying child development, have the opportunity to maximally adjust the educational process for each specific student, to strengthen positive influence this or that educational system.

But if the diagnostics of psychological readiness is well developed both at the theoretical and at the instrumental levels, then the pedagogical diagnostics of the starting readiness is more of a “figure of speech” than a specific professional tool.

We have made an attempt to develop and describe a program for pedagogical diagnostics of starting readiness. With the help of this program, you can assess the child's ability to learn systematically in the first grade. The suggested teacher guidance can be an important tool for pedagogical analysis and teaching design.

GENERAL CHARACTERISTIC OF PEDAGOGICAL DIAGNOSTICS OF START READY

In the very general view the purpose of this program (its goal) is to obtain reliable information about the child's readiness to study successfully and achieve a high-quality educational result of the 1st grade. In the future, this information can be used by the teacher in order to:

1) to create psychological and pedagogical preconditions for the development of universal educational actions and, accordingly, attaining high-quality meta-subject and personal educational results by the end of primary school;

2) provide an emotionally comfortable educational environment for each child by planning the pace of progress and the level of complexity of the program;

3) adjust the forms and methods of teaching the class as a whole, taking into account the level of readiness for individual blocks of skills;

4) plan individual pedagogical work

with every child;

5) if necessary, get advice on the issues of teaching children from specialized specialists (psychologists, defectologists).

The criteria we propose for the initial readiness of a child follow from the requirements of the Federal State Educational Standard of Primary general education and correspond to the request of L.V. Zan $ kova 1.

1 In more detail about the system of developing education L.V. Zankova and its possibilities in achieving the results planned by the Federal State Educational Standard, see: Vantsyan A.G., Nechaeva N.V., Petrova E.N., Plotnikova A.Yu., Yakovleva S.G. “Implementation of a new educational standard: the potential of the system L.V. Zankov ". Samara: Publishing House $ in "Educational Literature": Publishing House "Fedo $ dov", 2010, 2011.

The most important component of this system is didactic principles, which act as a link between the goal, objectives and practice of learning, creating conditions for the holistic development of the child. A brief description of the named L.V. Zankov of the didactic principles of developmental education will reveal, on the one hand, the level of expectation modern school to the child, and, on the other hand, the characteristics of learning, which contributes to the development of the expected qualities of the student.

For developmental education and modern FSES, the basic position is L.S. Vygotsky that training should be carried out in the zone of proximal development, and not at the actual level already reached by the child. In the system of developing education L.V. Zankov this position is realized as follows.

The content of education is selected and structured on the basis of didactic the principle of the leading role of theoretical knowledge... The essence of the principle lies in the fact that it is aimed at deep understanding of the connections and dependencies between theoretical material both within one subject and between different subjects, as well as in the leading role of theoretical knowledge in relation to practical knowledge. The implementation of this principle in the content of academic subjects creates conditions for pupils to study the interdependence of phenomena, their internal essential connection, which forms the consistency of knowledge and the necessary thinking abilities, above all, ways of carrying out mental operations.

The child's work not with individual facts and phenomena, but at the crossroads of knowledge, in turn, creates conditions for the implementation of didactic the principle of teaching at a high level of difficulty with observance of the measure of difficulty... The implementation of this principle requires maximum for this child tension of mind, will, feelings for solving a difficult (but feasible) cognitive task. It provides for the organization of a collective learning activities in the lesson to solve the problem that the child cannot cope with on his own ( high level difficulties), but solves in hundreds of $ mining with a teacher, classmates (observance of the measure of difficulty). The degree of difficulty is established and adjusted by studying the child, starting from his admission

to school, the main goal of which is to determine the level of actual development of each student. This knowledge gives an idea of ​​the zone of proximal development, which should be activated by the presented level of difficulty of the task. Knowing the level of student achievement allows one to accurately determine the need for one or another help and its measure in order to organize productive independent activity. Thus, cognitive activity the student is built not from simple to complex, but from complex to simple, from some unfamiliar situation through an independent or collective search to its resolution, if necessary, with assistance - from a general hinting to a direct one. It is the encounter with cognitive difficulties that evokes the emotions that stimulate the search activity of the student and class.

The child overcomes the difficulty that has arisen due to the implementation of the didactic the principle of awareness of the learning process... In accordance with this principle, teaching is structured so that schoolchildren would realize not only the regularity of the sequence of material and the relationship of concepts studied in school subjects, but also the process of acquiring knowledge, so that they would evaluate their capabilities and themselves in the classroom, those. developed an important human ability - reflexion. When faced with a difficulty, the student asks questions: "Why didn't it work out?", "What knowledge or skills are missing?" This is how the child's educational research activity is motivated, during which personal qualities are activated, character, will is brought up, communication, discussion, reasoning thinking are turned on, “knowledge - ignorance” is differentiated, the child is looking for missing information, which leads to a solution to the problem.

Consistency, awareness of knowledge and methods of activity are necessary conditions for implementation the principle of a fast pace of learning... This principle affects not so much the quantitative as the qualitative characteristics of training. It requires constant movement forward and resists repeated monotonous repetitions, marking time, “chewing” the same mother. L.V. Zankov wrote: “The continuous enrichment of the mind at school $

Nickname with a versatile content creates favorable conditions for a deeper understanding of the information obtained, since it is included in a widely ramified system ”1. Rapid advancement is accompanied by a constant return to the past. The study (discovery) of the new is carried out on the basis of comprehending what is already known. Such a structure, inherent in programs in the developmental education system of L.V. Zankov, helps to overcome the isolation of its parts and ensures the permanence of repetition, which leads to the strength of the assimilation of knowledge, skills and abilities. Children not only move quickly forward in learning new things, but at the same time constantly reinforce the previously acquired knowledge.

The following didactic principle requires purposeful and systematic work on the overall development of all participants

class members, including both the strong and the weak, in compliance with the requirement of constant care for the mental and physical health every child ... The implementation of this principle requires the creation of such conditions that the child, based on his personal experience and their abilities, inclinations could optimally advance in overall development... Such opportunities are provided by course content built on an integrated basis. Integrated courses, which provide different sides of reality, create conditions for the formulation of multidimensional assignments to one content. Such tasks combine a different level of generalization, theoretical and practical material from different sections. academic subject and from different subjects... Knowledge is also presented in the form of combinations of different levels: reproductive, logical, problematic, creative. In such a wide field of opportunities, each child can show their strengths and develop insufficiently formed ones, which creates real conditions for individualization of learning 2 .

1 Zankov L.V. Selected pedagogical works. M .: House of pedagogues $ ki, 1999.S. 230.

2 The description of the didactic principles was carried out by the scientific director of the V.I. L.V. Zankova $ N.V. Nechaeva.

By creating conditions for the individualization of learning, the implementation of this didactic principle, like all those mentioned above, is possible only when constant study the individual characteristics of each child. The use of the proposed program for studying the starting readiness of children is seen by us as one of the effective ways learning about individual characteristics and the capabilities of first graders at the time they begin their education.

We are talking not so much about the maturity of certain mental processes necessary for learning, but about the fact that certain skills should be formed on their basis. Let us underline that it is not always possible to equate a child's level of psychological maturity and his willingness to learn, since the psychological prerequisites for successful learning may already be formed, but specific skills cannot. If the skills are not formed by the child's previous developmental experience, the educator will need to spend time and organize special situations in order to develop these basic skills in the child himself or seek help from a specialist (for example, a psychologist).

The sum of these skills is the instrumental component of the initial readiness for systematic training. It reflects the extent to which the child is equipped with special processing tools. educational information(skills or abilities). These skills provide effective instructional observation and solution logical tasks(age appropriate, of course), educational cooperation and dialogue of children, primary control of their actions. No less important are the indicators of the personal component of initial readiness, which characterize the child's attitude to learning: is knowledge and the process of cognition itself a value for the child. The skills that make up the instrumental component of starting readiness are especially important at the beginning of training. At the same time, they are an important prerequisite for the formation of universal personal and metasubject educational actions.

The development of skills included in the blocks of "observation" and "thinking abilities" creates the most important prerequisites for the formation of cognitive ECD. "Control" skills form the basis for the formation of regulatory ECD.

The communication skills included in the instrumental component of starting readiness and the personality component are also correlated with the educational results of grade 1 and the entire primary school.

Scheme 1. Diagnostics of the child's initial readiness for successful learning: basic parameters

Observation

	Thinking
Instrumental	capabilities
component
	Control
Starting
willingness	Communicative
Personal	Motivation
	and value
component	attitude

Table 2 on p. 14 presents indicators of starting readiness, given brief characteristics each skill and provides examples of learning tasks that involve these skills. All of them are taken from the teaching materials according to the system of developmental education of L.V. Zankov or teaching methods in different courses $ himself in the first two quarters of training in grade 1.

Table 2. Indicators of the child's initial readiness for learning

	Index						wording
				Educational sense			educational assignments,
							types of tasks
							in textbooks
	Observation
	1 . V o s pr and n i			In the process of formation			"Finish
	mother friend			image letters, numbers, words			item",
	object as a price					fulfill
	loe in conditions			various tasks, preferable
	fragmentarily			lagging recognition and up			"Finish
	go present			building this image to
				whole. To have a mustache
				cope with the same
				my tasks		(even
				baby knows well how
component				looks like a letter or number
				in its entirety), he
				this skill will be required
	2. Allocate from			In the first grade, baby boo
				children offered a great deal
Instrumental				number of tasks built
	details of is			found on the search "hidden			"How many
	walking out of stock			ny "in the picture of objects			on the image
	lonely task			or living beings to			pedestrians? "
					learned how to deduce
				nyat in a complex way of detail
				whether focusing on inst
				adult manual (into the distance
				neish - on the conditions of the problem
				or training target).
				In addition, in the first class
				all this skill		will need
						fulfillment
					aimed at
				forming the image of the letter
				and numbers. It's hard without them
				dispense with, as they help
				make the child remember to see
				body style of the necessary

	Index							wording
			Educational sense					educational assignments,
								types of tasks
								in textbooks
		Recognizing a friend before
	essential	meta, phenomena in the schema						depicted
	signs	physically						on the image?",
		venous signs - important						"Fold the owl
	perceived	a prerequisite for a successful						from paper,
		learning. It is on the basis of						make a wolf
		this skill will be developed						from the box"
				figuratively logical
		thinking, which in its
		queue is impossible without sp
		properties
		admit significant
			created
component
					artistic
		images
Instrumental	4. Hold		process			fulfillment		"Consider
	set	diversify and know
		research assignments
	noah succession	what type of child is you important						and tell me "
	tities	work a certain country						“What can
	during			observation (order				find out “chi
	observation		directions,					melting ”these ri
					stick to
		her. It allows him to gender
						further
		logical conclusions information
		mation. This skill is jav
		is a prerequisite for
						capabilities
		subjugate your perception
		specific task, express
		fight strategy
		denia adequate to the educational

	Index							wording
				Educational sense				educational assignments,
								types of tasks
								in textbooks
	5. Lean		textbooks		meets			"Look
	on the visual					built		on the drawing
	image for	according to the principle: “Look						and remember ... "
	retention	on the picture (or observe
		give) "or" Listen to me. "
		First, the teacher suggests
	information	to relate to the child
		knowledge he expounds
		em, with visual images
		mi. Then the child was offered
				reproduce
		shannoe. Moreover, he
		there is an opportunity to rely
component		on the same image. Such for
		child to mediate his
					important so
		how are they speaking psycho
		logical language,
Instrumental		memory. Thus, the age						"Add each
		it is impossible to post them
		the ability to produce
		free memorization
	Thinking ability
	6. Install	The value of these skills is labor						"Combine
	to relate	but overestimate, since without						to the group ",
	"Genus species"			natural law				blowing a group ",
		dimensions, no practical						"Which one before
	concepts	what activities in the classroom						me extra? "
		technologies,				successful
	7. Install	mastering the rules				Russian		"What happened
	to make logical				mathematics.			at first?",
	some kind of links	From the very first weeks of training						"Observe
	"cause	the child should be
	investigation "	sow phenomena or objects
			certain admit
	phenomena			group,
		shame and do is justified
		new conclusions. Many logs

Continuation of table 2

	Index				wording
		Educational sense			educational assignments,
					types of tasks
					in textbooks
	8. Install	technical skills form			"Determine
	quantify	Xia teacher in		process	what is more ",
	natural	learning. However, there is a mind			"Compare"
	relationship type	on which he relies
		emitted when performing a task
	less "between	niy, considering them formed
	objects
	and phenomena	skills - required OS
		nova successful
		such assignments
	9. Highlight				“What
component					groups can
	of the multitude				divide
					items? ",
	combine them				"Divided into
	according				different groups
Instrumental	with delivered
	10. Operate	The success of the development of those			"Read
	information	or other knowledge or way			"story
	by using	actions		age	in pictures"",
	images, words,	em when the child purchases			"Decipher",
	diagrams and signs	melts them or learns to apply			"Draw
	while doing	nyat based on different			example in the form
	educational ass	"Language": word, sign, scheme
		tic	drawing, image.
		Therefore, in the textbooks before
		tasks in which
		rykh children should quickly
		move from one way
		ba presentation information				Educational sense			educational assignments,
							types of tasks
							in textbooks
		11. See		provides			"Continue
		pattern	ability to draw conclusions from
			available information and				"Continue
		in the studied	make forecasts. If uch				row "," Find
		information	nick saw the pattern, he				pattern
			will be able to reproduce it, about
			to do, do offer
			my learning action
			School education is built on				"Connect
		zeze	word, concept. At the very beginning
		objects and	le 1 class still has a reliance on				(concept)
		discover	image of an object or phenomenon, but				and drawings,
	component	put in them	every day the role is conceptually				to which
		essential	my thinking and words will be a load				these words
		recognized	melt. In order to fit				relate",
		ki concepts	read the transition from image to word,				"Determine
			in the textbook the child is offered				what is it about
	Instrumental		Xia tasks built on bonds
			navania and designation by the word				“Guess
			(concept of) various phenomena				riddle "
			and items. To execute
			such tasks, the child needs
			dimo to isolate in the perceived
			my object		essential
			signs and on their basis the corresponding
			carry an object with a word, its
			denoting. If
			difficult to analyze perception
			object from the point of view
			essential signs, he will
			to be mistaken in designating it
			This skill is a prerequisite
					development of more
			complex mental capacity
			tei: summarize the concept of
			highlighting significant
			signs and their generalizations, and
	Educational sense				educational assignments,
					types of tasks
						in textbooks
	Control (correctional) skills
	13. Relate	Lies at the heart of the Ana skill				"Compare with about
	result	lick your work and				sample and nai
	with sample	walk in it mistakes. Is				di errors ",
	and installed	control is a prerequisite				“Underline
	mismatch	but estimated		activities.		the same beech
	implications	This skill is based on				you but small
		voluntary attention and sp				cue "," Fix
		ability to analyze				typos "
	14. Follow	Strict adherence to instructions				"Do
	instructions	tion is the foundation of any learning				in a given
	when doing	niya. The student must understand				okay "
	research institutes of educational	meaning of the task and hold
	action	predetermined sequence				instructions",
		actions until re				"Connect
		result. Is the basis				the letters are the same
		more complex skill - you
		completing an algo assignment				sample "
		Communication skills
	15. Use				using	"Listen
	make a speech	give a communicative situation
	an adult	lesson in order to get
	as a source	training		information.
	information	The source of information is jav
	when doing	is not only a teacher, but
	research institutes of educational	and classmates.
		be guided by speech
		an adult, the student can
		pass		new, more
		difficult, level - educational
		peer interaction
		kami. For a child to teach
		Xia operate educational in
		the formation received from
		peers, at first he dol
		wives master this skill
		in relation to adults

School start Diagnostics of starting readiness for successful learning in primary school Learning to learn and act Monitoring of meta-subject universal educational actions Authors of the kits: T.V.Beglova, M.R.Bityanova, T.V. Merkulova, A.G. Teplitskaya

School start Successful start for each child Educational-methodical set "SCHOOL START": pedagogical diagnostics of starting readiness for successful learning in primary school

School start Workbook Methodical recommendations Authors of the set: T. V. Beglova, M. R. Bityanova, T. V. Merkulova, A. G. Teplitskaya Ed. to. psychol. n. M.R.Bityanova (Center for psychological support of education "POINT PSI", Moscow)

School start School years are a long road of a person to knowledge, understanding of the world and society. To myself. The road is difficult, requiring desire and diligence from the one who walks along it. As well as understanding and professionalism from the one who leads and accompanies. On this path, every step counts. Especially the first steps. Our diagnostic program allows an adult to set the right landmarks on the launch pad of education

School start "School start" is a fundamentally new approach to pedagogical diagnostics and teacher organization of the first weeks and months of schooling for children. It allows you to: - get reliable information about whether the child is ready to learn successfully; - to create a basis for the development of universal learning activities; - provide an emotionally comfortable educational environment for every child; - select pedagogical methods and techniques, taking into account the level of readiness and plan individual work with children

The uniqueness of diagnostics Psychological examination of grade 1 textbooks allowed the authors of the teaching materials to identify a basic set of skills that are important to develop in a child from the very first days of education. These skills: - provide an understanding of the textbook material and the teacher's instructions, - allow you to engage in the educational dialogue in the lesson, help organize activities in the lesson, etc. the whole. - from the first days of training, comfortable conditions are created to achieve educational results that correspond to the Federal State Educational Standard of the NOE.

The uniqueness of diagnostics In total, 17 skills have been identified. They are grouped into blocks "observation", "Thinking abilities", "Control skills", "Communication skills" and "Personal readiness": Observation Personal readiness School start Communication skills Thinking abilities Control skills

The uniqueness of diagnostics In the methodological manual for the teacher, detailed characteristics of each skill are given according to the following scheme: Metasubject skills What educational situations are required Examples of educational tasks

How the diagnosis works Each child works in their own personal workbook. Special diagnostic exercises allow you to identify those skills that help children cope with educational tasks at the beginning of grade 1. The tasks are built on the basis of color drawings, which makes them easier for the child to perceive.

How is the diagnostics carried out? Pedagogical diagnostics of starting readiness is carried out at 3-4 weeks of training of the first grader. All exercises are performed under the guidance of a teacher. Methodological recommendations have been developed to help the teacher. They provide all the necessary information: the purpose of the assignment, instructions, execution time, advice on what to do in certain unforeseen situations, how to respond to children's questions, etc. “Methodological recommendations. Pedagogical diagnostics of starting readiness for successful learning in primary school ", p. 27

Processing of diagnostic results We have tried to simplify the procedure for processing diagnostic results as much as possible. All data are entered into 2 pivot tables, which in the future allows them to be used for high-quality pedagogical analysis

What gives the teacher the diagnostics "School start" is an opportunity for the teacher to understand the reasons for the success and failure of his students and from the first days consciously and purposefully work on the formation of universal educational actions. The data obtained as a result of diagnostics can be included in the portfolio of each child.

School start: what's next? A successful start is a good start to school! The results of the start-up diagnostics will help the teacher to build the work in the first months of training, and then the benchmarks for the work will be the monitoring data of the metasubject educational results. Learning to learn and act a program for monitoring metasubject educational outcomes for grades 1 and 2

Learning to learn and act Educational-methodological kit "Learning to learn and act" is a program for monitoring the development of universal educational actions of students in grades 1-4. The program implements an integrated psychological and pedagogical approach to tracking and assessing the process of a child's development from the first weeks of his education in primary school to the end of grade 4 Authors of the set: T.V.Beglova, M.R.Bityanova, T.V. Merkulova, A. G. Teplitskaya Ed. to. psychol. n. MR Bityanova (Center for psychological support of education "POINT PSI", Moscow), Ph.D. Yakovlevoy S.G. (Federal Scientific and Methodological Center named after L.V. Zankov)

Learning to learn and act Diagnostic measures allow the teacher to identify the level of formation of the most important ECDs at each stage of education and to determine the pedagogical strategy for the achievement of metasubject educational results by each child in accordance with the Federal State Educational Standard of the LEO

Learning to learn and act The set opens up unique opportunities for the individualization of the learning process and the achievement of a high educational result by each child on the basis of a systematic, comprehensive study of his progress along the educational trajectory. The beginning of a systemic diagnostic work the teacher is the program "School start", then the annual tracking of the process of formation of the UUD is carried out on the basis of a single "line" of indicators. The 1st grade kit includes a notebook for students with diagnostic tasks "Learning to learn and act" and a teaching aid for the teacher

What gives the teacher work with the notebook "Learning to learn and act" In the first grade, the teacher gets the opportunity to study the level of formation of 8 most important universal educational activities. Their assessment is carried out at a basic level, since children are still only at the very beginning. school path... When developing diagnostic tasks, we took into account the peculiarities and reading skills of first-graders, the speed of their processing of educational information, the ability to work with instructions on their own, which are still only being formed. In the second grade, eight more will be added to these 8 universal learning activities. And in the third and fourth there will be more than 30 of them!

Learning to learn and act Age features 1st grade students are also taken into account in the form of diagnostic tasks: this is a fairy tale story, in which children help forest school students, animals, and their teacher, Enot Enotovich. All tasks (2 options) children perform in an individual workbook "Learning to learn and act" 1 option 2 version of the notebook - "flip-flop"

Learning to learn and act Each option is represented by 16 diagnostic modules that have the same structure: - introduction, - a sample, - three diagnostic tasks (A, B, C) - and an additional task marked with

Learning to learn and act Diagnostic module number Introduction - a story from a forestry school Sample Task B - choosing a consequence from the proposed list Task A - following the pattern Task C - determining the correct union Indicating a causal relationship Additional task(performed at the request of the child)

Learning to learn and to act Educational-methodological kit "Learning to learn and act" allows you to systematically, professionally and comprehensively study and adjust the effectiveness and quality of education of each child, which meets not only the requirements of the system L. V. Zankova, but also the Federal State Educational Standard

How to learn to carry out diagnostics - The methodological manual provides comprehensive information on the conduct and processing of diagnostic data. - You can take training at a one-day seminar, which is conducted by the Center for psychological support of education "POINT PSI" and the Federal Scientific and Methodological Center named after L. V. Zankova. - Information about the seminars can be obtained on the sites www. tochkapsy. ru and www. zankov. ru