Tasks based on the principle of “find the differences” are very good at checking the child’s attention. The child is shown two pictures that show almost the same thing. These can be various characters known to children from fairy tales or cartoons, they can be whole scenes from fairy tales or just plot pictures.

At first glance, these pictures should look almost the same, but upon closer examination, you can see that they are somewhat different from each other.

So, for example, if the pictures are in color, then some elements of the picture may differ in color; on plot pictures, the presence or absence of any element, for example, a character in the background, is possible. Variations are possible in the details of the hero's costume or in his position, posture, gestures, etc.

The number of differences may vary according to the complexity of the test. The most convenient option is when ten differences are “hidden” in the pictures. If the child found 9-10 differences, then this is very good. If he managed to identify 6-8, that's not bad either, but his powers of observation still need to be developed. If he found only 5 differences, it means that his attention is not yet sufficiently developed, and exercises for the development of observation should become a daily activity.

Exercises that require visual identification of similarities and differences can also be built on a series of elementary pictures containing two, three or more small drawings. You can use schematic representations of objects and animals containing the same and different elements, such as houses, umbrellas, fish, which differ in shading, ornament or color. These tasks may vary in the complexity of the drawing, the number of drawings in the series, and the complexity of the questions asked.

To test verbal-cogitative activity, not only pictures, but also words can be compared. At the same time, the child is invited to identify the differences between words and say, for example, which word is shorter, which words have the same number of letters, which words differ in one, two or more letters.

When performing such tasks, it is important to make it clear to the child that it is the words themselves that are to be compared, and not the concepts that they denote. For comparison, you can offer words such as:

• a cat and a whale (they differ in one letter (o-i));
• porridge and kitty (they differ in two letters (a-i, sh-s));
• pencil case and pencil case (the second word is longer);
• dog and doggy (the first word is shorter);
• cat, book, rat (all words have 5 letters, common letters: k, a), etc.

For comparison, concepts can also be proposed that denote the presented words. For example, the child is invited to tell what is common and how the words “airplane” and “dragonfly” differ; "tree" and "hedgehog"; "cook" and "doctor"; "fox" and "cat"; “crow” and “titmouse”, etc.

Children must also be familiar with elementary concepts and be able to explain similarities and differences, and the commission must be given a rather detailed answer. So, at an interview, your child may, for example, be asked to tell you how summer and winter, autumn and spring, a fork and a knife, a chair and a table, a pencil and a pen, etc., differ from each other.

It goes without saying that at the entrance interview, the teacher or psychologist seeks to identify weaknesses and strengths in the development of the child. Therefore, more complex tasks will be selected for tests. Therefore, when preparing a child for an entrance interview, you should train him to perform similar tasks on a “from simple to complex” basis. Accordingly, we recommend that you start with easier tasks, gradually increasing the complexity of the exercises.

Another option for a task to test attention and observation may be to perform such an exercise as “turn away and name”. Children enjoy doing this exercise. A certain number of toys are placed on the table, and the child looks at the table for several minutes. Then he turns away and names the toys on the table. This exercise can also be done in a different way. For example, you can remove a toy, replace it with another one, or simply rearrange the items. Then the child is invited to turn around and tell what changes have occurred on the table.

I must say that tasks, when a child is invited to consider an object for some time, and then answer questions, are quite common. This, for example, can be some kind of picture, according to which a question will then be asked. Such pictures are often printed in children's magazines or in special literature aimed at preparing the child for school. The picture may show the path of some fairy tale characters. And questions can be very diverse, for example, “Where are the heroes going?”, “Whose house do they need to pass by in order to reach their destination?”, “Who will they meet on their way?” and so on. You change the options for questions depending on what exactly is shown in the picture.

Tasks that test the level of development of thinking

It is very important to identify how much the child has developed abilities for logical thinking, for synthesis and analysis. To identify such abilities, tasks are very good, in which it is proposed to supplement the missing element or exclude an extra one. Control can be carried out both with the use of visual material and verbally. To find patterns, the child's attention is offered a group of pictures containing a certain number of images, for example, four. Before starting the exercise, you need to explain to the baby that some of the images offered to him will have much in common, but one picture in each series is superfluous.

The pictures can be depicted (excess is in italics):

• oak, spruce, tulip, birch;
• pot, frying pan, fork, basin;
• tiger, cat, elephant, giraffe;
• tomato, apple, pear, plum;
• car, balloon, plane, train;
• shoes, socks, boots, boots;
• salesman, conductor, boy, doctor, etc.

The child is asked which image in this row is superfluous. Children should not be allowed to look at the images for a long time, at the same time, if the child argues for his choice, do not interrupt him, let him speak. After the kid has made his choice, he is asked to argue the answer, you can also ask how the remaining words can be called in one word.

A more difficult version of the task would be a task without relying on pictures, that is, performed orally. The principle of the game is the same, for example, you name a number of names of pets, among which one wild one “messed up”, or the names of vegetables with one fruit.

The task becomes even more difficult when groups of adjectives with similar characteristics are presented. Here, not only the child’s thinking is already being tested, but also his vocabulary, the ability to build synonymous rows and find antonyms, for example:

• old, small, worn, decrepit;
• brave, fearless, determined, kind;
• beautiful, big, huge, gigantic;
• cheerful, funny, amusing, sour;
• sweet, salty, bitter, small;
• slow, fast, impetuous, lightning fast, etc.

We singled out extra words, however, if during the explanation the child singled out another word and reasonably proved his choice, he should be praised, since the ability to defend his point of view, prove and find strong arguments should be welcomed and encouraged.

Another option for the task of identifying patterns is finding the missing element in a series of pictures. The child can be presented with eight pictures (three rows of three pictures, and there is no picture in one row). Images can be completely different: they can be similar objects or drawings that are slightly different from each other, or various geometric shapes, pictures based on the difference in the number of elements, in the direction of the picture, etc. The child is asked to guess that in one series of images one element is missing, and then insert that missing element.

An easier version of this task would be one in which the child is shown possible answers, from which the correct one should be selected. It is much more difficult when the kid himself needs to insert the missing element, for example, by drawing it in an empty cell. You can make the task even more difficult by increasing the number of series, the number of pictures in a series, or the number of missing elements.

Another exercise that reveals the child's ability to think logically and spatially is "picture the picture." The child is offered a picture in cut form. From the available elements, he must assemble the finished drawing. The easiest way is when the elements of the picture are the same and have the correct shape. Much more difficult when they are cut arbitrarily. When performing a task, correctness and speed should be taken into account. The sooner the child collects the picture, the better.

As visual material, you can use self-made pictures or cut postcards. Simple images can be collected immediately, without relying on a sample.

If you are using an image of a large number of irregularly shaped pieces for the task, you can first show the child the original drawing. Currently, there are various games on the market that are built on a similar principle. Do not interfere with the baby if he enjoys putting these puzzles together. This is a very good workout. Such toys can be quite large and contain not only simple pictures, but also whole paintings from paintings or scenes from fairy tales and cartoons.

If your home has such toys, collect them with your baby. However, due to the fact that these images are usually quite complex and cumbersome, they are usually collected for a long time, and children in the process of completing the required task must rely on a sample picture. If you think that your child has achieved some success in putting together puzzles, invite him to practice with the simplest pictures for a while.

Tasks to test the development of imagination and speech

The most common variant of this task is drawing up a story from pictures. Several pictures are laid out in front of the child depicting actions well known to him. For example, one picture may show a boy waking up, another picture showing him washing his face, a third picture having breakfast, and a fourth picture showing the boy going to school. The pictures are arranged in random order, and the child is offered to arrange them in the order in which the action takes place. Then the kid must justify why he arranged the illustrations this way and not otherwise. The last step of the exercise involves building a coherent story from a series of pictures.

Drawings may be different. For example, the child is asked to compose a coherent story based on a series of pictures depicting the actions of some characters. The teacher or psychologist at the interview can also ask a few questions about the characters themselves, ask the kid to characterize them, talk about their habits, preferences, make their verbal portrait.

It is also important how well your child has learned the meaning of certain words. The teacher or psychologist conducting the introductory interview wants to see if the child is able to competently and correctly build his speech, explain this or that concept. During the interview, your child may also be asked to explain the meaning of certain words, such as "TV", "aquarium", "library", "school", etc.

To control the development of imagination, figurativeness, spatial thinking, it would be advisable to offer the child to fold the schematic figures of animals from strips of paper, parts of a tangram square or from cubes, the sides of which are painted in different colors. It is proposed to fold the cubes or strips in such a way that an image of a bunny, kangaroo, fox, spider, etc. is obtained.

For the development of figurative representation and spatial imagination, visual and constructive activity is of great importance. Therefore, at the introductory interview, your child may be asked to draw a picture or assemble a model from a constructor. Pictures can be drawn in advance, and the child is invited to describe them or say what this or that image looks like.

To control the development of speech, tasks can be used that reveal how meaningful and detailed the child answers questions, whether he knows how to correctly build syntactic constructions. For example, the teacher may repeat a complex sentence twice, then ask questions about it.

As an example, let's take the following sentence: "After Tanya did her homework, she went for a walk with her friends" - "What did Tanya do before: went for a walk with her friends or did her homework?" You can also ask the child to follow some verbal instructions, and then tell in detail what he did.

For example, the teacher lays out toys in front of the kid, scatters them and asks to put the bears in one box, and the bunnies in another. The child is then asked what he did and in what order. To control the development of the child's speech, he may also be asked to repeat the words after the adult, but in the plural. An adult says: “cat”, “mouse”, “airplane”, “nose”, “wing”, “ship”, “tree”, etc. The child repeats: “cats”, “mice”, “airplanes”, "nose", "wings", "ships", "trees".

Checking the child's readiness for learning the Russian language and Russian speech

In order to see how ready the baby is for learning Russian speech, at the introductory interview, he may be offered tasks to determine phonemic hearing. To do this, the teacher can tap out a variety of rhythms, inviting the child to repeat after him.

First, simple rhythms are used, for example, I-II; II-I; II-I-I; I-I-II. If the task is completed successfully, then more complex series of percussions can be offered: III-I-I; I-I-III; I-II-III; III-II-I, etc. It is very good if the child completes tasks without errors and without delay.

It is also important how the child perceives the number of letters in words, whether he distinguishes between monosyllabic, two-syllable words and words with a large number of syllables.

The teacher can offer the child, using sticks or circles, to display how many letters are in the named words. Again, you should start with simple words (“meadow”, “house”, “cat”, “whale”, “fox”, “water”, “mother”), gradually moving on to more complex ones (“grass”, “stick ”, “metro”, “tangle”, “swallow”), etc.

In order to see how trained the child's hand is for writing, he may be asked to copy the figures or drawings drawn in the notebook in a cage. The figures should be copied in the same order in which they are given. You can practice with your child by asking him to redraw the borders. How to draw ornaments using a cage is described in the article Methods for teaching preschoolers to read and write.

Checking mathematical representations

At an introductory interview, a child may be asked to count to ten or even to twenty, both forward and backward. The kid should also be able to parse the numbers of the first ten. As an exercise to control knowledge, he may be asked to decompose, for example, the number "nine" with the help of counting sticks (1-8; 2-7; 3-6; 4-5).

In addition, at the introductory interview, counting skills are evaluated within the first ten. Moreover, depending on the school and the class in which the baby will go, the score can be carried out both on sticks and without any kind of support.

It is important that the child can compare objects, such as strips of paper of different lengths and widths. He must say which strip is wider (narrower) and longer (shorter); how many long strips, how many short ones, which ones are more (less, equally).

The ability of a future first grader to determine the location of objects in space is also of great importance. With the help of toys or cubes of different colors, the baby can be asked what is nearby, far, in front, behind, to the right, to the left, above, below, etc.

It may well be that at the entrance interview the child will have to divide the subject into 2-4 equal parts. The subject can be a special allowance, consisting of various shares, together making up a circle. The child should divide this circle of thick paper into two, three or four equal parts.

Your toddler may also be asked to write a graphic dictation in a checkered notebook. The teacher dictates: “one cell up, two cells to the right; one cell down, two cells to the right. Patterns can be more complex. Here we are talking not about how much the child recognizes the drawing and can copy it, as already described above (borders), but about how well he perceives the task by ear and independently orients himself in the space of the school notebook.

Some psychologists involved in the interview ask questions or puzzles for logical thinking. These can be well-known riddles or small problem situations, for the solution of which you need to identify a certain “trick”.

Examples of such tasks:

• Worth maple. There are two branches on a maple, on each branch there are two cherries. How many cherries grow on a maple? (Answer: none - cherries do not grow on maple.)
• If a goose stands on two legs, then it weighs 4 kg. How much will a goose weigh if it stands on one leg? (Answer: 4 kg)
• Two sisters have one brother. How many children are in the family? (Answer: 3)

Thus, the tasks at the introductory interview can be very diverse. You should not copy exactly those tasks that were described in this article. It is important to prepare the child to perform such exercises, and not force him to cram specific examples.

We repeat once again: preparation for an introductory interview is a rather long and laborious process, and its effectiveness depends on the regularity and systematicity of classes.

It is also important to psychologically set up the baby before the interview. He should not be afraid to speak in public, not be shy to ask the task again if he did not understand its essence.

Before going to the school interview, you can arrange a trial interview at home, inviting a friend of yours as an examiner. The purpose of such a training is to relieve the possible psychological stress of a little man, because for him an interview is a kind of exam, and excitement is inevitable. It is important that fear does not prevent the baby from demonstrating his knowledge.

Tests to help identify a child's readiness for school

Read the following statements to your child and ask him if he agrees with them or not. Give one point for each affirmative answer.

1. At school I will make many new friends.
2. I am very interested in what the lessons are at school.
3. I want to be friends with all my classmates.
4. I want lessons to last longer than breaks.
5. I wonder what the classroom looks like.
6. I will definitely study well.
7. Holidays are the best part of school life.
8. I think school is more interesting than kindergarten.
9. I want to go to school as soon as possible, because many of my friends are first graders.
10. If it were possible, I would have gone to school a year ago.

Calculate the results.

If your child has scored one to three points, it is worth considering. Your child is not at all eager to go to school. He is fine without her.

Four to eight points- good result. Your child wants to go to school. But it is important to determine what is more important for him: the external side or the internal content; what interests him more - new friends or the lessons themselves.

If more affirmative answers are received in the first part of the test, then the child idealizes school somewhat, he is not yet quite ready for the difficulties of school everyday life. If there are more positive answers in the second half, then your baby is quite aware of why they go to school, and everyday school life does not yet cause him dislike.

nine to ten points- excellent result! Your baby wants to go to school, and his desire is quite conscious. Maybe he will keep his attitude towards the school throughout his schooling.

Perhaps the result of the test did not meet your expectations, and you saw that your baby is not quite ready to go to school yet. Do not worry, because not all children must necessarily want to learn. It is important to interest the child, to show him that he can be very interested in school.

Moreover, it is necessary to pay the attention of the child not only to the fact that at school he will have many new friends and he will have fun during the holidays. Show him that studying is a very entertaining activity in itself. Explain that at school he learns a lot of new and interesting things. Pay more attention to school preparation. Systematically perform various exercises to train the necessary qualities, to gain new knowledge. Classes with mom, dad or grandmother, especially in a playful way, should arouse interest in the child. Spend more time with the baby, tell him about the school, but do not embellish it. He must learn that although it is not easy to study at school, it is interesting.

Test to identify the child's knowledge about the school and school routine

Ask your child to answer the following questions. One point is scored for each correct answer.

1. What is a class?(A class is a room where classes are held. There are desks, a teacher’s desk, a board on which they write assignments with chalk and do exercises. Another class is all students who attend classes together. For example, first class, class “a”, friendly Class.)
2. What is a lesson?(A lesson is a time when they learn a lot of new things, listen to the teacher’s explanation and perform various exercises. Sometimes the word “lesson” refers to the completion of a task, for example, “learn lessons” - this means doing the exercises that were assigned at home.)
3. What is vacation?(Vacation is a break for a few days when there is no school at school. Vacations come in autumn, winter, New Year, spring, and summer holidays last all summer.)
4. Are the children of the same age or different in the class?(All children in the same class are usually the same age. They may have birthdays at different times, but they are all the same year of birth.)
5. How do you know when it's time to go to class?(The bell rings for the lesson, the corridors are empty, and all the children rush to take their place at the desk in the classroom.)
6. What is change and why is it needed?(Recess is a break between lessons when you can relax, play, go to the cafeteria or to the toilet.)
7. What is a mark?(A mark is an assessment of how the student completed the task or worked in the lesson. Marks are calculated in numbers from one to five.)
8. Which grades are good and which are bad?(The larger the number indicating the mark, the higher the mark itself, the better the result, respectively. 1 - "one" - the worst mark; 2 - "two" - bad; 3 - "three" - mediocre, satisfactory, not very good; 4 - "four" - this is a good mark; 5 - "five" - ​​excellent. About the one who studies for fives, they say that he is an excellent student, and the one who studies for deuces is a loser; he studies poorly.)
9. What is a school diary and what is it for?(A diary is such a special notebook in which there is a lesson schedule. The children write down their homework there, and the teacher puts marks there.)
10. What is the name of the table at which children sit at school?(Children sit at their desks.)
11. What does the teacher use when explaining a rule or task?(The teacher writes on the blackboard.)
12. How should you contact a teacher?(The teacher is addressed by her first name and patronymic and “You”.)
13. What should you do if you need to ask a teacher something or when you want to answer a question? (You need to silently raise your hand, but so that it is visible. When the teacher pays attention and asks, you can ask your question or give an answer.)
14. What should I say if I need to go to the toilet?(You need to raise your hand and ask: “Can I go out?”)

If your child answered correctly for 11-14 questions, then he is quite familiar with the school rules and the need to follow the school routine will not upset him. He will treat both teachers and classmates with respect, and is likely to be distinguished by exemplary behavior.

Right answers for 7-10 questions indicate that the child is generally familiar with the rules of the school routine, but in order for him to experience less difficulties in everyday school life, it would be nice to talk more about the school with the future first grader.

4 to 6 correct answers This is food for thought for parents. Your child does not yet know very well how classes are held at school, how to behave in certain situations. Therefore, tell your child more about school, ask him from time to time about the details of school life.

In the case when there are only correct answers 3 or less, is already a wake-up call. Maybe you don’t talk at all with the baby about how school days go.

If your child's number of correct answers is less than six, along with talking about school routines, we recommend that you simulate everyday school situations.

To do this, invite other guys and play with the children in the "Forest School". This game helps to "try on" school life and is a role-playing game where children learn how to behave in school. Well, if you manage to assemble something like a class - a group of several people.

Each child (or adult, if you are also participating) represents an animal. The leader is chosen - this is a teacher, a wise owl. The bell rings, the owl flies into the classroom and introduces itself: “Hello guys, my name is Owl - Wise Head, and what is your name?” Children vying with each other begin to introduce themselves by the names of their animals.

The owl teaches them that in order for everyone to be heard and everyone to be able to introduce themselves, you need to call your name in turn, and if you need to say something, then you need to raise your paw or wing.

Then you can simulate different school situations. For example, Owl explains new material, calls to the board, asks for a lesson, and assigns homework.

You can simulate the content of various school subjects in a playful way. Ask children to count, tell something aloud, perform various entertaining exercises. During the game, the children must learn to behave correctly in a given situation, they also get acquainted with the general rules and norms of the school routine.

The owl can mark. Acorns, cones, leaves, etc. are used as marks. It is important that children can count to five and understand which mark is bad and which is good. After you have practiced in this game form, repeat the test. You can add any other questions about the school routine that you think are important for your child's successful entry into the mainstream of school life.

We publish nine tasks with sheets for printing - to prepare for school from notebooks of the Japanese KUMON series, which are used by children in 46 countries of the world. Today we will teach the child numbers and shapes, add and subtract using simple examples. Easy and fun!

But first - advice for parents: how to teach your baby to hold a pen and pencil correctly.

How to hold a pen

There are several ways to teach your child how to hold a pen or pencil correctly. Here is one of them. It is difficult for a child whose fingers are not yet strong enough to hold a pencil correctly. Teach him this gradually so that he does not lose interest in writing.

1. Help the child place the index finger and thumb at a right angle, as shown in the figure. Place the pencil on top of the groove between these fingers and at the same time on the bent middle finger.

2. Now have the child squeeze the pencil between thumb and forefinger.

3. Compare with the drawing to see if your child is holding the pencil correctly.

Activities for preschoolers

1. Draw a line from 1 to 5 through all the numbers in order, calling them out loud.

2. Write the number 4 and say it.

3. Find and circle shapes that look like the pattern.

On this page, the child needs to find circles of different sizes among other shapes. If it is difficult for him to cope with the task, describe the circle to the child. Say, for example, that a circle is like a ball.

4. Write the missing numbers in the table, and then perform the addition.

5. Subtract. Solve each example!

6. Draw a line from the arrow (↓) to the asterisk (*) that will connect all the reels.

7. Color the mouthwash cup and toothpaste tube.

In this task, you need to color the mouthwash cup and the toothpaste tube. When the child finishes the work, say: “The boy is just great for brushing his teeth before going to bed! And you will brush your teeth today too.”

8. Do the addition.

Here is the complete archive of the free e-magazine Korablik.

Preschoolers are distinguished by curiosity and aspiration. Boring primers and dry presentation of material repels children from further development. The presented magazine was created for a variety of activities with the child, as a help for parents and educators. Bright pictures and interesting exercises are suitable for children who are preparing to go to school. Cognitive tasks allow you to saturate the developing mind with useful knowledge, without breaking away from the gameplay.

The electronic magazine "Ship" has carefully selected tasks aimed at the comprehensive development of the child. The collected exercises activate the logical thinking of the baby, and allow you to put into practice the existing knowledge. Each edition features fun activities that every preschooler will love. Convenient presentation of the material contributes to the rapid memorization of new knowledge.

A fascinating magazine has collected useful material on its pages that can lay the necessary foundation for further learning. Together with interesting exercises, the child will develop in the right direction, train his mind and increase his potential.

Summary of the Ship by Numbers magazine:

Preparing a hand for writing, mathematics, the world around.

Mathematics, logic, the world around.

Preparing hands for writing, thinking.

Mathematics, preparation of the hand for writing.

Preparing a hand for writing, mathematics, logical thinking.

Ship No. 6 (download/view in JPEG format)

The development of motor skills of the hand, mathematics, thinking.

Logic, thinking, memory development.

Ship No. 9 (download/view in JPEG format)

Preparation of the hand for writing, development of speech.

Fundamentals of labor education, logical thinking.

Mathematical representations, motor skills of the hand.

Logical thinking, the world around.

Development of attention, mathematics, logical thinking.

Preparation of the hand for writing, mathematical representations.

The development of speech, mathematics, the world around.

Knowledge of the environment, preparation of the hand for writing.

Mathematics, development of motor skills of the hand.

Classes on the development of speech by compiling sentences and stories.

Environment, fun.

Mathematics for kids: classification.

We develop attention, fine motor skills of children's hands.

Compare objects and develop children's attention.

We develop attention, ingenuity, fine motor skills of the hand, looking for patterns.

We learn to observe, compare and generalize.

We compare objects by their internal characteristics, we solve logical problems.

We teach children the classification of objects.

Classes for the development of intellectual abilities of children 5-6 years old.

Literacy classes for children 5-6 years old.

Articulation gymnastics.

Games and exercises on the theme "Man and his health".

The world around us, ecological education, speech development.

Tasks for the development of thinking in children.

Lessons with letters and syllables.

Children's first steps in mathematics.

Complexes of developing exercises.

Physical education classes for the development of motor creativity of preschoolers.

Mathematics for preschoolers.

Complexes of developing classes for preparing children of senior preschool age for schooling.

We teach children safe behavior, classes on the topic "Winter".

Classes on the topic "Winter".

Math classes for preschoolers.

Tasks for the development of speech of preschool children.

Classes for teaching children to read.

Classes for teaching children 4-5 years old to read through the game.

Reading lessons for 4-5 year olds.

Classes on teaching reading to middle preschool age.

Task cards in mathematics 1st grade.

Classes on the theme "Autumn".

Mathematics, writing.

Exercises for the development of memory, exercises for the development of attention.

Summaries of classes for teaching children 4-5 years old to read and write; exercises for the development of attention, thinking.

Educational exercises for preschoolers.

We develop hand motor skills, develop attention, thinking, mathematics for preschoolers, speech development classes.

Literacy classes, speech development classes.

Riddles games, developing hand motor skills, math problems.

Non-traditional methods of improving children's health, developing logical thinking (lotto), solving crossword puzzles.

Tasks for the development of thinking, tasks for teaching children to read and write, tasks for preparing a child for learning to write.

Cut pictures, crossword puzzles.

Intellectual readiness for school: lessons 1-10.

Intellectual readiness for school: classes 11-21.

Intellectual readiness for school: classes 22-32.

Games and tasks for the development of a child's attention, thinking, memory.

Tasks for preparing the hand for writing (we draw in the cells).

Exercises and tasks in mathematics for elementary grades.

Tatiana Brodskaya

"Formation of elementary mathematical representations" with in-depth study for children in the preparatory group.

Tasks for individual work with each child.

materials: a notebook in a large cell (12-18 sheets, a ballpoint pen, colored pencils.

preschooler performs the exercise and, together with the teacher, checks for correct execution, which allows in the future to select tasks difficulty or repetition.

Data tasks allow the teacher to observe the dynamics logical thinking,development motor skills of the hands of preschoolers.

These fun activities are great for kids!

Exercises included: writing numbers, the order of sequences of numbers and signs, connecting numbers by dots, "find the number", hatching in geometric shapes and much more.

This is an exciting journey that preschoolers look into the world"Schools".

Related publications:

Questionnaire for parents "Preparing children for school" Name of the child: Age of the child: 1. In your opinion, what is the readiness of the child for school. (underline as appropriate): Ability to read and write.

Games for the development of coordination and accuracy of movements and practicing the correct pressure."Visible - not visible." Material: a large sheet of paper, divided into two parts in each the same cityscape, seen from the window; white.

Preparing children for literacy (preparatory group for school) Synopsis No. 1 Ave. tasks: to develop interest in the word, to be able to isolate words from the speech stream: words are different, each has its own meaning; each.

Preparing children for school The child goes to school. One of the most important tasks is the comprehensive preparation of the child for school. Particular attention should be paid to careful selection.

Speech preparation of children in the preschool educational institution for schooling SPEECH PREPARATION OF CHILDREN IN DOE FOR EDUCATION AT SCHOOL. Modern reality makes high demands on an adult. But.

Parent meeting "Preparing children for school" Purpose: to familiarize parents with the criteria for a child's readiness for school; parents' assessment of their child's readiness for school. Agenda.

Parent meeting together with primary school teachers and children of the preparatory group for school. Theme of the meeting: “Preparing children.

Seminar “Preparation and readiness of children for school. Issues of continuity between kindergarten and school” Seminar “Preparation and readiness of children for school. Issues of continuity between preschool education and primary general education.

The unbreakable foundation of a successful future is good schooling. It is necessary to prepare for secondary education with high quality, and to start doing this already in the senior and preparatory group of the kindergarten. The best preparation for school - 6-7 years, aimed at the comprehensive expansion of the child's knowledge.

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

Admission of preschoolers to the general education class is similar to a real exam. In the process of a short interview with a teacher-psychologist, the following are determined: the level of development of the child, the ability to retell the text, reading and writing skills, mathematical knowledge and the ability to think logically.

Preschool preparation for school

Development of attention and memory

By the age of seven, it is important for a child to form "arbitrary" attention. Its peculiarity is that a preschooler can concentrate on the object of action, not desire, and do what is needed, instead of what one wants.

To demonstrate readiness for school, the child must know:

• Your full name (with surname and patronymic), names of parents, place of residence (name of the country, city, street, house and apartment).
• Major domestic and wild animals, birds;
• Plants, holidays, common professions and sports;
• Shapes and colors;
• Differences in sizes (smaller and larger), sounds (vowel, consonant), sides (right and left).

The control tasks also include:

• "Find differences" (from 3 to 5);
• “Name it in one word” (banana, apple, pear - fruits);
• "Find an extra item" (potato, carrot, apple, cucumber).
• Tell what is the difference (spring from autumn).
• Name the current season and explain its features.

Important! The development of attention and memory is also tested on the child's ability to retell the material heard and restore events in the correct sequence.

Reading and literacy

Children of senior preschool age should listen, understand and fulfill the requirements of the teacher, know the letters and be able to compose them into syllables and short words, be able to perform tracing and hatching exercises, depict printed letters and some written elements in full.

Teaching a child to read

In kindergarten, kids are taught:

• Isolate a certain sound from different words.
  - Clap your hands when I call the sound "C": poppy, braid, house, juice.
• Find the position of a sound in one word (is it at the beginning, middle or end).
  Where is the "S" sound? Catfish (at the beginning).
• Determine the sequence of sounds in a short word.
  - What is the first sound in the word "juice" - "s". Name the second sound - "o". The third is "k".
• Divide short words into syllables.
  - Pa-pa, ma-ma, pa-ma.
• Find differences between hard and soft sounds, deaf and voiced, consonants and vowels.

In their native language, a preschooler should be able to:

• Form singular and plural nouns;
• Use prepositions and possessive pronouns in the correct context;
• Form a diminutive form of nouns and a possessive form of adjectives;
• Match nouns and numbers correctly.

Verbal counting

The development of mathematical thinking in the future first-grader is also important. By the beginning of school education, the child should be able to:

• Count within two tens;
• Say the numbers in reverse order (from 10 to 1);
• Know the neighbors of the first ten numbers;
• Find the place of a certain number in a row;
• Keep count of objects, both by ear and by touch;
• Decompose large numbers into two smaller ones, and, conversely, add one larger one from two smaller ones;
• Be able to add and subtract within the first ten, as well as cope with the simplest exercise based on these mathematical operations.

First grader at the blackboard

Important! Often, according to the results of an “interview” with a preschool child, the revealed level of development turns out to be much lower than it actually is. This may be due to excitement in front of an unfamiliar adult, fear of repeating a question, or peculiarities of the nervous system and psyche of the child.

To prevent a similar situation with tasks for preschoolers, when preparing for school, the baby should be taught:

• communicate with adults, and not just with their peers;
• answer questions on various topics and also ask them;
• overcome shyness and timidity.

How much should a future first grader study

According to the time approved in the Federal State Educational Standards (FSES), in the preparatory group of the kindergarten, children do no more than 25-30 minutes for one “lesson”. At this time, the organizational moment (collection of children, acquaintance with the type of proposed activity) and summing up the results of the lesson are already included.

Group lesson in kindergarten

How to prepare for school - rules and requirements

In the concept of preparing a child for the first grade, there are 4 main criteria:

1. Physical readiness. Studying at school is associated with a great load, both psychological and physical. If the physical abilities of a preschooler are not developed to the right extent, this can adversely affect the entire time of his education. As a rule, already when filling out the child's medical record, doctors study problems in the functioning of the body and give advice on special forms of education or visits to specialized schools.
2. The development of intelligence. By school age, children are not enough to be able to count and read. The readiness of the intellect for further learning is reflected in special skills and abilities (concentration, ability to generalize, good fine motor skills, attention), in developed logic. A future first grader needs to be able to answer questions in detail and ask them in response, retell the text in their own words and compose a story based on visual material. These skills indicate sufficient development of speech.
3. Social adaptation. A child of the senior and preparatory group, after visiting the kindergarten, fully masters the laws of the groups, learns to play both the role of a leader and the role of a student, obeying and fulfilling the requirements of the elder.
4. Psychological readiness. Often, children want to go to school as soon as possible in order to get a beautiful portfolio and “play” live at school. However, real readiness is reflected in the child's desire to develop his cognitive need, the still unconscious desire to take his place in society. Therefore, the main element of preparing for school for preschoolers is considered the formed ability to learn.

Preparing for school - developing reading tasks for children

A list of interesting tasks aimed at developing reading skills, retelling, the ability to generalize and highlight the main thing, as well as teaching a child to read and write:

Name	Target	Description
Help the bunny get food	Learn to distinguish a sound from a number of words	Help the bunny get to the carrot. He can only go to those items that have the letter "L" in their name.
Reading without speaking	The ability to match letters and numbers, the development of reading skills	An abbreviated Russian alphabet is presented, under each letter of which there is a number from the first ten. Short words are selected from this alphabet, for each letter of which the child must make a certain number of claps.
Tongue twisters and short tongue twisters	The development of speech, a clear and clear pronunciation of sounds	Clean tongues and tongue twisters are selected for any letter with various vowels / consonants. For example, to work out the sound “C”, syllables are used - SA, CO, SU, etc. Pure tongue - SA-SA-SA, an OSA sits on the leg. SU-SU-SU, I will find LiSU in the garden.

Preparing for school - developing tasks for children in mathematics

Young mathematicians in developing tasks perform subtraction actions only within the first ten, and addition - within 20.

Note! Oral counting occurs both in the usual order and in reverse.

Name	Target	Description
counting	Development of attention, counting within 20	Count the number of dots on the cube and write down the answer.
Postman	Develop addition skills in a preschooler	Three numbers are written on the envelope, and one is missing. Together they add up to the number circled. Find the missing number.
Daisies	Finding the sum of a number, the method of substitution and estimation	The task presents a chamomile with six petals. It is necessary to color only 3 petals so that together they make up the number indicated in the center of the chamomile.
Umbrella	The ability to solve the simplest examples and match them with a specific color or shade	Solve small examples and color the umbrella with the color that matches the answer.
Castle	Develop sorting skills, streamline knowledge about various geometric shapes	How many triangles are in the castle? How many rectangles are in the castle? How many ovals are in the castle? And how many squares?

Tasks for the development of mathematical skills in children

Preparing a hand for writing - recipes with riddles for schoolchildren

The most important role in teaching a preschooler belongs to the development of hands. At school, a lot of time is devoted to writing, with insufficiently formed fine motor skills, by the end of the school day, the child will feel tension in the hands. And this, in turn, will affect the formation of handwriting.

Note! The cycle of training of the senior and preparatory groups includes the use of various educational copybooks.

As a rule, small sheets with exercises that require tracing or hatching act as copybooks for preparatory groups. They can be found online or purchased in bookstores.

In order not to get lost in the variety of material presented on the network, not to buy and print poor-quality work by unknown authors, a list of good copybooks was compiled to help prepare children for writing:

• ROSMEN, Complete preparation of the hand for writing - copybooks in the amount of 8 pieces (from 400 rubles * for the entire set);
• Bortnikova's prescription for children from 6 years old (30 rubles *);
• ROSMEN “I write and draw by dots” - a lot of positive feedback (60 rubles *);
• ROSMEN “I draw lines and stroke” (60 rubles *);
• Complex prescriptions "Getting ready for the letter" (from 185 rubles *)

The sequence of classes to prepare the hand for writing should be as follows:

• Learning to draw various lines (ordinary - horizontal and vertical, oblique, wavy);
• Drawing shapes: circle and oval, square and rectangle, triangle and rhombus;
• Next, the elements of individual letters or numbers are studied;

Preparing a hand for writing

Remember that the main task of adults remains. Many parents think that a child counting up to 100 will not be interested in peers who have barely mastered the first two decades by that time. However, good preparation for school will help the child feel confident, which means that he will study with great interest and dedication.

*All prices are valid on 28.04.2019