Visual-motor gestalt test l. Bender

Loretta Bender's work "The Visuo-Motor Gestalt Test and Its Clinical Applications" was published in 1938 in the American Orthopsychiatric Association monograph series. . From then to this day, the Bender Visual-Motor Gestalt Test (or Bender Gestalt Test for short) has enjoyed well-deserved popularity due to its simplicity, ease of use, high validity and reliability. The Bender Gestalt Test is part of the main range of diagnostic tests characterizing nonverbal intelligence and perceptual-motor coordination.

Instructions for its use were published in 1946 along with a standard set of test figures (see Fig. 1). The text of these instructions is reproduced below. The Bender Gestalt Test is used to diagnose the degree of development of structural visual-motor functions in children (Fig. 2), to study mental retardation, regression phenomena, the severity of violations of individual functions and organic brain defects in both adults and children, as well as for studies of personality deviations, especially those associated with regressive manifestations. In the latter case, it plays the role of a socially neutral, completely “harmless” test in a battery of personality tests.

The above-mentioned original monograph provides a theoretical basis for the Bender Gestalt test, an analysis of studies conducted on its basis, and also highlights the use of this test for analyzing the development of structural (Gestalt) functions in children and diagnosing various clinical syndromes, including mental disability, aphasia, various organic brain disorders, psychoses, neuroses and malingering.

Stimuli and testing procedure

The Bender Gestalt test stimulus set includes 9 original Wertheimer figures (Fig. 1), selected from those that he used for psychological research on the perception of visual gestalts.

The subject is asked to copy these figures. Figure A, which is easily perceived as a closed figure on a uniform background, consists of an adjacent circle and a square placed on top, located along a horizontal axis. This figure is used to introduce the task. Figures 1 to 8 are used for diagnostic testing and are presented to the subject sequentially. For copying, sheets of white unlined paper measuring 210 by 297 mm (standard A4 format) are used.

Often one sheet of paper is enough for the test subject to answer, but sometimes more is required, especially for people with a low intellectual level or those with high anxiety. The subject should be provided with a pencil and eraser. The use of any aids is prohibited. Rice. 1. Stimulus material for the Bender Gestalt test The cards must be presented one at a time, placing each one on the table close to the top edge of the sheet of paper in the correct orientation, and the subject must be told: “Here is a series of pictures that you need to copy. Just redraw them the way you see them.” It is necessary to warn the subject that the cards cannot be moved to any new position. If for some reason this is difficult to do or the warning does not apply, then the movement must be allowed, making the appropriate notes in the protocol. It is correct to advise the subject to place a copy of the first of the figures in the upper left corner of the paper, but there is no need to insist on this if the subject begins to draw in his own way. The orientation of a figure against the background and in relation to other figures is also part of the Gestalt function. All other instructions should not be very categorical. For example, if a subject asks whether to count dots, the answer should be: “It's not necessary, but you can do as you like.” You can allow multiple attempts to copy one figure, which should also be reflected in the protocol. You may be allowed to use an eraser to improve the quality of individual lines, but this should not be encouraged.

There is no time limit for completing the test, and the figures do not need to be removed until the subject has completed copying. The test does not involve a memory test. Some subjects prefer to have all the cards in a stack in front of them, look at them all first, and then lay out the entire set in a specific orientation to a sheet of paper. This can be allowed, but nevertheless, the subject must first copy figure A, and then figures 1-8 in the sequence determined by the author of the test. Many people successfully orient an entire set of shapes in relation to their background on a piece of paper without this initial viewing.

Since this is a clinical test, there is no need for an overly rigid formalization of its implementation, so as not to affect those functions that determine the individual’s ability to experience visual-motor gestalts in the relationship of spatial and temporal dimensions. It is necessary to observe and note those moments when the subject’s behavior during the test deviates from the specified one. They should never be interpreted as test failure. Notes about anything unusual in the test administration, about the test taker's manner and behavior, and about his reaction to the test situation can be made directly on the test sheet of paper.

Practice has shown that this test, due to its personal neutrality, can be usefully used as an introductory test in a battery of tests, since it weakens the test person’s reactions of anxiety and constraint that arise in response to the examination procedure. Of course, it can be given in any other order with other tests, for example, it can be a gentle transition after more verbally or emotionally charged tests. If it is offered to an individual who is in a state of fatigue, then it must be borne in mind that fatigue has a significant impact on the gestalt function. The presence of fatigue can unnecessarily exaggerate the symptoms of gestalt dysfunction, reinforcing perseverative and regressive tendencies. When working clinically with children, you can first give the Bender Gestalt test, then the Goodenough “Drawing of a Person” test, observe for several minutes the child’s handling of play material, observe motor activity or play, conduct a neurological examination and psychiatric interviewing. Of course, this order can be changed in accordance with the examination plan, depending on the clinical condition of the child during the examination and many external circumstances.
Rice. 2. Typical responses of subjects of different ages when performing the Bender Gestalt test.

The cells show typical responses from subjects of a certain age and their frequency of occurrence as a percentage. An empty cell indicates no change in response pattern compared to previous ages. The proposed tables can be used as age norms to assess the degree of developmental delay or severity of regression.

The interpretation of test results is based not only on the shape of the reproduced figures, but also on their location in relation to each other, orientation on a piece of paper, compliance of the order of copying with the order of presentation, as well as clinical observations.

3.4. Hand-eye coordination
(Gestalttest Bender)
The test results are assessed by comparing the child’s performance with
a graphic sample offered to him for drawing. The child must
reproduce five sample drawings and their location relative to each other. Level
the development of visual-motor coordination is determined using qualitative analysis.
In our Methodology, the Gestalt test Bender is not used to assess intelligence, although
it was for this purpose that it was created. That's why we don't use the standard option.
processing a test that involves element-by-element comparison of children's drawings with templates
standards and scoring deviations from them. Conclusions about the intellectual development of the child,
made only on the basis of his performance of graphic tasks, do not achieve the necessary
reliability level. We suggest using Gestalttest Bender only for analysis
the process of visual-motor coordination and its disorders. For these purposes it is sufficient
qualitative analysis of graphic works, the criteria of which are described below. Reliability
the proposed interpretations are confirmed by pedagogical observations and medical
examinations. Examples of performing the Gestalttest Bender, reflecting different levels
development of visual-motor coordination are given in Appendix 4.
Zone 1 Significant impairment of visual-motor coordination. The drawings are rude
match the samples. A consultation with a neurologist is required.
Figure 1. The circles of the figure form not three horizontal rows (as in the sample), but two or
four, they can simply be pulled out in a chain. Three rows of circles “smoothly”
move into four rows or more. There is simply a “cluster” of circles depicted, in which
no rows are visible at all, that is, completely broken
reproduction of the internal structure, and in connection with this, the external shape of the sample.
The number of circles differs significantly (1.52 times) from the sample. Having one
of the listed defects is sufficient to classify the drawing as zone I.
Figure 2. A frame is drawn upside down or lying on its side. Instead of a frame it is shown
closed quadrilateral. The frame and the curved line are drawn clearly separately (far
from each other) as two independent drawings. Although the curved line is drawn to the frame,
but not to its lower right corner (which corresponds to the example) and not to its right edge
(which corresponds to zone II). In this case, the shape of the curved line usually differs sharply from
sample, but may coincide with it. The presence of one of the listed defects
sufficient to classify the drawing as zone I.
Figure 3. Instead of a quadrangle, a triangle or something else is drawn
an incredible figure with protrusions and depressions. A quadrilateral touches a circle with an edge
or drawn clearly separately (far from the circle, like independent drawings). Availability
one of the listed defects is sufficient to classify the drawing as zone I.
Figure 4. The number of circles differs significantly from the sample, and therefore also
the overall shape and structure of the drawing is distorted.
Figure 5. The drawn figures do not look like hexagons; they not only have
protrusions, but also depressions. The tilt of the figures is inverted (the hexagons touch each other
each other with the lower parts, and the upper parts diverge). Mutual arrangement of figures
absolutely not similar to the sample: the figures are clearly drawn separately (far from the circle,
as independent drawings) or completely intersecting, as if “crosswise”.
The presence of one of the listed defects is sufficient to classify the drawing as zone I.
Zone II Visual-motor coordination is poorly developed. The drawings are generally similar to
samples, but at least one of them has a serious image defect that cannot be
explained simply by the child’s underdeveloped graphic skills. Such defects include:
Figure 1. The number of circles does not correspond to the sample, and the difference may be
small (15 circles more or less).
Figure 2. The bending shape of the curved line does not correspond to the sample: the convexities and
hollows, instead of a smooth line, a sharp angle. The curved line does not touch the corner of the frame,

although it is located close to it, or a curved line is drawn to the right edge of the frame.
The presence of one of the listed defects is sufficient to assign the drawing to the zone
II.
Figure 3. The circle and the quadrilateral are drawn close to each other, but there is no contact.
Figure 4. The number of circles does not correspond to the sample, and the difference may be
small (13 mugs more or less). In this case, the general view (viewed
(“arrow” or not) does not matter.
Figure 5. There is no partial overlap of hexagons: they either only touch
each other, or drawn separately, although close to each other. Hexagons
located at right angles to each other, and one of them touches the other in its
middle (not top) part. The presence of one of the listed defects is sufficient
to assign the drawing to zone II.
Zone III Average level of development of visual-motor coordination. All drawings
there is general similarity with the samples. The position of the drawings on the sheet relative to each other and their
dimensions are not taken into account.
Figure 1. The number of circles corresponds to the sample, while the figure may not have
parallelogram shapes. It may look like a rectangle or have any
irregular, including curved, shape. Horizontal arrangement of the entire
figures may be missing. The internal structure of the figure may not be respected,
in the sense that the circles will not be visually arranged strictly in three
horizontal lines and nine slanted vertical lines. The size of the circles can
be anything, including fickle.
Figure 2. A frame should be drawn, the angles of which are close to right angles. Horizontal and
the vertical dimensions of the frame may not be consistent: the frame may not look like
square is acceptable. In this case, the horizontal and vertical dimensions of the sides
frames can differ by no more than 1.5 times. There can't be a crooked line
drawn separately, somewhere next to the frame. She must touch
the right corner of the frame, but not to its edge or any other places. Bend shape
the curved line (convexity and depression) should be repeated in general form.
Figure 3. Something similar to a circle should be depicted (any curved option). His
should touch the corner of a square, rhombus or moderately curved quadrilateral, i.e.
The second figure must have four corners. Touching is required. Important,
so that the quadrilateral touches the circle with an angle, and not with an edge.
Figure 4. The number of circles and shape reproduction must be accurately reproduced
can be very approximate, non-compliance with the internal structure is allowed
sample and lack of arrow shape.
Figure 5. Any hexagons should be drawn, at least remotely
resembling samples: “smoothing” of corners is allowed, proportions and sizes are not
are taken into account. The hexagons should partially intersect each other at the top
parts. Options in which hexagons are drawn separately are not allowed.
from each other, as intersecting entirely or as simply touching each other.
Zone IV Visual-motor coordination is well developed. All drawings are completed
almost identical to the sample (only minor deviations from the sample are allowed in the drawings).
Incomplete coincidence of the spatial arrangement of drawings relative to each other is allowed.
friend.
Figure 1. The size of the circles can be any, including non-constant. Allowed
changing the angle of inclination of the figure formed by the circles, which, nevertheless, must
maintain the general appearance of the parallelogram.
Figures 2 and 3. Non-absolute dimensional accuracy is allowed.
Figure 4. The size of the circles can be any, including non-constant. Allowed as
would be “flattening”, compaction of the entire pattern, but at the same time the overall shape of the “arrow”
should be visible.

Figure 5. Minor deviations in proportions and overall dimensions are allowed
hexagons.
Zone V High level of development of visual-motor coordination. All drawings
made absolutely identical to the sample: the general dimensions and dimensions of the parts, slope,
the position of the drawings on the sheet relative to each other, as well as the position of the parts inside each
drawing, lines are clear. This type of task completion is extremely rare.
Significant impairments in visuomotor coordination are associated with various
lesions of the parietal parts of the brain. The most common types of violations are:
either the reproduction of integral forms is impaired (revealed by Figures 2, 3, 5), or
intrastructural relations (revealed by Figures 1 and 4), which may be a consequence
organic lesions, respectively, of the right or left parietal regions. Poor development
visuomotor coordination (zone II) is most often associated with functional deviations in
brain activity (BMD).
If a child does poorly on the Bender test, this does not mean that he cannot (or does not
will be able to learn) to write or draw. Children who draw well and even study in the art studio
(and there have been such cases) may be unable to cope with the task of repeating the pattern,
which is before their eyes. Reproducing a sample requires prompt
coordination of visual analysis and hand movements, and not the development of an image, as with
independent drawing.
Poor hand-eye coordination is often the cause of ridiculous mistakes that
the child makes mistakes when copying from the board, from a textbook or from copybooks. Understanding the reason
Adults should not scold a child and demand the impossible from him. The child needs help
gradually accustoming him to speech self-control, careful element-by-element check
own work and comparing it with samples. Visual analysis can be taught using
element-by-element writing in a specially marked field (as when redrawing pictures from
using a fine checkered mesh). In the presence of organic lesions and functional
disorders in the functioning of the brain require, first of all, appropriate treatment and implementation
all recommendations of the neurologist.
For children with impaired hand-eye coordination, learning to write may
carried out on the basis of the formation of a purely motor skill. For these purposes you can
use special commercially available tables with embossed letters and words.
The child must move the pen along these indentations, thus mastering the writing of letters. At
With less severe impairments, children can trace patterns of letters and words using tracing paper.

Visual-motor gestalt test

(Bender Visual-Motor Gestalt Test) - a method for studying hand-eye coordination, developed in 1938 by Lauretta Bender.

The stimulus material of the visual-motor gestalt test consists of 9 standard cards with geometric figures depicted on them, presented to the subject in a certain sequence. The images were selected from a series of figures proposed by one of the founders of the school of Gestalt psychologists, M. Wertheimer. The subject is asked to reproduce each image according to the sample in front of him and from memory.

The test is used mainly to identify signs of organic brain damage, and less often to determine the level of intellectual development. This is possible because graphic movements are characterized by the highest degree of movement regulation. Violations of the mechanisms of spatial analysis and synthesis are primarily reflected in graphic movements.

Foreign studies have shown high reliability and validity of the test.

The visual-motor gestalt test is also used as a projective technique for personality research. In this case, it is assumed that the style of the subjects’ drawings allows one to reveal the characteristics of their personality.

For example, the collision of drawn figures indicates disorganization, thick lines are, as a rule, an indicator of aggressiveness, hostility, etc.

The validity and reliability of the test have not been proven. There is a version of the visual-motor gestalt test for children.

Analytical information on the results of the study

formation of cognitive learning skills of students

1st grade 2016-2017 academic year.

Basis of the study: according to the letter of the Ministry of Education of the Russian Federation dated June 27, 2003 No. 28-51-513/16 “Methodological recommendations for psychological and pedagogical support for students in the educational process in the conditions of modernization of education,” psychological and pedagogical support for elementary school students includes studying the starting capabilities and dynamics of a child’s development in the educational process. As part of the main types of universal educational activities that correspond to the key goals of general education, four blocks can be distinguished: 1) personal; 2) regulatory (also including self-regulation actions); 3) educational; 4) communicative.

Purpose: To determine the level of readiness of first-grade students for school education and the formation of universal educational activities.

Diagnostics of the development of learning skills of 1st grade students takes place in 2 stages:

Stage 1 – October, Stage 2 – November – December.

Techniques:

• J. Raven “Progressive matrices” - identifying the level of development of non-verbal intelligence, the formation of cognitive and regulatory actions.
• L. Bender “Visual-motor Gestalt test” - assessment of the level of development of the ability to spatially organize visual stimulus material and visual-motor coordination in children aged 3 to 12 years.
• Toulouse-Pieron - study of the properties of attention (concentration, stability, switchability) and psychomotor tempo, secondly - assesses the accuracy and reliability of information processing, volitional regulation, personal characteristics of performance and the dynamics of performance over time.
• T.A. Nezhnova, A.L. Wenger, D.B. Elkonin “Conversation about school” - identifying the formation of the student’s internal position, his motivation for learning.
• Methodology for identifying the nature of attribution of success/failure (individual conversation) - identifying the adequacy of the student’s understanding of the reasons for success/failure in activities.
• J. and D. Lampen, modified by L.P. Ponomarenko self-assessment method “Tree” - the study of self-concept and self-esteem of an individual.
• A.V. Zakharova determination of the emotional level of self-esteem - identification of the emotional level of self-esteem, social interest, complexity of the self-concept.
• G.A. Zuckerman "Who's Right?" - identifying the formation of actions aimed at taking into account the position of the interlocutor (partner).
• G.A. Tsukerman “Mittens” - identifying the level of formation of actions to coordinate efforts in the process of organizing and implementing cooperation (cooperation).
• Moral dilemma (norm of mutual assistance in conflict with personal interests) - identification of the assimilation of the norm of mutual assistance.
• J. Piaget taking into account the motives of heroes in solving a moral dilemma (modified task, 2006) - identifying the orientation towards the motives of heroes in solving a moral dilemma (level of moral decentration).
• J. Piaget identification of the level of moral decentration - identification of the level of moral decentration as the ability to coordinate (correlate) three norms: fair distribution, responsibility, mutual assistance based on the principle of compensation.

Indicators:

• Level of nonverbal intelligence.
• Cognitive and regulatory actions.
• Visual perception, spatial orientation and development of fine motor skills of the hand.
• Properties of attention (concentration, stability, switchability) and psychomotor tempo.
• Accuracy and reliability of information processing.
• Volitional regulation.
• Performance and dynamics of performance over time.
• The level of the student’s internal position, his motivation for learning.
• The level of adequacy of the student’s understanding of the reasons for success/failure in activities.
• Self-concept and personal self-esteem.
• Norms of mutual assistance.
• Motives and intentions.
• Level of moral decentration: responsibility, mutual assistance, principle of compensation.
• Taking into account the position of the interlocutor (partner).
• Level of formation of communicative actions.

Stage I (grade 1) – children’s primary adaptation to school. Diagnostics within the framework of the Federal State Educational Standard. Within this stage (from September to January) it is assumed:

1. Conducting consultations and educational work with parents of first-graders, aimed at familiarizing adults with the main tasks and difficulties of the period of primary adaptation, tactics of communication and helping children.

2. Conducting group and individual consultations with teachers to develop a unified approach to individual children and a unified system of requirements for the class on the part of various teachers working with the class.

3. Organization of psychological and pedagogical support for schoolchildren.

4. The main form of its implementation is various games. In classes, students develop an internal position as a student and stable self-esteem.

5. Organization of group developmental work with children, aimed at increasing the level of their school readiness, socio-psychological adaptation in the new system of relationships.

Factors influencing the result: well-being, child’s understanding of instructions, intellectual abilities.

Analytical report on the results of the formation study

hand-eye coordination

for 1st grade students (6.5-8 years old) 2016 – 2017 academic year.

(Visual-Motor Gestalt Test Bender technique).

Target: assessment of the level of development of the ability to spatially organize visual stimulus material and visual-motor coordination.

Evaluated UUDs:cognitive actions - features of visual perception, level of development of spatial concepts, level of eye-hand coordination; regulatory actions - volitional self-regulation, the presence of an activity strategy, task acceptance, planning, monitoring the implementation of activities, correction, assessment of activities, the nature of the attitude towards success and failure.

Tasks:

Determination of the level of development of the ability to spatial organization of visual stimulus material and visual-motor coordination in older children.

Studying the degree of disturbance in the organization of perceptual and motor functions in students.

Visual-motor coordination is the most important function on which the development of identification and visual skills, which is so necessary for mastering reading and writing, relies. Therefore, the degree of development of these abilities is one of the most important indicators of a child’s readiness for school.

There are objective reasons why many modern first-graders have significant difficulties when copying from the board, from books, copybooks and other manuals, and do not develop calligraphic handwriting. Successful performance of work on visual samples is possible only if there is coordination of visual analysis with motor reactions and motor skills of the fingers of the leading hand.The connections between visual analysis and hand movements do not exist from birth; they are formed and fine-tuned gradually in the corresponding types of activities.They begin to take shape when the child has to perform actions according to a visually drawn up plan and under the control of vision, and quickly translate visually presented information into its motor-graphic analogue. Only when such activity becomes systematic, a qualitative improvement in hand-eye coordination is possible. If a child builds and designs according to drawings a lot and with pleasure, lays out mosaic patterns or panels in accordance with samples, sketches images of various objects or entire paintings, then his hand-eye coordination gradually improves and the ability to accurately reproduce graphic patterns is formed.. If in his preschool activities he rarely has to motor-graphically copy any images, then the connectionsbetween the occipital visual areas and the anterior motor areas of the cerebral cortex are not formed. Even in children who draw a lot, but do not draw or copy samples, the coordination of eye and hand movements can be very weak.

The child can generally develop normally: speak well, know a lot of poetry, easily solve logic problems, sing, dance, learn foreign languages. The lack of hand-eye coordination usually does not show up in his preschool life. Only in the first grade can it become clear that the child, no matter how hard he tries, is unable to reproduce the letters shown in the copybooks. When copying or copying from the board or textbooks, he often ends up with something very far from the original samples. When comparing and checking his work, the child does not notice even gross differences. Adults, naturally, cannot understand how one can see one thing and draw or write something completely different. Such children make many mistakes when copying and do not see them when checking their work. They are characterized by errors of omission, rearrangement, replacement, writing “extra” letters, syllables, numbers, signs, jumping from line to line, and “mirror” writing. It can be extremely difficult to get rid of illiterate automatisms in the future.”

Main results of the study of visual-motor coordination1st grade students.

Diagnostics are carried out (October - November) 2016-2017 academic year.

106 1st grade students aged 6.5-8 years old were examined. Tolyatti.

Stimuli and testing procedures.The stimulus set of the Bender-Gestalt test includes 9 original Wertheimer figures. The subject is asked to copy these figures.

Gestalt test scoring system BenderEach drawing is evaluated according to three parameters: 1) execution of corners (with the exception of figures 1 and 2); 2) orientation of elements; 3) relative arrangement of elements.

The results are presented as the sum of points for each of the figures, according to general trends, and the total sum of points is also calculated.

Table 1

Analysis of the results of the development of visual-motor coordination

for 1st grade students (6.5-8 years).

Analysis of the results of the Gestalt-Bender test showed that 74% of students are at an average level of development of visual-motor coordination, 15% are at a low level of formation of visual-motor coordination, 11% of students are at a high level, the main percentage, the results are presented in more detail in the table No. 2.

table 2

Distribution of 1st grade students (6.5-8 years old) by levels of development of hand-eye coordination, 2016-2017 school year. G.%

Qualitative and quantitative analysis of the results of the Bender Gestalt test showed that 74% of 1st grade students have visual motor coordination within the age norm (for details, see Table No. 2), the largest number of students in 1st grade is 93%.

Analyzing table No. 2, we can conclude that 85% of students visual-motor coordination is well developed, which is the basis for the development of identification and visual skills.More than 79% of students in these schools complete all tasks independently without the help of a psychologist, 54% of students know how to act according to a plan and plan their activities, more than 67% of students control their actions, more than 40% of students react adequately to success and failure.

From the presented table No. 2 it is clear that 1st grade students, regardless of the parallel, were almost evenly distributed according to the levels of development of visual-motor coordination. High results were shown by 11% of students, 1-a-16%, 1-b-12%, 1-c-3%, 1-d-14%. 15% of students showed weak results: 1-a - 8%, 1-b - 23%, 1-c - 3%, 1-d - 17%.

For 15% of students, the attention of those at a low level is not voluntary, it is not formed visual perception, observation, ability to relate individual parts into a whole. Most children have poorly developedvisuospatial perception. They are not able to orient themselves on a sheet of paper, not everyone understands the spatial relationships of objects (right - left, above - below, on - behind, above - below, etc.), it is very difficult for them to distinguishspatialarrangement of figures and parts on a plane. Immaturityhand-eye coordinationstudents does not allow them to coordinate their movements. Children cannot draw simple geometric shapes, objects, intersecting lines, letters, numbers in compliance with sizes, proportions, stroke ratios; accordingly, their motor skills of small muscles of the hand are poorly developed.

The most difficult thing for students when completing assignments is evaluating their results; they mainly evaluate only their achievements. Despite the fact that students know how to plan their activities, they do not always use the plan.

Table 3

Comparative table for 1st grades (for 8 years).

Conclusions:

In the 2016-2017 academic year . The main percentage of students belongs to the age norm (74%).

Students belonging to this level are characterized by diligence, diligence, and efficiency in the educational process; this level is typical for incoming first-graders and is sufficient for initial education, but these students must be supervised to prevent them from moving to a lower level.

15% of parallel students have a low level of hand-eye coordination. While working in the classroom, these students will experience increased anxiety and stiffness, especially when completing written assignments. As a result, these students experience increased fatigue in the classroom, and regressive tendencies intensify. Thus, visual-motor coordination and spatial orientation with material in this category of children are not well developed, and accordingly, students face a number of difficulties in the learning process.

11% of students have well-developed hand-eye coordination, their hand movements are carried out under the strict guidance of the eyes, they are attentive and observant in the process of working in lessons, consistently, clearly, accurately and accurately cope with the tasks proposed by the teacher.

The most common mistakes made by first-graders during testing:

- holds the pen incorrectly, rapid hand fatigue;

Incorrectly positioned the figures (during the process of transferring to the sheet);

Frequent corrections of previously written;

When copying a drawing, the child displayed a curved line incorrectly;

Incorrectly counted and transferred the number of points from the sample;

The trajectory of the hand movement is disrupted, the figure is incorrectly reflected on the sheet.

These students with impaired hand-eye coordination (15%) have difficulty learning to writecan be carried out on the basis of the formation of a purely motor skill. For these purposes, you can use exercises aimed at developing perception and orientation in space, also in which children need to trace samples of letters and words (including using tracing paper). You can teach visual analysis using step-by-step writing in a specially printed field (as when redrawing pictures using a fine checkered grid).

It should be noted that children with poorly developed hand-eye coordination skills may experience difficulties with writing, especially when copying from the board, because the connection between visual analysis and hand movements is not yet sufficiently formed. They definitely need a consultation with a neurologist, because... functional abnormalities in brain activity or minimal brain dysfunction are possible, which lead to weakness of RAM, increased mental fatigue, which complicates the learning process and can lead to inhibition in development.

1. Do not scold your child or demand the impossible from him.

Gradually accustom yourself to speech self-control, careful element-by-element checking of your own work and comparing it with samples.

2. In the lessons, include various exercises and drawing patterns for the development of small muscle motor skills according to the method of N.F. Vinogradova, who developed a special workbook for 1st grade students, or use the manual by O. Uzorova, E. Nefedova // 400 patterns

3. To develop motor skills of the small muscles of the hand, as often as possible in lessons and at home, include children in activities such as modeling from plasticine and clay, dough, and drawing. shading, etc.

4. Consultations with a neurologist, and in the presence of organic and functional disorders in the functioning of the brain, treatment and compliance with all doctor’s recommendations is necessary.

5. In children with impaired visual-motor coordination, learning to write can be carried out on the basis of the formation of a motor skill. You can trace samples of letters or words through tracing paper. You can teach visual analysis using element-by-element writing in a specially marked field (as when redrawing pictures using a fine checkered grid).

For primary school teachers:

• take into account the age characteristics and capabilities of children;
• develop uniform requirements for children.

• create a friendly atmosphere in which both students and teachers feel comfortable;
• help you get to know students faster, individualize and differentiate learning faster.

For parents:

• relieve stress from your child caused by the upcoming school year;
• create an atmosphere of cooperation between the child and the teacher;
• independently, purposefully at home, work with children on handwriting (visual-motor coordination), develop mental processes (memory, thinking, attention, etc.
• work as a team with teachers.
• agree on ways for teachers to interact with parents throughout the year;
• find out the expectations of parents about their child’s education at school and compare them with the expectations of teachers.

With teachers:

1. Familiarization of class teachers with the results of diagnostics at a consultation, group and individual consultations.

2. Drawing up, together with teachers, protocols and a plan for psychological and pedagogical support for students, discussed at the consultation and with the class as a whole.

3. Conducting psychological and pedagogical consultations in December and early May based on the results of pedagogical diagnostics in order to study readiness for school and the dynamics of student adaptation and provide timely assistance to children experiencing difficulties in learning and development.

4. Training teachers in psycho-gymnastic and correctional-developmental exercises to develop the level of attentiveness, increase the speed of information processing, relieve psycho-emotional stress in children and develop interaction skills (At the request of teachers and administration).

5. Development, together with teachers, of correctional and developmental programs and projects (for example, on the development of hand-eye coordination).

With parents:

1. Familiarization of parents with diagnostic results at parent meetings or individually.

2. Individual consultation based on diagnostic results and requests from parents.

4.Psychological education of parents within the framework of the university of psychological and pedagogical knowledge (Topics to choose from the class teacher and parents).

With kids:

1. In-depth correctional work with students with a low level of hand-eye coordination (during the year).

2. Correction of the cognitive sphere of children with learning difficulties (at the request of teachers or parents).

SOURCE: L.A. Yasyukova. Methodology for determining readiness for school. Forecast and prevention of learning problems in primary school: Method. management. - St. Petersburg: Imaton, 1999

To conduct research using the methods proposed below, it is necessary to photocopy the given handout material, enlarging it 2 times to A4 format (standard typewritten sheet). You should also prepare forms in which you will record the results obtained by each child.
It is advisable to conduct a study of the level of readiness of children for school in two stages.
The first stage is group. A psychologist conducts the Toulouse-Pieron test (available in this section of the site) and the Bender test (see below) in the classroom with children.
Using the Toulouse-Pieron test, the dynamic characteristics of the child’s psyche, the properties of attention, performance and volition are determined.
The Bender test allows you to determine the current level of visual-motor coordination of children.
The group stage of the study is carried out by a school psychologist; it is the most difficult. The duration of the study is approximately 30 minutes.
Prepare a separate double-sided A4 form (standard typewritten sheet) for each child. On one side, the Toulouse-Pieron test should be reproduced, on the other, the Bender test. To work you will need a stopwatch.

Next, ask the children to turn the form over so that the Bender test is in front of them. Show the correct (portrait) orientation of the sheet. Show the children the picture above.
Instructions:“Guys, look carefully at the picture at the top of the sheet. Here below on the free part of the sheet (show) try to redraw this drawing so that it turns out very similar. Take your time, time is not measured here, the main thing is that it turns out similar.”

Bender test analysis
The analysis of the Bender test is qualitative in nature. Poor visual-motor coordination is indicated by a drawing made by a child without a detailed analysis of the image of the sample, when the basic proportions and conjugations of elements are not observed (there are extra spaces and intersections of lines), the number of circles does not correspond to the sample, some elements are missing, and there are significant distortions in the image.

The second stage is an individual interview of the child. It is structured with special tasks to study the volume of the child’s visual and verbal memory, the mental operations he has mastered, and speech skills. All children are presented with the same tasks, which makes it possible to determine the level of success in performing both an individual exercise and the entire complex as a whole.
It is worth recalling that:
before starting the study, the child should rest;
it is unacceptable to study readiness for school during a period when the child is sick;
Before work, he should be asked to visit the toilet.
In the process of studying children's readiness to study at school, it is necessary to create a comfortable, friendly environment for them. Don't forget to praise your child for completing every task, regardless of whether he completed the task or not.
The individual stage of the study is carried out according to the methodology proposed below. It is necessary to photocopy the stimulus material, enlarging it twice, and also prepare it for each child
results recording form.

The research will take you approximately 15 minutes.
Before it starts, nothing is given to the child. The teacher only records his answers on the form, making sure to note the number of the task option used.

The procedure for submitting test tasks:

Task 1. Short-term verbal memory
Instructions: “Now I will tell you words, and you listen carefully and remember. When I stop talking, immediately repeat everything you remember, in any order.” Clearly pronounce all the words from any row (1–4) at intervals of half a second, when finished, nod your head and quietly say: “Speak.”
Write down everything that the child says (words that he came up with himself, repetitions, etc.), without correcting or criticizing
forging and not commenting on his answers. Write down the words as they are pronounced by the child, making a note for yourself
distortions and pronunciation defects. At the end of the work, be sure to praise the child by saying: “The task was
difficult, and you did well, you remembered a lot” (even if the child only remembered 2-3 words).
Words to remember: (select one of the lines)
1. Horn, port, cheese, rook, glue, tone, fluff, sleep, rum, or
2. Litter, lump, growth, pain, current, whale, lynx, run, salt, or
3. Cat, shine, moment, cream, drill, goose, night, cake, beam, or
4. Oven, rain, grade, cake, world, bow, edge, itch, house.

For each correctly named word, 1 point is awarded (maximum 9 points).

Task 2. Short-term visual memory
Place a table with 16 pictures in front of the child.
Instructions:“And here are pictures drawn. Watch and remember. Then I will take these pictures from you, and you
tell me everything you remember, in any order.” The time for presenting pictures is 25–30 seconds.
On the answer sheet, mark with a cross everything that the child names correctly. When the child is silent, tell him: “Try to look through the picture in your mind, maybe you’ll see something else.” Usually children manage to remember something else. Write down what your child remembers and be sure to praise him for his work. For each correctly named picture, 1 point is awarded (maximum 16 points).

Task 3. Intuitive speech analysis - synthesis
Instructions:“Now I will speak words to you. You have to find which word is the odd one out. There will be five words in total, four can be combined, they fit together, and one is inappropriate, superfluous, so call it.”
Read out the sequence of words (see below for three options for word sequences) and write down the extra word that the child names. Praise him.
Don't ask your child to explain why he chose this or that word. If a child performs incorrectly
the first task or does not understand how it is to find an extra word, analyze the example with him: “aster, tulip, cornflower, corn, violet.” Let the child say about each word what it means. Help him choose the extra word and explain why it is extra. Note whether the child was able to guess on his own.
If, when completing the first task, the child named the last word in the series as an extra one, moreover,
that before this he performed poorly on the short-term speech memory task (see task No. 1), ask him if he remembered all the words. Read the words again. If after this the child gives the correct answer, he needs to read the next rows 2-3 times. All repeated presentations of words are noted on the answer form in order to later find out the reason during interpretation, analyzing indicators of the speed of information processing, attentiveness, speech memory, thinking, and anxiety. Correct answers are in italics. For each correct answer, 1 point is awarded (maximum 4 points).

Option 1
3.1. Onion, lemon, pear, tree, apple.
3.2. Electric lamp, candle, spotlight, firefly, lantern.
3.3. Centimeter, scales, clock, radio, thermometer.
3.4. Green, red, sunny, yellow, purple.

Option 2
3.1. Dove, goose, swallow, ant, fly.
3.2. Coat, trousers, wardrobe, hat, jacket.
3.3. Plate, cup, teapot, dishes, glass.
3.4. Warm, cold, cloudy, weather, snowy

Option 3
3.1. Cucumber, cabbage, grapes, beets, onions.
3.2. Lion, starling, tiger, elephant, rhinoceros.
3.3. Steamboat, trolleybus, car, bus, tram.
3.4. Large, small, medium, large, dark.

Task 4. Speech analogies
Instructions: “Now imagine a “table” and a “tablecloth.”
These two words are somehow related. You need to find a suitable word for the word “floor” so that you get the same pair as “table-cloth”. I will tell you the words, and you choose which one matches the word “floor” so that it turns out the same way as “table-cloth”. “Floor,” choose: “furniture, carpet, dust, boards, nails.”
Write down your answer. If the child answered incorrectly, do not tell him about it, but review the next task with him as an example.
Continuation of the instructions: “Pen – write” - how are these two words related? You can say that they write with a pen, right? Then what word is suitable for the word “knife” so that it turns out the same way as “pen-write”?
“Knife,” choose; “run, cut, coat, pocket, iron.”
Write down your answer. If the child answers incorrectly again, do not analyze any more examples. Complete the tasks in accordance with the general instructions. Do not correct your child or make critical comments while working.

Pairs of words
1. table: tablecloth = floor: furniture, carpet, dust, boards, nails.
2. pen: write = knife: run, cut, coat, pocket, iron.
3. sit: chair = sleep: book, tree, bed, yawn, soft.
4. city: houses = forest: village, trees, birds, dusk, mosquitoes.

Task 5. Free speech skills

Task 5.1. Correcting semantically incorrect phrases
Instructions: “Listen to the sentence and think whether it is correct or not. If it's wrong, say so
so that it is true."
Read the proposal. If the child says that everything is true, write it down and move on to the next sentence. At the child's request, the sentence can be repeated. This fact must be noted on the answer form. If the child, after listening to the first sentence, begins to explain why the sentence is incorrect, stop him and ask him to say it so that it is correct. Do the same with the second sentence.

Offers
1) The sun rose and the day ended. (The day has begun.)
2) This gift brought me great sadness. (Give me great joy.)

Task 5.2. Restoring offers
Instructions:“And in this sentence, something is missing in the middle (a word or several words). Please fill in what is missing and say the whole sentence.”
Read the sentence, pausing at the gap. Write down your answer. If the child only names the word that needs to be inserted, ask him to say the entire sentence. If the child finds it difficult, do not insist. Do the same with the second sentence.

Offers
1) Olya.... her favorite doll. (took it, broke it, lost it, put it on, etc.);
2) Vasya... red flower. (plucked, gave, saw, etc.).

Task No. 5.3. Completing sentences
Instructions:“Now I’ll start the sentence, and you finish.”
Pronounce the beginning of the sentence so that it sounds intonationally unfinished, and wait for an answer.
If your child finds it difficult to answer, tell him:
“Come up with something to end with - this is a sentence.” Then repeat the beginning of the sentence. This fact must be noted on the answer form. Write down your answers verbatim, maintaining the order of words and their pronunciation. Don't correct your child and praise him for his work.

Offers
1) “If the weather is good on Sunday, then...” (we will go for a walk, etc.)
or “If there are puddles on the streets, then...” (you need to put on boots, it was raining, etc.);
2) “The child goes to kindergarten because...” (he is still small, he likes it there, etc.)
or “We dress warmly because...” (it’s cold outside, etc.);
3) “The girl hit herself and cried because...” (she was in pain, she was in a hurry, etc.)
or “Children love ice cream because...” (it’s delicious, sweet, etc.);
4) “Sasha doesn’t go to school yet, although...” (already getting ready, already grown up, etc.) or “Dasha is still small, although...” (already going to kindergarten, etc.).
For each perfect addition, 1 point is awarded. If there are minor errors - 0.5 points
(maximum 8 points).

Task 6. Intuitive visual analysis - synthesis
Show your child the pictures intended to complete this task (see Appendix No. 5).
Instructions:“Look at these pictures. Who's the odd one out in the top row? Show me. And in the next row, which picture is the odd one out?” (and so on).
Write down your answers. If the child hesitates to answer, ask him: “Do you understand what is drawn in the pictures?” If he doesn’t understand, tell him yourself.
If the child says that there are no extra pictures (this can happen after looking at the fourth row of pictures), mark this on the answer form. Then ask your child to look at the row of pictures again and find the odd one. Write down which picture he chooses again.
If the child refuses to look, do not insist.

Right answers:
1. Dog (row of pictures No. 1)
2. Flowers (row of pictures No. 2)
3. Loaf (row of pictures No. 3)
4. Paper (row of pictures No. 4)
For each correct answer - 1 point (maximum - 4 points).

Task 7. Visual analogies
Show your child the pictures intended to complete this task (see Appendix No. 6).
Instructions: “Look, here they have already combined “cat” and “kitten” (show). Then to the chicken here
(show) which of these pictures (show in the pictures below) should be added to make the same pair? If “a cat and a kitten”, then “a chicken and...”? Show me."
Write down your answer. Show the following pictures. Repeat the instructions, but no longer say what
It's in the pictures, just show me. Accept and write down all answers without criticism; be sure to praise the child for correct answers.
For each correct answer - 1 point (maximum - 8 points).

Right answers:
1. Chicken (picture 3).
2. Briefcase (picture 2).
3. Eye (picture 4).
4. Paper (picture 3).
5. Hedgehog (picture 4).
6. Electric stove (picture 2).
7. Ice cream (picture 1).
8. Face (picture 4).

Task 8. Abstract thinking
Show your child the pictures for this task.

Task No. 8.1
Instructions: “Look, there’s a picture of a refrigerator. Do you know what a refrigerator is used for? Which one
These pictures (show in the pictures on the right) depict something that is not used for what a refrigerator is needed for, but vice versa? Show me this picture."
Write down the answer, don't ask for an explanation. Continue to the next task.
Correct answer: electric stove - picture 2.

Task No. 8.2
Instructions: “These two pictures (point to the top two pictures) have something in common. Which of the lower ones
pictures (show) must be added to them so that it simultaneously fits this one (show on acorns),
and to another picture (point to owls), and so that this general thing is repeated? Which of the pictures below is better?
Will it fit the top two at once? Show me."
Write down the answer; if the child points to “berries”, ask: “Why?” and write it down.
Correct answer: two berries - picture 2

Task No. 8.3.
Instructions: “Which word is longer, “cat” or “kitten”?”
Write down your answer. In this task, instructions cannot be repeated.

Task No. 8.4
Instructions: “Look, this is how the numbers are written (show): 2, 4, 6, ... Here (show at the ellipses) what number should be added: 5, 7 or 8?”
Write down the answer. Praise your child and tell him the job is finished.
For each correct answer - 1 point (maximum - 4 points).

An interview with the teacher will determine the level of development of the child’s mental skills achieved by the time of the interview. In the form for recording the results, calculate the total amount of points scored by the child from the first to the eighth task. If a child can flawlessly complete all the tasks given to him, he will score a total of 57 points. However, practice shows that the normal result for 6-7 year old children preparing to enter school is a score of 21 points.
High total result for a preschooler - more than 26 points,
low - less than 15 points.
Typically, the “average” preschooler remembers about 5 words and 5–6 pictures the first time;
in tasks 3, 4, 6, 8 he gains 2–3 points, in task 5 - 5–6 points, and in task 7 - only 2 points.