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Entering
the first form, a child should read 18-25 words a minute,
not mechanically, but conscious, understanding what is read
in order to retell the small text shortly or in details.
It
is good, if the child worked in 'Handwriting model', then
it will be easier to him (her) to write down such a sentence
as: 'The hedgehog is in the wood.' If no, then it is possible
to try to copy it.
The
child should be able to share and to join subjects by features
to exclude an extra word and to explain, why it is anextra
one. To make up a story using numbers of pictures is necessary
to establish cause and effect relationships ('The Ducks
floated in the different sides, because they saw the frog
and the fish. They forgot about the hen and that's why it
fell into the water').
The
tasks in mathematics are simple and interesting. Children
should freely count from one to ten, know the structure
of numbers, 'neighbours' of numbers (4 and 6 are neighbours
for 5), know the conceptions: 'more', 'less', 'equal', 'as
much' …
They should be able to solve simple tasks. For example,
' The Wise Hare has six carrots. How many carrots should
he add to have ten?', or 'There has been six balls in the
box. Three white balls and three red ones. The clown has
taken 4 balls. What colours balls has been taken by the
clown?'
General
knowledge: knowledge of the surname, birthday, address,
parent's job, other jobs, seasons of the year, names of
plants, animals.
Communicating
with the psychologist, children carry out the tasks for
the definiti on the level of their imagination, memory,
logic intellection.
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