Strebeleva examination of preschool children. Objectives of psychological and pedagogical diagnostics

Strebeleva Elena Antonovna - Doctor of Pedagogical Sciences, Professor, Head of the Laboratory of Preschool Education of Children with Developmental Problems, Doctor of Pedagogical Sciences, Head of the Project "Early Correction of Developmental Disabilities and Preschool Education of Children with Special Needs." Professor of the Faculty of Special Psychology and Special Pedagogy, Department of Oligophrenopedagogy, Moscow State Pedagogical University.

Born in Kherson region, Ukrainian SSR. Graduated from the defectology faculty of Moscow State Pedagogical Institute named after Lenin. She worked as a teacher, defectologist, methodologist at a special kindergarten for mentally retarded children, teacher at the department of oligophrenopedagogy, professor at the department of preschool defectology at Moscow State Pedagogical Institute named after Lenin.

He has been working at IKP RAO since 1994. The main directions of scientific research are: psychological and pedagogical diagnostics of early and preschool children; research in the field of mental development of children with intellectual disabilities; raising a child with developmental disabilities in a family; education and training of children in special preschool institutions for children with intellectual disabilities; training of speech pathologists to work in special preschool institutions.

The author of an approach to the psychological and pedagogical diagnosis of developmental disorders in children of early and preschool age, a system of correctional and pedagogical work on the development of cognitive activity of children of early and preschool age with intellectual disabilities.

Laureate of the RF Presidential Prize in the field of education for 1999. The prize was awarded for the creation of a set of aids for diagnosing the mental development of young children for preschool educational institutions and general education institutions."

Books (10)

Orphans. Developmental counseling and diagnostics

The manual highlights a modern integrated approach to the psychological, medical and pedagogical diagnosis of orphans and children without parental care.

A description of specific techniques for examining children from infancy to adolescence is given. Particular attention is paid to the criteria for assessing the development of children raised in boarding schools. The book is addressed to managers and employees of PMPC (S), neurologists, psychiatrists, pediatricians, psychologists, speech therapists, and speech pathologists.

Didactic games and exercises in teaching mentally retarded preschoolers. Teacher's book

The book presents a system of didactic games and exercises aimed at correcting intellectual development disorders that exist in mentally retarded preschoolers.

It is intended for speech pathologists and teachers of special preschool institutions, as well as parents. Can be used by students of defectology departments of pedagogical institutes.

Preschool oligophrenopedagogy

The textbook outlines issues of theory and practice of preschool oligophrenopedagogy, reveals the features of the mental and physical development of preschoolers with intellectual disabilities, as well as methods of correctional and educational work with them.

The book is intended for students of pedagogical institutes, as well as for teachers-defectologists and teachers of specialized (correctional) kindergartens for children with intellectual disabilities.

Correctional assistance for young children

Corrective assistance for young children with organic damage to the central nervous system in short-term groups.

The book describes a systematic approach to correctional and pedagogical work with children of the third year of life with organic damage to the central nervous system in short-term groups in compensatory or combined preschool educational institutions.

The book is addressed to teachers (speech pathologists, music directors, educational psychologists) working with children with organic damage to the central nervous system.

Corrective and developmental education of children in the process of didactic games

The manual presents a system of didactic games and exercises aimed at developing and correcting the cognitive activity of preschool children. Addressed to teachers-defectologists and teachers of compensatory preschool educational institutions, parents with children with developmental problems, as well as students of preschool and defectology departments of pedagogical universities.

The manual is based on a publication published in 2001 by the authors A.A. Kataeva, E.A. Strebeleva “Didactic games and exercises in teaching preschoolers with developmental disabilities.”

Correctional and developmental training and education

Compensatory preschool educational program for children with intellectual disabilities.

The program reveals the content of correctional education and upbringing of children from 3 to 7(8) years old. It is based on the concept of psychological age, characterized by its structure and dynamics. The program reflects modern views on taking into account and expanding the capabilities of children with developmental problems.

The authors identified the following sections of the program: “Health”, “Social Development”, Physical Development and Physical Education”, “Cognitive Development”, “Formation of Activities”, “Aesthetic Development”. The application contains materials necessary for practitioners: lesson plans for a teacher, speech therapist, cards for the psychological study of a child, etc.

Psychological and pedagogical diagnostics of child development

Psychological and pedagogical diagnostics of the development of children of early and preschool age: A methodological manual with the application of the album “Visual material for examining children.”

The manual was created on the basis of a modern approach to diagnosing the mental development of children of early and preschool age. It includes a description of methods aimed at identifying the level of cognitive and speech development, and examining the hearing of children of different age categories.

Intended for specialists in psychological, medical and pedagogical consultations, defectologists, psychologists, speech therapists of preschool educational institutions. It may be useful for students of preschool, psychological and defectology faculties of pedagogical institutes, as well as parents.

Special preschool pedagogy

The textbook covers general issues of the formation of special pedagogy as a science and modern theoretical approaches to the development of a system of correctional and developmental education.

The content, methods and techniques of correctional and educational work with children, determined by the specifics of each type of violation, are considered. Questions and practical tasks for students are given, as well as a list of additional literature.

Formation of thinking (visual material)

Formation of thinking in children with developmental disabilities (visual material).

The illustrations of the visual material correspond to the chapters and sections of the book by E.A. Strebeleva “Formation of thinking in children with developmental disabilities” and are a visual and practical application to it.

The manual is recommended to be used in the process of teaching children to develop certain mental actions. With a competent approach to work, the teacher will be able to teach the child a holistic perception of the situations depicted in the pictures, lead to a generalization of ideas about the properties and qualities of objects, mastery of the actions of substitution and modeling.

Picture material will provide significant assistance in developing the relationship between word and image, the ability to perform classification and systematization, establish cause-and-effect relationships and dependencies, and understand hidden meaning and humor.

Formation of thinking in children with developmental disabilities

The book presents a system of correctional pedagogical work on the formation of the mental activity of children with disabilities in mental development. A detailed description is given of more than 200 didactic games, exercises, stories, tasks and riddles that help to enhance the cognitive activity of preschool children.

At the end of the manual there are two appendices with material for teachers to understand the creation of a situation for classes with children, and visual handouts for children.

PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSTICS FOR IDENTIFYING THE LEVEL OF MENTAL DEVELOPMENT OF CHILDREN OF JUNIOR PRESCHOOL AGE

Oleinik Alena Evgenievna

4th year student, Department of Pedagogy and Methods of Primary Education, Ti(f) NEFU,
Russian Federation, Neryungri

Mamedova Larisa Viktorovna

scientific supervisor, Ph.D. ped. Sciences, Associate Professor TI(f) NEFU,
Russian Federation, Neryungri

Early preschool age is one of the most important periods in a child’s life. This is due to the fact that it is during preschool childhood that mental processes such as memory, speech, thinking, attention, and perception actively develop.

Features of the mental development of children of primary preschool age are revealed in the works of domestic and foreign teachers and psychologists, such as A.A. Rean, L.F. Obukhova, M.V. Gamezo, M.I. Lisina, O.A. Karabanova, R.P. Efimkina and others. Analysis of scientific works made it possible to determine the significance of the child’s mental development.

The purpose of this study is to identify the level of cognitive development of children of primary preschool age.

To carry out the experimental work, we chose a methodology for examining cognitive development, diagnostic training, qualitative and quantitative assessment of the actions of a 3-4 year old child (E.A. Strebeleva).

The diagnostic results were the following:

1. "Play"

Goal: “to identify the level of development of the game and the formation of objective-game actions.”

When analyzing the results, it was found that in the group 16.7% (2 people) of the total number of students had a very low level of game development. The child is not interested in toys and does not show any desire to engage in play activities.

25% (3 people) have a low level of game development. The child performs play actions together with an adult. Doesn't show initiative.

33.3% (4 people) of the total number of children have an average level. The child is interested in toys and plays with them independently. Gaming activity is not accompanied by speech.

33.3% (4 people) have a high level of development of gaming activities. The child performs actions sequentially and combines them into a plot. As the child completes the task, he accompanies his actions with speech.

Based on a qualitative analysis based on the results of the “Play” task, a quantitative analysis was made, which determines the level of development of the game, that is, the attitude towards toys and the development of object-based play actions, the ability to perform several sequential play actions by imitation. The results are presented in Figure 1.

Figure 1. Results of the study on the “Play” task (09.12.14)

2. "Box of Forms"

Goal: “identifying the level of development of the ability to use the trial method.”

16.7% (2 people) of the group have a very low level of development of practical orientation towards form. The child does not understand the task and does not show interest or desire to complete it. After training, the task still remains unclear to him.

25% (3 people) have a low level of development of practical orientation. The child accepts the task and tries to complete it, but the actions in the process are chaotic. The child does not resort to the trial method even after training.

33.3% (4 people) of the total number of children have an average level of ability to use the trial method when performing practical tasks. The child understands the task, completes it by enumerating options, and after training resorts to the trial method.

25% (3 people) have a high level. The child understands and accepts the proposed task, performs it using the method of targeted trials or practical trying on, while showing interest.

Based on the qualitative analysis, a quantitative analysis was made, which determines the level of ability to use the trial method when performing practical tasks. The results are presented in Figure 2.

Figure 2. Research results for the “Box of Forms” task (09.12.14)

3. “Take apart and fold the matryoshka doll”

Target: “identifying the level of development of orientation toward magnitude.”

Diagnosis of children using this task showed that 8.4% (1 person) have a very low level of development of orientation to magnitude. The child does not accept the task and even after training continues to act chaotically.

33.3% (4 people) of the group have a low level of development. The child understands the task, actively acts with the nesting doll, but does not take into account the size. The child’s actions when completing the task are chaotic. After joint activities, he does not move on to independent actions and shows indifference to the results of his activities.

25% (3 people) have a high level of development of magnitude orientation. The child understands the task; he tries to fold a matryoshka doll using trial and error, and shows interest in the results of his activities.

33.3% (4 people) have an average level of development. The child accepts and understands the task, completes it using the method of enumerating options; After training he acts independently. Shows interest in the end result.

The results are presented in Figure 3.

Figure 3. Results of the study on the task “Disassemble and fold the nesting doll” (09.12.14)

4. "Toy Group"

Goal: “identifying the level of development of grouping according to form.”

16.7% (2 people) have a very low level of perception of shape and ability to use geometric standards. The child does not accept or understand the task, and his/her actions during learning are inadequate.

25% (3 people) have a low level of perception of shape and ability to use geometric standards. When completing a task, the child does not resort to orientation to the model.

33.3% (4 people) have an average level of development of shape perception. The child puts down the toys, not always resorting to focusing on the model; after training, he correlates the shape of the toys with the model.

25% (3 people) have a high level of skill in performing grouping. The child lowers the toys based on the model and shows interest in the final result.

We conducted a quantitative analysis that determines the level of development of shape perception and the ability to use geometric standards in determining the general shape of specific objects.

The results are presented in Figure 4.

Figure 4. Results of the study on the “Grouping of toys” task (09.12.14)

5. “Fold the cut picture”

Goal: “to determine the level of development of the holistic perception of the subject image in the picture.”

25% (3 people) of the total number of children have a low level of development of holistic perception. The child accepts the task, but does not understand that the parts need to be connected into a complete picture. When completing a task, he tries to stack pieces on top of each other. After training, the child is able to complete the task without assistance. Shows no interest in the results of his activities.

33.3% (4 people) have an average level of development. The child accepts and understands the task, tries to connect the parts into a picture, but cannot complete it without help. After joint activities, he copes with the task and shows interest in the results of his activities.

High level of holistic perception in 33.3% (4 people). When performing, the child resorts to the method of targeted tests or practical trying on. The child understands the task and completes it without outside help. When performing, he resorts to the method of targeted tests or resorts to practical trying on.

Very low level of holistic perception in 8.4% (1 person). The child does not accept the task, the actions are inadequate even in the learning conditions.

The results are presented in Figure 5.

Figure 5. Results of the study on the task “Fold the cut picture” (09/12/14)

6. "Get the cart"

Goal: “determining the level of development of visual and effective thinking.”

A very low level of development of visual-figurative thinking was found in 8.3% (1 person). The child does not accept the task and does not understand the goal set for him.

25% (3 people) also have a low level of development. The child accepts the task and acts inadequately when completing it, i.e. the child tries to reach the cart with his hand or stand up and go to the cart.

The average level of development of visual-figurative thinking is noted in 50% (6 people). The task is clear to the child. First he tries to reach the cart with his hand, then he makes attempts to get up and approach the cart, then he uses sticks to reach the cart, and resorts to using the trial method. Completing the task shows a positive result.

16.7% (2 people) have a high level of development. The child accepts and understands the task and immediately takes the tool in his hands. The task is performed using the trial method or visual correlation.

The results of the survey are presented in Figure 6.

Figure 6. Results of research on the task “Get the cart” (09/12/14)

7. "Find a Pair"

Goal: “to determine the ability to analyze and compare images, find similarities and differences.”

A very low level of development of the ability to analyze and compare is noted in 8.3% (1 person). The child does not understand the task, the actions in the learning process are inadequate.

A low level of development of the ability to analyze and compare is noted in 16.7% (2 people). The child accepts the task, but does not understand the conditions for its implementation, randomly selects pictures and shows them, without resorting to the operation of comparison and generalization. After training, he still cannot cope with the task.

50% (6 people) have an average level of development. The child understands the task, but the operations of generalization and comparison are not sufficiently developed. After completing the task together, completes the task correctly.

A high level of development was detected in 25% (3 people). The child accepts and understands the task. Proficient in comparison and generalization operations and immediately completes the task correctly.

Our quantitative analysis allowed us to determine the level of ability to analyze and compare images, find similarities and differences. The results are presented in Figure 7.

Figure 7. Research results for the “Find a Pair” task (09.12.14)

8. "Build from cubes"

Goal: “to determine the level of development of the ability to work by imitation.”

25% (3 people) have a low level of development of the ability to work by imitation. The child accepts the task, but cannot follow the example. Under conditions of imitation, he copes with the task, but after training he fails to cope with the task again.

The average level of development of the ability to perform a demonstration task is noted in 58.3% (7 people). The child accepts the task. Performs the demonstration task inaccurately, but after training he can complete the construction according to the example.

16.7% (2 people) have a high level of development of this skill. The child understands and accepts the task and can immediately build according to the demonstration.

The results are presented in Figure 8.

Figure 8. Research results for the task “Build from cubes” (09/12/14)

9. "Draw"

Goal: “determining the level of development of object drawing.”

25% (3 people) have a low level of development of object drawing. The child accepts the task, but cannot draw a string to the ball; he draws on paper. After completing it together, he draws lines on paper without taking into account the conditions of the task.

The average level of development was detected in 50% (6 people). The child accepts the task, but does not complete it independently. After training, he draws balls and strings. Shows interest in the results of his activities.

25% (3 people) have a high level of development. The child accepts and understands the task, and immediately after the demonstration draws a string to the ball. Shows interest in the results of activities.

The survey results are presented in Figure 9.

Figure 9. Results of the study on the “Draw” task (09.12.14)

10. "Story pictures"

Goal: “to determine the level of development of understanding of the plot image, the level of development of coherent speech.”

A very low level of understanding of the plot image and development of coherent speech was found in 8.4% (1 person). The child does not have his own speech, not even reflected speech.

A low level of development of coherent speech is observed in 33.3% (4 people) of the total number of children. The child’s own speech consists of onomatopoeia and individual words.

33.3% (4 people) have an average level of speech development. The child’s own speech consists of phrases, but is not understandable to others.

25% (3 people) have a high level of development. The child’s own speech is phrasal, well understood by others.

The results are presented in Figure 10.

Figure 10. Results of the study on the task “Story pictures” (09/12/14)

Primary diagnostics showed that not all mental processes are developed in accordance with age norms.

Thus, several areas of work with children can be distinguished. Firstly, it is creating a favorable environment for the child to learn. And secondly, planned and regular work with children with the aim of developing mental processes such as thinking, perception, speech, etc.

Bibliography:

1. Strebeleva E.A. Psychological and pedagogical diagnostics of the development of children of early and preschool age: Method. allowance: with adj. album “At a Glance. material for examining children” / [E.A. Strebeleva, G.A. Mishina, Yu.A. Razenkova and others] / Ed. E.A. Strebeleva. 2nd ed., revised. and additional M.: Education, 2004. - 164 p.

PSYCHOLOGICAL AND PEDAGOGICAL EXAMINATION OF EARLY CHILDREN

PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS OF EARLY CHILDREN

Early childhood is a period of significant changes in the life of a young child. First of all, the child begins to walk. Having gained the opportunity to move independently, he masters distant space and independently comes into contact with a mass of objects, many of which were previously inaccessible to him.

As a result of this release of the child, his dependence on the adult decreases and cognitive activity rapidly develops. In the second year of life, the child experiences the development of objective activities; in the third year of life, objective activities become leading. By the age of three, his dominant hand is determined and coordination of the actions of both hands begins to form.

With the emergence of object-based activity, based on the assimilation of precisely those methods of acting with an object that ensure its use for its intended purpose, the child’s attitude towards surrounding objects and the type of orientation changes. Instead of asking, “What is this?” - when getting acquainted with a new object, the child already has the question: “What can be done with this?” (R. Ya. Lekhtman-Abramovich, D. B. Elkonin). The child’s cognitive interest expands extremely, so he strives to get acquainted with a large number of objects and toys and learn how to operate with them.

In close connection with the development of object actions, the child’s perception develops, since in the process of actions with objects the child becomes acquainted not only with the methods of their use, but also with properties - shape, size, color, mass, material, etc.

Children develop simple forms of visually effective thinking, the most primary generalizations, directly related to the identification of certain external and internal characteristics of objects.

At the beginning of early childhood, the child’s perception is still very poorly developed, although he is already well versed in everyday life. This is due to recognition of objects rather than genuine perception. Recognition itself is associated with

highlighting random, conspicuous landmarks.

The transition to a more complete and comprehensive perception occurs in the child in connection with the mastery of objective activities, especially instrumental and correlative actions, when performing which he is forced to focus on different properties of objects (size, shape, color) and bring them into correspondence according to a given characteristic. First, the correlation of objects and properties occurs in practical activity, then correlations of a perceptual nature develop and subsequently perceptual actions are formed.

The formation of perceptual actions in relation to different content and different conditions in which this content is embodied does not occur simultaneously. In relation to more difficult tasks, a young child may remain at the level of chaotic actions, without any consideration of the properties of the objects with which he acts, at the level of actions using force that do not lead him to a positive result. But in relation to tasks that are more accessible in content and closer to the child’s experience, he can move on to practical orientation - to the trial method, which in some cases can provide a positive result of his activity. In a number of tasks, he moves on to perceptual orientation itself.

A child at this age rarely uses visual correlation, but uses extensive sampling, however, it provides a better account of the properties and relationships of objects and provides more opportunities for a positive solution to the problem. Mastery of trying on and visual correlation allows young children not only to differentiate the properties of objects at the signal level, i.e., to search, detect, distinguish and identify objects, but also to display the properties of objects, their true perception based on the image. This is reflected in the ability to make choices according to a model. The close connection between the development of perception and activity is manifested in the fact that the child begins to make a choice based on a model in relation to shape and size, that is, in relation to properties that must be taken into account in practical action, and only then in relation to color (L A. Wenger, V. S. Mukhina).

The development of speech during this period is especially intensive. Speech acquisition is one of the main achievements of a child in the second or third year of life. If by the end

In the first year of life, a child has only 10−20 babbling words in his dictionary, but by the age of three and his active dictionary there are already more than 400 words. During an early age, speech becomes more important for the child’s entire mental development, since it becomes the most important means of conveying social experience to him. Naturally, adults, guiding the child’s perception, actively use the naming of the properties of objects.

The emergence of speech is closely related to the activity of communication. Speech appears for the purposes of communication and develops in its context. The need for communication is formed through the active influence of an adult on a child. A change in forms of communication also occurs with the initiative influence of an adult on a child.

Thus, in early childhood one can note the rapid development of the following mental spheres: communication, speech, cognitive (perception, thinking), motor and emotional-volitional.

DEVELOPMENTAL FEATURES OF EARLY CHILDREN

WITH PSYCHOPHYSICAL DISORDERS

U In young children with psychophysical disorders, mastery of walking is delayed for a long time, sometimes until the end of early childhood. In addition, their movements tend to differ from those of children with normal development. They experience unsteadiness, awkward gait, and slow or impulsive movements.

U For these children, subject-related activity is not formed in a timely manner. Some of them show no interest in objects, including toys. In some cases, they do not pick up toys at all and do not manipulate them. They do not only have an orientation like “What can you do with this?”, but also a simpler orientation like “What is this?” In other cases, children of the third year of life begin to manipulate objects, sometimes reminiscent of their specific use, but in reality, the child, when performing these actions, does not take into account the properties and purpose of objects at all. In addition, these manipulations are interspersed with inappropriate actions (knocking a spoon on the table, throwing a typewriter, a doll, etc.).

The activities of a problem child of early age differ from those of a normally developing child. Its characteristic features are: lack of focus with a predominance of inappropriate actions, indifference to the final

to a certain result, the presence of a verbal (verbal) designation of a goal with the inability to achieve it.

Other types of children's activities are also not developed - playing, drawing, self-care skills, which with normal development appear by the end of the third year of life. Many problem children experience a delay in the development of neatness and independence skills.

The delay in speech development begins in such children in infancy and continues to accumulate in early childhood. Such prerequisites for speech development as interest in the environment, the emotional-volitional sphere, in particular emotional communication with adults, are not formed; phonemic awareness is not formed hearing, articulatory apparatus is not developed.

Many children with psychophysical disorders begin to speak only after three years. Speech is so poorly developed that it cannot perform the function of communication. 1 Unfortunately, the underdevelopment of the communicative function of speech is not compensated by other means of communication, in particular facial expressions; an amicable (devoid of facial expressions) face, poor understanding of gestures, and the use of only primitive standard gestures distinguish mentally retarded children from speechless children with other disabilities.

METHODOLOGY FOR SURVEYING COGNITIVE DEVELOPMENT, DIAGNOSTIC TRAINING, QUALITATIVE AND QUANTITATIVE ASSESSMENT OF THE ACTIONS OF A 2-3 YEAR OLD CHILD

The proposed ten tasks are designed for examining children 2-3 years of age (see Table 1).

Note. To conduct the examination, you must have two children's tables and high chairs, as well as: 1) a groove with a ball; 2) three quadrangular boxes of the same color, different in size, with matching lids; three different-sized balls of the same color; 3) two nesting dolls (three-piece); 4) two pyramids - from three and four rings of the same color; 5) two pairs of object pictures; 6) eight colored cubes - two each red, blue, yellow (white), green; 7) cut pictures: the first pair - one of the subject pictures is cut into two parts, the second pair - one of the pictures is cut into three parts; 8) ten flat

some sticks of the same color; 9) a trolley with a ring through which a ribbon is threaded; 10) pencil, paper. (Item numbers correspond to task numbers.)

When analyzing the examination results, the main attention should be paid to assessing the child’s capabilities in terms of accepting help, i.e., his learning ability.

Many young children with mental developmental disabilities do not have sufficient speech, so the proposed tasks have a non-verbal form of implementation.

The tasks are offered taking into account a gradual increase in the level of difficulty - from the easiest to the more complex.

Individual tasks are duplicated, i.e. several tasks of similar difficulty are given. This is done in order to exclude some introduced factors, for example the need to demonstrate a certain muscular effort, which for some children could become insurmountable

obstacle (disassembling and folding a matryoshka doll).

The task involves simple movement of objects in space, where spatial dependencies are identified, the correlation of objects by shape, size, color.

A special stage in diagnostics are tasks to determine the level of development of visual correlation. It should be borne in mind that sensory impairments always affect the child’s mental development, therefore, when

If necessary, a hearing and vision examination should be performed.

1. CATCH THE BALL. The task is aimed at establishing contact and cooperation between the child and an adult, and identifying the child’s understanding of verbal instructions, the ability to follow a moving object, and determining the level of development of manual motor skills.

Equipment: groove, ball.

Carrying out the examination: the psychologist puts the ball on the groove and asks the child: “Catch the ball!” Then he turns the groove and asks to roll the ball along the groove: “Roll!” An adult catches a ball. This is repeated four times.

Training: if the child does not catch the ball, the adult shows him two or three times how to do it, i.e., training proceeds by demonstration.

Assessment of the child’s actions: accepting the task; understanding verbal instructions; desire to cooperate (play) with an adult; attitude towards the game; result; attitude towards the result.

2. HIDE THE BALLS. The task is aimed at identifying practical orientation towards magnitude, as well as the presence of correlating actions.

Equipment: two (three) quadrangular boxes of different sizes of the same color with matching lids; two (three) balls, different in size, but identical in color.

Carrying out the examination: Two (three) boxes, different in size, and lids for them, located at some distance from the boxes, are placed in front of the child. The psychologist puts a large ball in a large box and a small ball in a small box and asks the child to cover the boxes with lids and hide the balls. At the same time, the child is not explained which lid to take. The task is for the child to guess for himself which lid should be used to close the corresponding box.

Training: if a child selects the lids incorrectly, the adult shows and explains: “The big lid is

We cover a large box, and a small lid - a small box.”

After training, the child is asked to complete the task independently.

Assessment of the child’s actions: accepting the task; understanding verbal instructions; methods of implementation - orientation to size; learning ability; the presence of correlative actions; attitude towards your activities; result.

3. DISASSEMBLE AND FOLD THE MATRYOSHKA. The task is aimed at identifying the level of development of practical orientation towards

the size of objects, the presence of correlating actions, understanding the pointing gesture, the ability to imitate the actions of an adult.

Equipment: two two-piece (three-piece) nesting dolls. Carrying out the examination: The psychologist gives the child a two-part matryoshka doll and asks him to open it. If the child does not begin to act, then the adult opens the nesting doll and offers to assemble it. If the child cannot cope independently,

training is provided.

Training: the psychologist takes another two-part matryoshka doll, opens it, drawing the child’s attention to the nesting doll insert, asks him to do the same with his matryoshka doll (open it). Next, the adult, using a pointing gesture, asks the child to hide the small nesting doll in the large one. After training, the child is asked to complete the task independently.

Assessment of the child’s actions: accepting the task; methods of execution; learning ability; attitude towards the result; understanding the pointing gesture; the presence of correlative actions; result.

4. DISASSEMBLE AND COMPLETE THE PYRAMIDS. The task is aimed at identifying the level of development of practical orientation to magnitude, the presence of correlating actions, the leading hand, the coordination of actions of both hands, and the purposefulness of actions.

Equipment: pyramid of three (four) rings. Carrying out the examination: the psychologist offers the child

Disassemble the pyramid. If the child does not begin to act, then the adult disassembles the pyramid himself and asks to repeat it.

Training: if the child does not begin to act, then the adult himself gives him one ring, each time indicating with a gesture that they need to be put on the rod. Then he invites the child to complete the task independently.

Assessment of the child’s actions: accepting the task; taking into account the size of the rings, learning ability, attitude to activity, Result.

50 cm. The child is asked to hon. t'mi<жку. Если он тянеЧ только за один конец тесом кн. то тележка остается ш месте. Задача заключается л том, чтобы ребенок догадал: ся соединить оба конца тесемки и тпким образом подтя| нул тележку.

Training is carried out at the level of practical tests of the child himself.

Assessment of the child’s actions: if the child pulls on the ob; end, then a high level of implementation is noted. If the child first pulls on one end of the ribbon, then he should be given the opportunity to try again. The adult with the screen threads the ribbon through the ring and, removing the screen, invites the child to get the cart. If the child does not think of using the ribbon, then this is assessed as failure to complete the task, and the relationship between I and the result, the result, is also recorded.

10. DRAW (a path or a house). The task is aimed at identifying the understanding of verbal instructions, the level of development of the prerequisites for an object drawing, as well as determining the leading hand, the coordination of the actions of the hands, and the attitude to the result.

Equipment: pencil, paper.

Carrying out the examination: the child is given a sheet of paper I

pencil and ask to draw a path (house). No training is provided.

Assessment of the child’s actions: acceptance of the task and attitude towards it; assessment of performance results; understanding verbal instructions; result.

Analysis of drawings: scribbles, deliberate scribbling, prerequisites for an object drawing, compliance of the drawing with instructions.

The results of the survey are estimated at

>> i l l ah.

1 point - the child does not begin to cooperate even when asked? training and behaves inappropriately (throws the ball, gets into the mouth, etc.).

2 b a l l a - the child has learned and begins to cooperate, tries to roll and catch the ball, but this is not always possible.

3 b al la - the child independently begins to co-

■ mining, but it’s not always possible to catch the ball due to motor difficulties; after training the result is positive

4 points - the child immediately begins to cooperate with the child, successfully catches and rolls the ball.

2. HIDE THE BALLS.

1 point - the child does not understand the task; does not strive for a goal; After training, I didn’t understand the task.

2 points - the child does not understand the task; after training, he strives to achieve the goal, but he does not have correlating actions; indifferent to the final result; does not complete the task independently.

3 points - the child immediately accepts the task, but difficulties arose when performing matching actions (cannot match the corners of the lid with the box); interested in the results of his activities; After training he completes the task.

4 points - the child immediately understands the task; carry it out; applies correlating actions; interested in the end result.

3. DISASSEMBLE AND FOLD THE MATRYOSHKA.

1 point - the child has not learned to fold a matryoshka doll; After training, he acts inappropriately on his own (goes into his mouth, throws, knocks, clutches the nesting doll in his hand, etc.).

2 points - the child completes the task only by imitating the actions of an adult.

3 points - the child accepts and understands the task, but completes it after the help of an adult (an expressive gesture or verbal instruction is used); understands that the final result has been achieved; After training, he folds a matryoshka doll on his own.

4 points - the child immediately accepts and understands the task; performs it independently; the presence of correlating actions is noted; interested in the end result.

4. DISASSEMBLE AND COMPLETE THE PYRAMIDS.

1 point - the child acts inappropriately (even after training, he tries to put rings on a rod covered with a cap, scatters the rings, holds them in his hand, etc.).

2 ba lla - the child accepts the task; does not take into account the sizes of the rings during assembly; After training, he strings all the rings, but their size still does not take into account; the leading hand is not defined; there is no coordination of the actions of both hands; indifferent to the final result of his actions.

3 point - the child immediately accepts the task, understands it, but strings the rings onto the rod without taking into account their size; after training, completes the task without error; the leading hand is determined, but the coordination of the actions of the hands is not expressed; adequately evaluates the result.

4 point - the child immediately independently disassembles and assembles the pyramid, taking into account the size of the rings; the leading hand is determined; there is a clear coordination of the actions of both hands; interested in the end result.

5. FIND PAIRED PICTURES.

1 point - the child, after learning, continues to act inappropriately (turns pictures over, does not fixate his gaze on the picture, tries to take the picture from an adult, etc.).

2 points - the child understands the task, but cannot complete it immediately; during the learning process compares paired pictures; is indifferent to the assessment of his activities; does not complete the task independently.

3 point - the child immediately understands the terms of the task; makes one mistake; acts confidently after training; understands that the final result has been achieved.

4 point - the child immediately understands the task and confidently compares paired pictures; interested in the end result.

6. PLAY WITH THE COLORED CUBES.

1 point - the child does not distinguish colors even after training.

2 point - the child compares two colors, but does not distinguish the color from the word even after training; indifferent to the final result.

3 score - the child compares and selects colors according to the word; shows interest in the result.

4 points - the child compares colors; distinguishes them by in y; names primary colors; interested in the end result.

7. FOLD THE CUT PICTURES.

1 point - the child acts inadequately after training (not

tries to correlate the parts of the cut picture with each other).

2 points - the child puts together a cut picture with the help of an adult; indifferent to the final result; Can't put together a picture on his own.

3 points - the child immediately understands the task, but puts together the picture with the help of an adult; After training, he puts together a picture on his own; understands that the end result is positive.

4 points - the child understands the task; independently folds a cut picture; interested in the end result.

8. BUILD WITH STICKS.

1 point - the child, after training, continues to act inappropriately (throws sticks, puts them nearby, waves them); indifferent to the result.

2 points - after training, the child tries to build a figure, but compliance with the model is not achieved; indifferent to the final result.

3 points - the child correctly understands the task, but builds the hammer only after imitating the actions of an adult; interested in the end result.

4 points - the child correctly completes the proposed task according to the model; interested in the end result.

9. GET THE CART.

1 point - the child does not understand the task; does not strive to achieve

2 point - the child tries to reach the target with his hand; after several unsuccessful attempts it refuses to execute

3 points - the child tries to reach the cart by one end of the ribbon; after two or three attempts he achieves the result; understands the end result of his actions.

4 points - the child immediately finds the correct solution and completes the task; interested in the end result.

Y. DRAW.

1 point - the child does not use a pencil to scribble on paper; behaves inappropriately to the task; does not follow verbal instructions.

2 ba lla - the child strives draw something (scrawling);

To the final image is indifferent; Not

the leading hand is determined; there is no coordination in the action of both hands.

3 points - the child understands the instructions; tries to draw a path, depicting it with multiple broken lines without a specific direction; understands the end result of his actions; the leading hand is determined, but there is no coordination of the actions of both hands.

4 points - the child completes the task in accordance with: but the verbal instructions; interested in the final result (in most cases this is a straight, continuous line); the leading hand is clearly defined, coordination of the actions of both hands is observed.

RESULTS OF PSYCHOLOGICAL AND PEDAGOGICAL EXAMINATION OF EARLY CHILDREN

Our many years of experience in examining young children using the presented methods shows that the differences between the children examined are mainly in the nature of cognitive activity and its components. In accordance with this, the children examined can be divided into four groups.

Approximate data on the completion of tasks by children and their scoring are given in Table 2.

The first group (10-12 points) consists of children who are not guided in their actions by instructions, do not understand the purpose of the task, and therefore do not strive to complete it. They are not ready to cooperate with an adult (they do not understand the purpose of the task, they act inadequately. Moreover, this group of children is not ready to act adequately even in conditions of imitation.

The indicators of children in this group indicate a deep disadvantage in their intellectual development and the need for their comprehensive examination.

The second group (13-23 points) includes children who cannot complete the task on their own. They have difficulty coming into contact with adults and act without taking into account the properties of objects. The nature of their actions indicates a desire to achieve a certain desired result, therefore chaotic actions are characteristic of them, and in the future

Refusal to complete a task.

In a learning environment, when an adult asks them to complete an imitation task, many of them do it. However, after training, children in this group cannot complete the task independently. This indicates that the principle of action remained unknown to them. At the same time, they are indifferent to the results of their activities.

Analysis of the results of examination of children in this group suggests the need to use other study methods (examination by a neuropsychiatrist, etc.).

The third group (24-33 points) consists of children who cooperate with adults with interest. They immediately accept the task, understand its conditions and strive to complete it. However, in many cases they cannot find an adequate way to do it on their own and often turn to an adult for help. After the teacher has shown how to complete the task, many of them can independently cope with the task, showing great interest in the result of their activities.

table 2

Results of examination of children with different levels of cognitive development

Children of the first group must be taught to understand basic instructions, to perform an action in accordance with verbal instructions, consisting of one word denoting the action; teach children to understand the purpose of an action; to form in them the actions of grasping with two hands, one hand; develop attention, fixation of gaze, tracking a moving object with the gaze.

In addition, these children must be given physical exercises aimed at developing all basic movements, as well as general developmental exercises aimed at strengthening the back muscles, coordination of movements, and developing balance.

When teaching children of this group, the main methods are joint actions of the child with an adult and imitation.

The second group of children needs to be taught how to assimilate social experience. The first condition for this is the formation of cooperation between the child and the adult based, on the one hand, on the emotional contact of the adult with the child, and on the other hand, on the correct determination of the method of setting educational tasks for the child. It is important to teach children to imitate the actions of an adult, to understand, to use verbal instructions and pointing gestures, to work according to a model and verbal instructions.

Physical education should occupy a special place in correctional work with these children. It is aimed at the timely development of motor skills, abilities and physical qualities, at developing interest in the various types of motor activity available to the child.

At the same time, attention should be paid to improving manual motor skills, developing the dominant hand, coordination of actions of both hands, as well as the development of fine movements of the hands.

The central task of working with this group of children is the formation of orientation-cognitive activity, that is, the development of practical orientation to the properties and qualities of objects, targeted tests, practical trying on, and then visual correlation. It is important to remember that the development of perception comes* from the ability to distinguish objects, their properties, the relationship to their perception on the basis of an image, and then to the fixation of the image in a word, i.e., to the appearance of an image-representation.

In the future, correctional work on the development of orientation-cognitive activity should be aimed at forming the relationship between the main

components of mental activity: action, elephant and image.

One of the main areas of work with these children is speech development. It is carried out during the child’s daily life and in special classes where specific tasks are solved: the development of communication, cognitive and regulatory functions.

In addition, the main correctional task in working with these children is the formation of play activities and prerequisites for productive activities: drawing, design.

Children need to arouse interest in didactic and story-based toys, play activities with them, develop the ability to play next to their peers, and in the future they will have it.

It must be remembered that in all these children it is necessary to develop the correct behavior taking into account a certain situation, as well as such personality qualities as mutual assistance and responsiveness. This is only possible when a positive microclimate has been created in the preschool institution and the child’s family.

When teaching children of the third group, it is necessary to initially clarify the nature of the primary disorder. But regardless of it, all children need to develop an active interest in the properties and qualities of objects and develop perceptual actions (testing, trying on). And pay special attention to the development of productive activities: modeling, appliqué, drawing, design.

An important area of ​​correctional work is the formation in children of ideas about the surrounding reality, about a person, his activities and interactions between people. It is important to bring children to the understanding that human behavior and activities depend on natural conditions.

In all cases, correctional work is carried out with these children on speech development. Depending on the primary disorder, a specific system is created for including the child’s speech in the process of sensory cognition of the surrounding reality.

Thus, the proposed psychological and pedagogical examination makes it possible to identify deviations in cognitive development in young children. The recommendations described for each category of children will help psychologists and speech-language pathologists outline ways of corrective work with each of the subjects, taking into account their individual structure of the disorder.

PSYCHOLOGICAL AND PEDAGOGICAL EXAMINATION OF PRESCHOOL CHILDREN AGED 3-5 YEARS OLD

PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS OF PRESCHOOL CHILDREN

Preschool childhood is an important period in the mental and personal development of a child. In Russian psychology and pedagogy, it is customary to distinguish junior, middle and senior preschool ages. Each age period is associated not only with further development, but also with a significant restructuring of the child’s cognitive activity and personality, necessary for his successful transition to a new social status - the status of a schoolchild.

In preschool age, a normally developing child undergoes great changes in his entire mental development. Cognitive activity increases enormously - perception and visual thinking develop, and the rudiments of logical thinking appear.

The growth of cognitive capabilities is facilitated by the formation of semantic memory, voluntary attention, etc.

The role of speech increases significantly both in a child’s knowledge of the world around him and in the development of communication and various types of children’s activities. In the works of A.V. Zaporozhets, it is noted that preschoolers can perform actions according to verbal instructions and acquire knowledge based on explanations only if they have clear visual representations.

New types of activities appear: play is the first and main type of joint activity of preschoolers; visual activity is the child’s first productive activity; elements of work activity.

There is an intensive formation of personality and will. A child, mastering moral ideas and forms of behavior, becomes a small member of human society.

In preschool age, a normally developing child's cognitive activity and interest in learning about the world around him increases enormously. It is not for nothing that preschool children go through the age of “why”.

The basis of cognition for a preschool child is sensory cognition - perception and visual

thinking. It is on how a preschooler’s perception, visual-effective and visual-figurative thinking are formed that his cognitive capabilities, further development of activity, as well as speech and higher, logical forms of thinking depend.

Perception is formed in preschool age thanks to the improvement of perceptual actions and the assimilation of systems of sensory standards developed by humanity throughout history (geometric shapes, colors of the spectrum, measures of weight, quantities, time, phoneme systems of the native language, pitch range, etc.).

In three-year-old children, perception reaches a relatively high level. For example, they can identify the properties and relationships of objects, which can happen not only practically, but also visually with the help of perceptual actions. Children are able to work according to a model, highlighting the color, shape, size, material and other properties of objects, as well as some spatial relationships between them.

Perception is actively involved in the child’s activities, it helps him to perform feasible, familiar in nature tasks presented to adults (or encountered in everyday life), and to find a solution much faster and more effectively than before.

The perceptual actions themselves in younger preschoolers are not yet perfect enough. Only the first step has taken place - the transition from practical orientation to perceptual orientation. So, for example, when folding a nesting doll, a three-year-old child already selects in advance those elements that seem suitable to him. But this choice is often inaccurate, so the child checks its correctness by trying on the selected parts to each other and, if necessary, replacing them. Here we are dealing with an expanded perceptual orientation. In the fifth year of life, children already acquire many sensory standards (for example, the names of shapes and objects: circle, oval, square, rectangle, triangle), but still unsystematically.

IN senior preschool age, along with the assimilation of individual standards, the assimilation of systems in which these standards are included also occurs. Having mastered the system of sensory standards, children of senior preschool age already generalize objects according to essential features and properties. Along with the formation of the perception of the properties and relationships of objects, the preschool child develops an idea of ​​space, develops orientation in it, arising on the basis of the previously established consideration of the spatial properties and relationships of objects, and the holistic perception of objects changes.

Psychological and pedagogical diagnostics

A child’s readiness to study at school is determined by three parameters: the first - health status and level of physical development - are determined by doctors and reflected in the medical record, the second and third - intellectual and personal readiness - determined during a pedagogical examination.

When a child is admitted to school, the child must be examined by the school psychologist and parents are interviewed in order to determine the level of readiness of the future first-grader for learning.

Methods are used to identify the degree of development of children’s figurative ideas, sensory development, development of observation, memory, imagination, and the child’s attitude to school, to peers and adults is assessed.

It is also essential for psychological and pedagogical diagnostics to determine whether preschoolers have developed the prerequisites for mastering literacy and mathematics. Such prerequisites are the age-appropriate level of development of oral speech (state of auditory-speech memory, vocabulary, state of coherent speech); the level of general development corresponding to the age norm (the child’s education, sufficiently developed visual and figurative thinking, the basics of logical thinking); a sufficient degree of development of a number of non-speech functions (state of visual perception, state of spatial perception, state of motor skills and hand-eye coordination).

Input diagnostics

Questionnaire for parents

(adapted version of J. Chapie's questionnaire)

Partially owned - 1

2. Is the child able to name pieces of furniture, types of transport, etc. in one word?

Can always find a generalizing word -2

Not always - 1

3. Can the child remember and follow at least three instructions?

Yes 1

No -0

4. Reading

The child knows letters

Understands the difference between a letter and a sound, can read a word of 1-2 syllables

The child reads fluently, can divide words into syllables, and highlight the first and last sound in a word.

5. Can the child name and label the main objects around him?

Yes 1

No -0

6. Is it easy for a child to answer questions from adults?

Yes 1

No -0

7. Can the child explain what different things are for?

1- gives basic explanations

2- gives detailed explanations

8. Can a child tell a story, describe an incident that happened to him?

Yes 1

No -0

9. Does the child pronounce words clearly?

Yes 1

No -0

10. Is the child able to act out any situation or play in a home performance?

Yes 1

No -0

11. Is the child able to listen without interrupting?

Yes 1

No -0

12. Does your child remember poetry easily?

Yes 1

No -0

13. Is the child able to recite poetry expressively?

Yes 1

No -0

14. Can the child hold a pencil (pen)?

Yes 1

No -0

15. Can a child independently assemble a picture cut into several parts?

Yes 1

No -0

16. Coloring and Drawing:

Enjoys coloring and drawing

Enjoys and carefully colors

17. Can a child write a story based on a picture?

Yes 1

No -0

18. Do you think that your child is knowledgeable enough?

Good enough - 1

Good -2

19. Do you consider your child inquisitive?

Yes 1

No -0

Survey results:

(individual work)

A month, because……

Name the days of the week, starting from Monday

Correct answer

What types of transport do you know?

Land, water, air

Any of the ground, air, etc. are named.

Pear, peach, apple - what is it?

Fruits, fruits

Cat, mouse, dog, who is it?

Animals

mammals

Piano, violin, guitar...

Musical instruments

Peony, rose, carnation...

flowers

Name the poultry

Correct answer, 2-3 options

Survey results:

1. High level - 22-26 points.

2. Above average - 18-21 points.

3. Average level - 12-17 points.

4. Below average – 6-11 points.

5. Low level - 0-5 points.

The child’s intellectual readiness for learning

(group work)

Exercise 1.

Target : identify the ability to convey the shape of a figure, the ability to draw straight segments and angles, evaluate the strength of the child’s hand.

Task text: look here (the drawing for the task is shown on the board). You see a figure. Review it on your worksheets. Take a pencil and draw a similar figure next to it (the figure is given at the discretion of the teachers in all groups).

Completion Rating:

3 points - a similar figure is depicted, the proportions are mostly preserved;

2 points - a similar figure is depicted, the proportions are slightly changed, but all the angles are right and the lines are not parallel everywhere

1 point - the overall shape of the figure is poorly captured, the proportions are significantly changed

0 points - the general shape of the figure is not captured.

Task 2.

Target: determine the ability to navigate on a plane, the ability to count cells.

Task text: You will complete the task on a worksheet in a box. Find a cell painted black on your sheets.Take a red pencil, count 4 cells to the right from the black cell and color the fifth one with red.Take a blue pencil. From the red cell, move down two cells and fill in the third with a blue pencil.Take a green pencil and color the cell located to the left of the blue one, one cell apart.Take a yellow pencil. Count up five cells from the green cell and color the sixth one yellow.

Completion Rating: if everything is done correctly and painted evenly, then the overall score is 3 points. For every two wrong steps, one point is deducted.

Task 3.

Target : identify the ability to select and perform addition and subtraction operations in accordance with the correct understanding of the text of the problem.

Task text: On a blank worksheet you will complete the third task.

1. 3 girls and 2 boys are playing in the clearing. How many children are playing in the clearing? Draw as many circles as there are children playing in the clearing.

2. There were 6 people on the bus. The two got off the bus. Draw as many squares as there are people left on the bus.

Performance rating:

3 points - both tasks completed correctly

2 points - one task was completed correctly, an attempt was made to solve the second

1 point - one task completed, no attempts to solve the second

0 points - there is an attempt to solve one problem, but the number of circles or squares is incorrect.

Task 4.

Target : identify the level of understanding of the terms “inside”, “outside”.

Task text : Look at the board (the teacher draws a triangle on the board).

I drew a triangle (mark the point inside the triangle). I marked a point inside the triangle (a point outside the triangle is marked). I marked a point outside the triangle. Now on your worksheets, find the square and the circle. Take a blue pencil and mark a point inside the circle but outside the square. Take a red pencil and mark a point inside the square but outside the circle. Take a green pencil and mark a point that would be located both inside the circle and inside the square.

Performance evaluation :

3 points - everything was done correctly.

2 points - 2 points completed correctly

1 point - completed 1 point correctly

0 points - task not completed

Task 5.

Target: identify the ability to compare sets by the number of elements.

Task text: Find a drawing on your pieces of paper (in three or four rows there are 25-30 circles in which triangles are inscribed, one of the circles is empty).What are more: circles or triangles?If there are circles, then fill in how many are missing.If there are triangles, then draw triangles.

Performance evaluation :

3 points - the comparison was carried out correctly

2 points - the comparison was carried out with minor inaccuracies

0 points - the comparison was made incorrectly.

Task 6.

Target: identify the ability to classify, the ability to find the signs by which the classification is made.

Task text: There are two frames on your worksheet: one has 4 birds, the other has 5 animals. Between them is a squirrel. Think about where she belongs. From the squirrel, draw a line with a pencil to the frame where it belongs.

Completion Rating:

3 points - the line is drawn correctly: from the squirrel to the frame in which the animals are depicted.

2 points - the line is drawn to the birds, but the sign is related to the number of objects.

1 point - the line is drawn incorrectly.

0 points - the line is not drawn.

Task 7.

Target: determine the state of phonemic hearing.

Task text: On your worksheets there are pictures (sun, dog, umbrella, plane, braid, elephant, fox, rose, chicken, vase, paintbrush, cabbage) with a circle under each. You need to name each picture and cross out the circle if there is a sound in the name, which I will name - sound (s).

Completion Rating:

3 points - all tasks completed correctly

2 points - the sound is highlighted only at the beginning of the word

1 point - presence of errors (no differentiation of sounds s-z)

0 points - lack of differentiation of sounds (s-z, s-ts, z-ts)

Task 8.

Target : to identify the degree of mastery of sound analysis at the level of determining the number of sounds in a word.

Task text: you see houses with different numbers of windows and pictures next to them (crayfish, lion, wolf, cheese, bow). Place each picture in a house so that each sound has a separate window. Look at the picture "cancer". The word cancer has three sounds. So this picture is for a house with three windows. Try to do the rest of the work yourself.

Completion Rating:

3 points - all tasks completed correctly

2 points - presence of isolated errors

1 point - presence of several errors

0 points - complete lack of correspondence between the number of sounds in a word and the number of “windows”

Final diagnostics “Studying the characteristics of a child’s personal development” (for children)

(+ yes, - no)

1. Do you have friends?

2. Do you know how to follow the rules of the game?

3. Can you meet children yourself if you find yourself in an unfamiliar place?

4. Do you know how to put away your toys and personal belongings after playing or at the end of the day on your own, without an adult’s reminder?

5. Can you listen to others without interrupting?

Results:

5 “+” - high level

4-3 “+” - average level

2-0 “+” - low level

Questionnaire to study the requests and educational needs of parents

Dear parent! We ask you to answer the questions in this questionnaire due to the fact that our educational institution is moving to the Federal State Educational Standard (FSES) of the new generation. Read carefully and answer the questions honestly. Your opinion is important for the organization of the educational process.

FULL NAME.____________________________________________________________
1. Do you know that the most important task of modern education is to improve the quality of educational services?
a) Yes
b) No
c) I find it difficult to answer
2. Are you satisfied with the quality of preschool education?
a) Yes
b) No
3. Does your child attend additional education institutions, music schools, sports and recreational institutions?
b) No
4. What is your child interested in? Are his interests constant?
_________________________________________________________________
5. Do you think that your child has special talents and abilities?
a) Yes (which ones)____________________________________________________________
b) No
c) I find it difficult to answer
6. Assess the importance of educational services at school. In the box next to each statement, place a number in order of importance from 1 (most important) to 5 (least important).

1.1 Psychological and pedagogical diagnostics of children’s development - a component of the pedagogical process

The orientation of national education towards the child’s personality predetermines a new education strategy based on humanistic principles, which provides for the recognition of the child’s personality as the highest social value. A child's personality is a product of the entire society. In domestic child psychology and preschool pedagogy, the need for systematic monitoring of the progress of children’s mental development has long been recognized, since during early and preschool childhood the active formation of the child’s personality takes place, which directly depends on his socio-cultural conditions. According to scientists, it will help to harmonize the pedagogical process with modern social requirements for the child, which are rapidly changing (L. Artemova, I. Bekh, N. Gavrish, A. Kononko, I. Pinchuk, N. Pobirchenko, V. Tarasun, M. Sheremet and others), updating the didactic foundations of education by introducing the strategy of subject-subject education, implementing a person-oriented approach.

The basis for the implementation of a personality-oriented approach to the process of teaching and raising preschool children is pedagogical diagnosis. Since, starting from early childhood, it is necessary to form a personality capable of overcoming difficulties and navigating new situations, diagnosing the development of young children is designed to help teachers and parents correctly build the pedagogical process. After all, from an early age, this type of person retains the ability to change, actively build and rebuild his inner world throughout his life. Therefore, it is especially important to carefully study all aspects of a child’s development at an early age, because, as Masaru Ibuka (Japan) states, “after three, it’s too late.”

In this regard, diagnosing young children should be considered as a general approach to organizing a personality-oriented educational process aimed at ensuring the full individual development of each child from birth. In addition, it is necessary to distinguish between diagnostics as a general approach and diagnostics as a component of the process of practical pedagogical activity.

Diagnostics is the rationale for all aspects of the didactic process, aimed at determining its results. Diagnosis is a timely identification, assessment and analysis of the course of both the educational process and the individual development of the child. The need for such a diagnosis is indicated, in particular, by scientists L. Bozhovich, L. Wenger, Z. Gilbukh, V. Mukhina, N. Karpenko, N. Serebryakova, A. Strebeleva, V. Tarasun, M. Sheremet and others.

In the examination of young children, as a rule, non-standardized methods are used, namely game techniques with objects familiar to the child - pyramids, cubes, etc. The examination process is carried out in any form, the leading method is observation.

So, diagnosing the development of a young child is purposeful, friendly observation of children in various types of activities, the use of a variety of individual tasks.

The use of diagnostic methods in the pedagogical process to study the level of formation of the child’s leading activity is intended to detect naturally born new formations that will raise the child from the previous level of age development to the next. Filled with new content in the process of development, refracted through the characteristics of the child’s individuality, they gradually form a unique ensemble of qualities of the future personality.

However, research in recent years has shown that the formation of a child’s personality, including the formation of a personal attitude to the surrounding objective and social world, as well as to oneself, begins from the first months of life and should be based on the collection of information about the child, as a rule, this is life history data parents, child development, were clarified from the parents’ words during the conversation. An objective anamnesis is part of the examination, the basis for constructing an examination plan and choosing techniques. Therefore, the specialist conducting the examination must be well versed in age-related developmental norms and take into account the individual conditions of the child’s development.

Diagnosis of certain aspects of mental development and the level of mental development occupies a particularly important place in modern pedagogical practice, since children under three years of age are predominantly raised in the family (mother’s parental leave is “long”) and are not covered by the public education system, where diagnosis is a component pedagogical process. Teachers and parents should focus on the image of the child as a person controlled from within, as an active, independent and creative person, capable of making decisions about his own life. Therefore, diagnosis should be considered as:

Mandatory process in family and public education of children;

A means of implementing a personality-oriented approach in education;

The basis for creating conditions for the individual and personal development and self-realization of each child;

The leading condition for preventing the occurrence of intellectual, speech and social disorders, problems of adaptation of the child’s personality in a modern rapidly changing society;

A method for checking the feasibility and effectiveness of the pedagogical influence of the family, preschool institution and social institutions on the child.

The above makes diagnosis a component of the practical activities of children, teachers and parents. According to A. Savchenko, every teacher should have a diagnosis, since the psychological competence of a teacher is a condition for the humanization of educational work and a guarantee of the effectiveness of the pedagogical process and expands the ability of teachers to independently solve pedagogical problems. Modernity requires the teacher to deeply study the characteristics and take into account the individuality of the child. The subject of diagnosis can be: physical, mental, speech and social development, emotions, behavior, as well as individual characteristics.

So, we define diagnosis as the main condition for personality-oriented training and education of children of early preschool age, which allows us to identify the dynamics of development and provide for the effectiveness of organizing the pedagogical impact of correctional and preventive measures.

At an early age, not only the year is important, but even the month, week and day. Therefore, a lack of education at an early age is accompanied by irreparable losses. If adults in the first year of life do not take care that the child begins to operate with objects from 2 months and develops finger movements, then in the second year of life this will significantly affect both the development of speech and thinking, and the child’s subsequent success in any practical and cognitive activity, because the lag in the psychomotor development of young children is not fully compensated for in subsequent periods of his life.

For a long time, the decline in the birth of children continued in Ukraine, which led to the disappearance of nursery groups in many preschool institutions. Today there is a gradual increase in the birth rate, but young parents, as a rule, are “not burdened” with knowledge about their own children on the issues of raising and developing newborns, young children, in particular with features in psychomotor, speech, emotional development, causing a negative impact on further The child’s schooling is the cause of school maladjustment.

Practice convinces us that in modern society the number of children with developmental disorders has increased sharply, in particular, there is a noticeable trend towards deterioration in the health of the adult population and the health of young children - in 70% of cases, modern children are born with consequences of maternal pregnancy pathology; 60-75% of children have developmental disorders at an early age, etc. At the same time, qualitative and quantitative changes are observed in the categories of children united by the concept of “children with developmental problems.” In addition to the quantitative increase in developmental disorders, they are increasingly of a multiple nature, affecting both the physical and mental spheres, causing behavioral disorders, deforming the personality of children, etc. In this regard, the importance of psychological knowledge, primarily of parents, medical workers, and teachers, is increasing , psychologists and other specialists involved in this process, as well as psychological, medical and pedagogical services that provide comprehensive assistance to children with developmental problems.

One of such service models, successfully tested and implemented in Ukraine, was psychological, medical and pedagogical consultation (PMPC). This service is guided in its activities by the UN Convention on the Rights of the Child, current legislation, and occupies an important place in the system of education and upbringing of children with developmental problems. In domestic special psychology, differential diagnosis is based on a comprehensive psychological, pedagogical and clinical study of the child. It is the PMPK that solves children’s problems at the interdepartmental level, combining the efforts of specialists from different departments: healthcare, education and social protection of the population. The purpose of a diagnostic examination of the psychomotor development of young children is to: determine the level of development of the child; planning pedagogical work, which provides for the further development of the child and the creation of appropriate conditions for him or correctional work with children with developmental problems.

Early intervention by specialists and the active participation of parents can prevent or eliminate the need for compensatory education in older preschool age. Therefore, one of the important practical tasks of today is the early identification of children with mental development disorders, or dysontogenesis, and their differential diagnosis. The conceptual and terminological dictionary provides a laconic definition of the concept of “dysontogenesis” (from the Greek Dis - disorder, ontos - existing, genesis - origin, development) - a violation of the individual development of the organism. The concept of “dysontogenesis” was first proposed by Schwalbe in 1927. to denote the deviation of the intrauterine formation of body structures from normal development, but later began to be used more widely.

The concept of “norm” provides for such a combination of personality and society when it masters leading activities without conflict and productively, satisfies its basic needs, while corresponding to the requirements of society according to its age, gender and psychosocial development. Orientation to the norm is important at the stage of identifying developmental deficiencies in order to determine direction and special assistance.

Researchers consider a child normal under the following conditions:

When her level of development corresponds to that of the majority of children of her age or older, taking into account the conditions of development of the society of which she is a member;

When a child develops in his own natural way, which contributes to the development of his individual qualities, abilities and capabilities, overcoming possible negative influences from his own body and environment;

When a child develops in accordance with the requirements of society, which determines both the intellectual elite's forms of behavior and the further prospects for its adequate creative social functioning in the period of maturity (L. Pozhar).

Abnormal development is always based on organic or functional disorders of the nervous system or peripheral disorders of a particular analyzer. Developmental disorders associated with organic damage to the central nervous system are called organic. Developmental defects can be functional, that is, caused by functional reasons (socio-educational neglect, emotional derivation, etc.). As a rule, functional disorders are reversed and disappear if corrective work is carried out in a timely manner. Each developmental defect has its own structure. The concept of “defect structure” was introduced by L. Vygotsky, pointing out that any defect is complex in structure: the primary symptom in a complex syndrome complex constitutes the core, that is, a symptom that follows from a biologically determined defect. Secondary manifestations are psychological neoplasms caused by the primary disorder. The structure of any defect is understood as a stable set of symptoms characteristic of a specific disorder.

Abnormal children or children with disorders of psychophysical development (from the Greek Anomolos - incorrect) are children who have significant deviations from the normal, natural course of physical or mental development, due to the influence of congenital defects or acquired as a result of unfavorable environmental conditions, and require special conditions training and education.

Whatever children with disorders of psychophysical development are called, it should be said that these are no less developed children, but they are developed in a unique way. According to L. Vygotsky, the development of the psyche of abnormal children has the same basic patterns that are observed in the development of a normal child, namely:

Cyclicity of mental development;

Uneven mental development;

Development of individual mental functions on the basis of previously formed ones;

Plasticity of the nervous system;

The relationship between biological and social factors in the process of mental development.

When identifying deviations and classifying developmental disorders (as indicated by A. Luria, B. Zeigarnik, V. Lebedinsky, etc.), one must proceed from the patterns of normal ontogenesis, i.e. take into account the unity of the patterns of normal and abnormal development. Significant in the study of normal and abnormal ontogenesis was L. Vygotsky’s identification of two interconnected lines of development: biological and socio-psychological: a violation of one - the biological - creates barriers to mental development - the assimilation of knowledge and skills, the formation of personality. Based on these provisions, V. Lebedinsky identified a number of pathopsychological parameters that determine the nature of mental dysontogenesis:

The functional localization of the disorder provides for the distinction of the main types of defect: the first is special, caused by a deficiency of individual functions (gnosis, praxis, speech, etc.), the second is general, associated with a violation of regulatory systems;

Dependence on the time of damage and the duration of the condition, in particular, first of all, those functions that are in sensitive periods of formation are affected, then those that are associated with damage. The earlier the defeat occurred, the more stable the phenomena of regression and decay;

The nature of the relationship between the primary and secondary defect: primary disorders and secondary ones, arising indirectly in the process of social development, as consequences of the primary one;

Violation of interfunctional interactions of systems in the process of abnormal systemogenesis, in particular, in normal ontogenesis, several types are distinguished: phenomena of temporary independence of functions, associative and hierarchical connections.

The listed parameters manifest themselves differently in different variants of dysontognosis of the intellectual, motor and sensory spheres. From the standpoint of the pathogenesis of impaired personality development, G. Sukhareva distinguishes three types of mental dysontogenesis: delayed, damaged and distorted development; L. Kanner distinguishes underdevelopment and distorted development; according to G. Ushakov and V. Kovalev, there are two main clinical types of mental dysontosis: retardation - slow and stable mental underdevelopment, both general and individual, and asynchrony, as uneven, disharmonious development, covering signs of retardation and acceleration. V. Lebedinsky defined the following types of mental development disorders: underdevelopment, delayed development, damaged development, deficient development, distorted development, disharmonious development - that is, six types of dysontogenesis. Their features:

Sustained underdevelopment. Characterized by early damage and immaturity of brain structures. An example of sustainable underdevelopment is oligophrenia.

Developmental delay. It is characterized by a delayed rate of development of the cognitive and emotional-volitional spheres. An example of delayed development is mental retardation (MDD), the variants of which are: constitutional (harmonious and disharmonious infantilism), somatogenic, psychogenic, cerebral (cerebral-organic).

Damaged development. Characterized by developmental damage after 2-3 years. An example of impaired development is organic dementia.

Deficient development. It is characterized by severe disorders of individual analytical systems: vision, hearing, speech, musculoskeletal system.

Distorted development. There is a combination of general, delayed, damaged and accelerated development of individual mental functions. An example of distorted development is childhood autism.

Disharmonious development. It is characterized by a disproportion of development in the emotional-volitional sphere. An example of disharmonious development is psychopathy, pathological personality formation.

All these types of dysontogenesis are divided into three main groups of dysontogenesis:

Group I - deviations such as retardation (developmental delay) and maturation dysfunction. This group consists of: general stable underdevelopment (mental retardation); developmental delay.

Group II - deviation according to the type of damage. The group consists of: developmentally impaired (organic dementia); Deficient development (severe disorders of the analytical systems: vision, hearing, musculoskeletal system, speech; development in conditions of chronic somatic diseases).

Group III - asynchrony-type deviation with a predominance of emotional-volitional disorders. The group includes: distorted development (early childhood autism); disharmonious development (psychopathy).

Consequently, when examining a child who has one or another defect, the psychologist’s focus is on the psychological classification of disorders, their structure and degree of severity. An assessment of deviations from the stage of age development at which the child is located is carried out, i.e. features of dysontogenesis caused by a disease process or its consequences.

Regulatory documents use several concepts that define the population of children subject to education and upbringing in the special education system. These are concepts such as “children with developmental disorders”, “children with deviations in psychophysical development”, “children with disabilities”, “children with special educational needs”. The most established concept today in domestic literature and government documents is the concept of “children with psychophysical developmental disorders,” which covers the following groups:

Children with intellectual disabilities (mentally retarded)

Children with deviations in cognitive development (children with mental retardation);

Children with analyzer disorders (visual or hearing impairments);

Children with musculoskeletal disorders;

Children with speech disorders;

Children with emotional disorders, including RHA;

Children with behavioral and activity disorders;

Children with combined (complex) disorders (a combination of disorders of the central nervous system and analyzers.

As noted, the mental development of an abnormal, as well as a normal, person covers the formation of the cognitive, emotional-volitional sphere of the individual’s psyche, activity and communication. Persons with special educational needs retain the general patterns of mental development of people without disabilities.

In particular, there are also:

All stages of ontogenesis (infant, early, preschool, junior school, adolescence, young adulthood, etc.);

Sensitive, that is, the most favorable periods for the development of certain mental functions;

The leading activities and their sequence are play, study, work.

However, this changes: the pace of development, its timing; qualitative and quantitative characteristics.

In the initial mental development of an abnormal, as well as a normal, child, the social factor is the social factor, its training and upbringing, reliance on the zone of actual and proximal development, on the sensitive period. At the same time, the development of abnormal children is characterized by originality due to an organic or functional disorder of their nervous system or analyzer, the degree of damage, the time of occurrence of the defect, its structure, the social situation of development (the time of detection of the defect, the timeliness and presence of special pedagogical influence, a compensatory path of development) and etc.

Monitoring the mental development of a child in order to timely identify disorders in ontogenesis makes it possible to organize work on correction, compensation and prevention of secondary developmental deviations. Early diagnosis of cognitive impairment in children is extremely difficult and at the same time extremely necessary. It has now been proven that the earlier targeted work with a child begins, the more effective the correction and compensation of disorders can be, and in some cases it is possible to prevent secondary developmental deviations. The need for early diagnosis is determined by the most important ability of the child’s nervous system - plasticity, that is, the nervous system of a young body reacts flexibly to external influences and in any other period it is almost impossible to achieve a positive effect and full compensation.

The starting points for the psychological and pedagogical examination of children of early and preschool age are the theories/point of view of domestic psychologists that the child’s psyche develops through the assimilation of social experience in the process of its active activity. At the same time, it was taken into account that the leading activity at an early age is subject-based, and in preschool - play, in the depths of which the development of motor skills, thinking, and speech occurs.

When approaching the selection of methods for psychological and pedagogical examination, we took into account the fact that for a young child the leading way of learning experience is to imitate the actions of an adult. When assessing a child’s actions, an important theoretical basis is L. Vygotsky’s concept of two levels of mental development: actual (current achievement) and potential (associated with the zone of proximal development). The latter is determined by the child’s ability to cooperate with adults, learn new ways of acting and advance to a higher degree of mental development. The zone of proximal development is an important indicator of a child’s development prospects under the influence of learning, but it also has great differential diagnostic significance in terms of distinguishing between children with mental retardation and the mentally retarded. In this regard, there is a need for a scientific understanding of age-related diagnostics of mental development, the development of principles for selecting methods for the psychological and pedagogical examination of a child, as well as parameters for assessing mental development, a comprehensive study of the developmental features of young children, the main types of normal and abnormal development in their diversity. Currently, domestic researchers are using complex age-related learning of a child, taking into account the social situation of its development.

Modern examination methods using diagnostic training options make it possible to identify disorders in children already at early preschool age. The data from differential diagnostic techniques have a personality-oriented focus and require a socio-psychological analysis of the child’s living conditions and development. When examining problem children, it is necessary to identify the structure and degree of primary disorders, as well as secondary developmental deviations. Specialists should take into account that with various primary disorders, secondary deviations are of a similar nature. At the same time, various types of disorders affect the development of the child, determining his specific characteristics.

At the present stage, it is necessary to note an important aspect of diagnostic activity - this is counseling, which is carried out mainly by the consultative and diagnostic service (DCS). Work should be aimed, first of all, at actively promoting psychological knowledge among educators, medical workers and fathers, at developing recommendations for organizing corrective pedagogical work with children and preventing developmental disorders.

Work with parents is carried out in two forms - individual and group. The duration of an individual consultation is from 1 hour to 1.5 hours, however, of which 20-30 minutes. It takes a direct examination of the child, and then a conversation with the parents and observation of any games the child plays. The examination of the child is carried out in the presence of the parents and with their consent. This form is appropriate and is determined, first of all, by the psychological characteristics of the child’s age: a young child is psychologically inseparable from the mother or the person who is raising her. Increasing the duration of the examination is permissible by changing the child’s activities and selecting and using methodological techniques to maintain interest in the process.

When using an individual form of work, parents develop skills of cooperation with the child and corrective methods of educational work with her. In the group form, psychological and pedagogical knowledge is given about the basics of raising a child in a family, and pedagogical technologies for parents to interact with it.

The main goal of psychological and pedagogical counseling is to monitor the progress of the child’s mental development based on ideas about the normative content and periodization of this process. For these purposes, specific tasks of the psychological and pedagogical examination of children are highlighted:

Early detection of developmental disorders, their correction and prevention of disturbances in behavior and activity;

Identification of the causes and nature of primary disorders in the development of the child under examination, determination of the severity of such a disorder;

Identification of individual psychological characteristics of the child being examined (personal and intellectual);

Determining the conditions for raising a child;

Justification of the pedagogical forecast;

Development of an individual program of corrective work;

Organization of corrective work with parents and children.

The specificity of a psychological and pedagogical examination lies in the systematic analysis of the phenomena of child development. This is a study of the social situation of a child’s development, consideration of the hierarchy of activity and psychological developments in the sphere of consciousness and personality of the child. The solution to any problems relating to the development, education and upbringing of a child cannot be successful without carefully considering them from the point of view of the content and conditions of a particular age stage, without taking into account the patterns of ontogenesis as a whole.

The assimilation of social experience occurs in the process of active activity of the child himself - communication, objective activity, games, learning. At the same time, for analyzing the processes of individual development, it is especially important that the structure of a child’s activity can be qualitatively different, since this or that activity depends on certain social conditions. Such conditions necessary for mental development include communication and close practical interaction between a child and an adult.

According to the change in age stages of development, at the first stage the child develops joint actions with adults, at the second - imitation/inheritance. Subsequently, they give way to independent activity and acquire the character of creativity. Therefore, during counseling, certain characteristics of the child are revealed to the parents, reflecting the specific system of her relationships with adults: first, the child’s communication with an adult, the form of manifestation of which becomes the “revitalization complex.” Subsequently, it is changed by visual-effective, and then by language/speech communication. The mental development of a child and the formation of his personality are closely related to the process of learning and upbringing. It is known that the formation of ideas about the environment occurs in two ways: spontaneous and practical interaction of the child with the outside world and with peers and purposeful learning organized by an adult. Both ways - each in its own way - contribute to the organization of the child’s psyche. There is a need to analyze all her ideas about the surrounding reality, ways of organizing the child’s activity by adults and forms of organizing the child’s independent activity and communication.

Thus, the strategic line of diagnosis is to monitor the progress, content and conditions of the child’s mental development and provide assistance in organizing optimal forms of her activity and communication.

Diagnosis of disorders in the development of children, according to A. Strebeleva, takes into account a number of principles, the main of which is the principle of an integrated approach to the study of the child. It means the requirement for a comprehensive examination and assessment of the child’s developmental characteristics and covers not only cognitive activity, but also behavior, emotions, as well as the state of vision, hearing, motor sphere, neurological status, and somatic state. Diagnostics of the cognitive development of children shows their real achievements that have developed during upbringing and training, taking into account the leading role of education for mental development. It should be taken into account that in the event of a violation of mental development, it is necessary to use not only the method of psychological and pedagogical experiment, but also other methods: studying the child’s medical history, observing behavior, and play; in complex cases - clinical, neurophysiological, pathopsychological and other studies.

Taking into account the modern approach to diagnosing mental development and the complex nature of the study of disorders in the development of a child, the main parameters for assessing a child’s cognitive activity have been identified: task definition, attempts to complete a task, learning during the examination, attitudes towards the result of one’s activities. These parameters constitute a qualitative assessment of the results of the examination of children. This approach to assessing a child’s actions makes it possible to determine not only the current level of development, but also the potential one, i.e. zone of proximal development. This, in turn, makes it possible to create an individual program of correctional education and upbringing for each child. The main objectives of this program are:

Prevention of unwanted negative trends in personal and intellectual development;

Correction of deviations in mental development based on the creation of optimal conditions for the development of the child’s personal and intellectual potential, which can only be determined on the basis of a complete diagnosis and assessment of the immediate prognosis of the probability of development, which is designated by the concept of “zone of proximal development.”

The content of an individual program of correctional training and education, personality development and prevention of secondary deviations depends on the primary disorders and the degree of their severity. An integral part of correctional work is also the effective treatment of somatic and neuropsychic diseases, the provision of psychiatric care in the presence of behavioral, personal, and psychopathic manifestations.

Psychological, medical and pedagogical counseling of children is carried out in stages.

At the first stage, the specialist conducts a short conversation with the parents, listening and recording the first complaints.

The second stage is devoted to examining the child. First, the level of cognitive functioning is examined, then, if necessary, a hearing examination is carried out, and finally a speech examination is carried out.

The choice of methods for examining the cognitive sphere of children of early preschool age is determined by their age characteristics and behavior in new conditions. Experts pay attention to the child’s behavior in a new environment, communication based on materials from diagnostic techniques, and emotional contact with a new adult.

At the third stage, anamnestic information about the family and the child’s development is collected. The conditions of early education, the microclimate in the family, and parents’ understanding of the problems of child development are clarified.

At the fourth stage, recommendations are given on creating living conditions for the child in the family. It is important to bring parents to an understanding of the importance of the family in raising a child and to use the pedagogical capabilities of the parents themselves in teaching and raising the child, to help them master the technology of common forms of pedagogical work with the child, and family communication skills.

The fifth stage involves drawing up an individual corrective program for the child’s development and making a pedagogical forecast.

Thus, examination of the development of young children is necessary and advisable; it allows one to draw up an objective characteristic of both the level of development and the dynamics of development during repeated examinations (control examinations up to 1 year are carried out 4 times a year, after 1 year - 2 times, after 2 years - 1 time per year), thereby preventing the detection of delays or lags.