Organization of pedagogical diagnostics in kindergartens. Pedagogical and psychological diagnostics of children in preschool educational institutions Pedagogical diagnostics in preschool educational institutions according to the Federal State Educational Standard

The formation of the personality of a Russian preschooler is a multifaceted and difficult process. Every day a child discovers new phenomena at this age, gets acquainted with the world around him, learns to live in harmony with nature. The desire for knowledge leads to maximum activity, passing through oneself all the events happening around. The baby is ready for constant development, so it is important that during this period there is an adult mentor next to him. A teacher for children is the main role model, a source of new knowledge, a protector and a friend.

Federal State Educational Standard in preschool education

In 2009, by order of the Ministry of Education and Science of the Russian Federation, new federal standards for basic programs were introduced. Both content and diagnostic methods for preschoolers are defined in this document.

Particular attention is paid to the formation of a common culture, the development of personal qualities, intellectual and physical growth. Diagnostics are carried out to assess the preservation and strengthening of health, correction of deficiencies in the mental development of future schoolchildren. Monitoring carried out in kindergartens is aimed at analyzing the quality of searching for new methods and forms of work of preschool educational institutions.

Models of monitoring in remote control

A set of characteristics and properties is assumed, thanks to the use of which in preschool education the diversified development of the child is guaranteed to a level that corresponds to age characteristics. Integration of fundamental and applied research, special diagnostic techniques for preschoolers according to the Federal State Educational Standard help monitor the development of each child. Psychologists are convinced that at this stage of development, achievements are determined not by the sum of knowledge, skills, abilities that are invested in the child in the classroom, but by the totality of formed personal and intellectual qualities.

Diagnostics “Cut out the shapes”

Diagnostic methods for preschoolers are aimed at conducting psychodiagnostics of the visual and effective thinking of children aged 4-5 years. The point is to clearly and in a short time cut out the shapes drawn on paper. Six identical squares depict different geometric shapes. During testing, the child does not receive a complete drawing, but individual squares. The experimenter first cuts the sheet into six squares, then gives the child one by one fragments, a task, and scissors. In order to evaluate the results of such diagnostics, the accuracy of the work performed and the time spent on the task are taken into account.

A child who completes the task in 3 minutes gets 10 points. The figures must be cut out clearly along the contour of the sample. The minimum number of points (0-1) if the child did not have 7 minutes to cope with the task, besides, there are serious differences between the original and the cut out figure.

Methodology “Remember and put points”

Special diagnostic methods have been created in preschool educational institutions for preschool children, allowing them to determine their attention span. Dots are applied to the sheet, then the workpiece is cut into eight identical squares, they are folded so that the number of dots per sheet increases sequentially. The teacher (or psychologist) shows the child cards with dots drawn on them for 1-2 seconds. Then the child reproduces in the empty cells the number of dots seen in the drawing. Between showing cards, the teacher gives the child 15 seconds so that he can remember the picture he saw and complete the task. Diagnostic methods for preschoolers of this type imply a ten-point scale. If within the allotted period of time the child successfully copes with 6 or more points, he receives 10 points. When recalling 1-3 points from memory, the child receives no more than 3 points, this indicates an insufficiently formed memory and inability to concentrate.

Diagnostics “Learning ten words”

Diagnostic methods of mental development of preschool children are aimed at studying certain memory processes: preservation, memorization, reproduction. You can use a similar algorithm to assess the state of memory of preschoolers, determine the teacher names ten words, the child listens, tries to reproduce them in any order. Such diagnostic methods for preschoolers involve 3-4 readings, followed by the repetition of words by the kindergarten pupil. The experiment is repeated after an hour, then after two, recording in a special journal the number of words spoken by the child. For example, you can use the words forest, cat, dream, stump, day, morning, night, brother, sister, mushroom.

Calculations show that healthy children with high intellectual development gradually increase the number of correct words, while children with memory and consciousness disorders forget words over time. Such diagnostic methods for preschoolers involve the construction of graphs, according to which the level of development of preschoolers is determined.

Conclusion

With the help of monitoring carried out in kindergarten, educators and professional psychologists determine the degree of readiness of children to study in an educational institution. During the research process, professionals collect information, analyze it, and draw conclusions. First, the necessary information is collected, then it is assessed, analyzed, and conclusions are drawn. The purpose of such monitoring is to determine the degree of readiness of future graduates to move to a new stage - a full-fledged school life. Depending on what final results are obtained after data processing and interpretation, a conclusion is drawn about the readiness (unreadiness) of preschool graduates for the next stage of development. The new generation Federal State Educational Standards, developed specifically for the state, contain clear recommendations and requirements for the level of training of kindergarten graduates, as well as for the characteristics of their mental, physical, and mental development.

Maria Tazina
Pedagogical and psychological diagnostics of children in preschool educational institutions

Introduction

Chapter 1. Features of psychological diagnostics of children in preschool educational organizations

1.2 System of psychological diagnostics in preschool organizations

1.3 Methods of psychodiagnostics of preschool children

Chapter 2. Pedagogical diagnostics of children in preschool educational organizations

2.1 General concept of pedagogical diagnostics

2.2 Functions and principles of pedagogical diagnostics

2.3 Stages of pedagogical diagnostics

Conclusion

Introduction

One of the priority tasks of preschool development is the protection and strengthening of the psychological health of pupils. It is considered as a condition for the implementation of the basic general education program of preschool education. Therefore, creating conditions for the realization of child development opportunities in preschool age and assistance in the formation of those psychological formations that will form the basis for development in subsequent periods is a priority in the professional activities of specialists in preschool organizations.

Along with these areas there is psychological and pedagogical diagnostics of children. Early diagnosis of the development of the cognitive sphere and all mental processes of the child is extremely important and necessary. Today it has been proven that the earlier targeted work with a child is started, aimed at correcting or developing his capabilities and abilities, the more effective its results can be; it often becomes possible to prevent secondary developmental deviations, if they are detected. The child’s nervous system has such an important property as plasticity, that is, it reacts flexibly to external influences. This quality determines the need for early diagnosis of the child.

Chapter 1. Features of psychological diagnostics of children in preschool educational organizations

1.1 General concept of psychological diagnostics

The most important area of psychological science and psychological practice is psychodiagnostics. It is associated with the development and application of various methods for recognizing the individual characteristics of a person or group of people.

Psychodiagnostics is understood as a field of psychological science that develops theory, principles, as well as tools for assessing and measuring individual psychological characteristics of a person and variables of the social environment in which a person’s life activities take place.

Psychodiagnostics is practically used in a variety of areas of psychologist activity. And when he acts as an author or participant in applied psychological and pedagogical experiments, and when he is engaged in psychological counseling or psychological correction. And, nevertheless, most often psychodiagnostics is a separate independent field of activity of a practical psychologist. Then its goal is to make a psychological diagnosis, that is, to assess the psychological state that a person has.

There are three stages in a psychodiagnostic examination:

1. Data collection.

2. Processing and interpretation of the results obtained.

3. Making a decision – psychological diagnosis and prognosis.

Psychodiagnostics faces the following tasks:

Identifying whether a person has one or another psychological behavior or psychological property;

Determining the degree of development of a given property, expressing it in quantitative and qualitative indicators;

Characteristics of diagnosable behavioral and psychological characteristics of a person when necessary;

Comparing the degree of expression of the studied properties in different people.

All of the above tasks are solved in practical psychodiagnostics either comprehensively or each separately, depending on the goals of the research being conducted.

1.2 System of psychological diagnostics in preschool organizations

In preschool organizations, psychological diagnostics is an integral part of the general diagnostic system for preschool children, which also includes pedagogical and medical diagnostics (Table 1).

Table 1 – System of diagnostic work with children

Goal: Study and identify the developmental characteristics of each child and groups of children for subsequent individual and group correctional and developmental work

Indicators: State of health and physical development; means: medical examination;

Responsible: doctor, nurse.

Indicators: Mastering the educational program; means: pedagogical diagnostics; Responsible: senior teacher, educators.

Indicators: Features of mental development; means: psychological diagnostics; responsible: practical psychologist.

The goals and objectives of psychodiagnostics depend on the specifics of the preschool educational organization and, at the same time, their focus should be focused on identifying the conditions that impede the full development and formation of the personality of a preschooler. Psychodiagnostics should always be the basis for building an effective educational process in preschool educational institutions.

T. M. Martsinovskaya believes that the subject of psychodiagnostics in preschool educational institutions is the individual age characteristics of children, as well as the reasons leading to deviations and disorders in their mental development.

There are three main diagnostic schemes in the model of psychological support: diagnostic minimum, primary differentiation of norm and pathology of mental development, in-depth psychodiagnostic examination of the individual.

A psychodiagnostic examination is provided at three stages of preschool education. These include the stage of entering a preschool institution, the stage of staying in it and the stage of finishing preschool education. All of them are important components in terms of the potential development and learning opportunities present in them.

Thus, the diagnostic system in a preschool organization may include six examinations:

1. examination of children upon admission to a preschool institution during the period of their adaptation;

2. examination of young children (2-3 years);

3. examination of the younger age group (3-4 years);

4. examination of preschoolers of the middle age group (4-5 years);

5. examination of children of the older age group (5-6 years);

6. examination of children of the preparatory group during the period of completion of training in a preschool institution (6-7 years).

The scheme of psychodiagnostic work may look like this. In September-October, i.e., the beginning of the school year, a psychologist conducts a rapid diagnosis of the level of mental development of children of all age groups. After this, he conducts an in-depth examination of children who are suspected of having developmental problems. These children, as a rule, belong to the “risk group”. Based on the results of in-depth diagnostics, correctional and developmental work is compiled.

Psychodiagnostic work is carried out with children who have severe mental development disorders with the aim of primary differentiation of normal and pathological mental development. Such children are referred for psychological, medical and pedagogical consultation.

In April, a repeat psychodiagnostic examination of children in the preparatory group is carried out according to all criteria of psychological readiness, which is initially in-depth. If a preschooler is found to have a low level of readiness for school, they should receive additional psychological and pedagogical assistance.

The basis of a psychological examination of preschool children is the need to obtain information about such individual psychological characteristics of the child as the characteristics of the emotional-volitional sphere; features of communication and behavior; features of cognitive activity (Table 2).

Table 2 – Psychodiagnostic examination

Early age

Cognitive sphere: Sensory standards, general motor skills, constructive praxis.

Emotional-volitional sphere: Emotional background of mood, activity.

Behavior and communication: Play, contact, response to encouragement and reprimand.

Junior group

Cognitive sphere: Imagination, thinking, speech, motor skills.

Emotional-volitional sphere: Dominant emotional state, gender and age identification, level of aspirations.

Middle group

Cognitive sphere: Imagination, thinking, speech, memory, motor skills.

Emotional-volitional sphere: Self-awareness, dominant emotional state.

Behavior and communication: Play, communication skills in communicating with adults.

Senior group

Cognitive sphere: Imagination, thinking, speech, memory, attention, motor skills.

Emotional-volitional sphere: Self-esteem, status in the group, dominant emotional state.

Behavior and communication: Play, communication skills in communicating with peers.

Preparatory group

Cognitive sphere: Memory, attention, speech, logical thinking, imagination, motor skills.

Emotional-volitional sphere: Motivation, self-esteem, volition, dominant emotional state.

Behavior and communication: Playing, communicating with peers and adults.

Based on the results of the psychological diagnostic data obtained, the psychologist prepares generalized analytical information for groups, filling out summary tables.

1.3 Methods of psychodiagnostics of preschool children

In the process of psychological diagnostics, various methods are used to obtain information about the status of the child and his compliance with age standards at the stage of the diagnostic examination. Methodological techniques that are used to conduct a diagnostic examination of a child should be brief and convenient to quickly obtain information from one or another area of the child’s personality. Before starting a diagnostic examination, it is recommended to conduct a diagnostic interview, which can cover any topic. It is important that the psychologist has a good command of the methodology for conducting it.

Diagnostic interview It should not be boring or time-consuming for the child. It is necessary to take into account the age of children and diagnostic tasks, and on the basis of which to apply its different modifications. For this purpose, you can use toys, pencils, and paper. This is due to the fact that children cannot describe their feelings; they express them more easily in drawings. You can begin the actual psychodiagnostic examination after the initial acquaintance.

Observation method is one of the main methods in working with children. D. B. Elkonin, a famous Soviet child psychologist, used observation of his grandson to describe the process of formation of the child’s objective actions.

Observation must be carried out correctly: it must be purposeful and built according to a specific plan. Before starting observation, it is important to establish its purpose, answer questions about why it is being carried out, and what results it should produce. After which an observation program is drawn up and a plan is developed.

To obtain the results necessary for generalization, observation must be carried out regularly. This is explained by the fact that children grow very quickly and their psychology and behavior changes just as quickly. The intervals depend on the age of the child: the earlier the age, the shorter the time interval between the next observation should be. In this case, we mean the implementation of scientific observation, which is accompanied by the maintenance of systematic records, analysis and generalization of observation results.

Due to the fact that preschoolers are highly distractible and have insufficiently stable attention, it is possible to use hidden surveillance, which is designed so that the child does not see the adult watching him.

This method has both a number of undeniable advantages and disadvantages. Thanks to observation, you can obtain interesting facts by studying a child in the natural conditions of his life; it is also indispensable for initial orientation in the problem and obtaining preliminary facts. The disadvantages include the labor intensity of this method. It requires the researcher to have high psychological education and a lot of time, which does not guarantee obtaining facts. In addition, observation results often do not make it possible to understand the reasons for certain forms of child behavior.

Experimental method is often one of the most reliable ways to obtain reliable information about the psychology and behavior of a child. Including a child in an experimental play situation makes it possible to obtain the child’s immediate reactions to the influencing stimuli and, on the basis of these reactions, to judge what the child is hiding from observation or is unable to verbalize during questioning.

The best results from an experiment in working with children can be obtained when it is organized and carried out in the form of a game and activities familiar to the child - drawing, guessing riddles, designing, etc. The important point is that children should not suspect that games are being played specifically for their study. This can lead to a loss of interest in the child in what he is asked to do and will not allow him to reveal his intellectual abilities and qualities of interest to the researcher.

The specificity of an experiment in child psychology is that the experimental conditions should not violate the child’s usual forms of activity and should be close to his natural living conditions.

In addition to the main methods of studying children - observation and experiment - auxiliary methods are also used. These are analysis of children's activity results (drawings, crafts, fairy tales they composed, etc.) and conversation method .

The most widely used is the analysis of children's drawings. The emotional state of the child, the peculiarities of perception of surrounding people and objects, the nature of relationships with others are reflected precisely in children's drawings. At the same time, the interpretation cannot be definite and unambiguous and always presupposes the subjectivity of the researcher, therefore the analysis of children's drawings requires high qualifications and extensive experience in working with this material. In this regard, this method can only be used as an auxiliary method in serious research.

Conversation method (question method) can be used from the age of four, when children already have a fairly good command of speech. Since preschool children do not yet have the opportunity to express their thoughts and experiences in words, they usually give short and formal answers.

Choosing the right questions to talk to children is a great art. The child does not always correctly understand the questions that are addressed to him. For this reason, when conducting psychological research using interviews with children, it is advisable to initially make sure that the child correctly understands the questions addressed to him and only after that begin to interpret and discuss the answers he gives. Conversation can also be used as an auxiliary method.

Thus, psychodiagnostics of preschool children has its own specifics, since they have a number of psychological and behavioral characteristics that need to be known in order to obtain reliable results in the process of their psychodiagnostic examination. It is important to take into account the relatively low level of self-awareness and consciousness, and also to remember that preschoolers have underdeveloped processes such as attention, thinking, memory and imagination.

Chapter 2. Pedagogical diagnostics of children in preschool educational organizations

2.1 General concept of pedagogical diagnostics

Pedagogical diagnostics has three interrelated meanings:

1) This is an independent type of analytical activity of a teacher.

2) Applied field of pedagogy, studying the patterns of pedagogical diagnosis.

3) The process of the teacher studying the current state of the object and its relationship with the norm.

Pedagogical diagnostics is not so much a study of children and their personal characteristics, but rather the capabilities and resources of the education system, the pedagogical process organized in a preschool institution and in the student’s family.

In addition, pedagogical diagnostics in a preschool organization is also aimed at studying teachers and parents, identifying their difficulties in organizing the pedagogical process and their level of competence. The obtained diagnostic data are used for the active development of all participants in the pedagogical process, for the correct selection of methods and means of education, as well as for the purpose of providing timely assistance when problems or difficulties are detected in working with children.

2.2 Functions and principles of pedagogical diagnostics

One of the main functions of pedagogical diagnostics for a practicing teacher is feedback function or information. The diagnostic activity of the teacher is aimed not only at identifying and assessing the child’s condition, but also at identifying conditions that positively or negatively affect his development. While observing the child in various situations (in his free time, on a walk, playing with peers, etc.), the teacher makes notes of his reactions to conflict and to praise, to an offer to engage in some activity.

With the help of this, he manages to find out what interests the child has, his skills, inclinations, difficulties, preferences and objects that are significant to him, as well as understand the reasons for behavioral manifestations. Understanding these points allows the educator to reduce the formality of educational interaction, determine the uniqueness of educational goals, and guide him to search and apply the best option for a pedagogical solution.

Prognostic function allows you to predict the course of the pedagogical process and determine the prospects for the child’s development. In order to make a forecast, the teacher compares information about what the preschooler was like before and how he manifests himself now. As a result, the identified dynamics of changes (negative or positive) contributes to the ability to predict changes in the child and prevent undesirable development trends.

Control and correction function identifies specific difficulties in the educational process and determines the causes that give rise to them. This function manifests itself primarily in the process of conducting pedagogical examination and presupposes the existence of a standard.

Evaluation function establishes the degree of change in the pedagogical object under study and the dependence of these changes on the conditions of the educational process. Using this function, you can conduct a qualitative and quantitative assessment of the achievements of preschoolers, the performance of each teacher individually and the entire teaching staff as a whole.

Conducting pedagogical diagnostics should be carried out taking into account a number of principles that are determined by the specifics of the pedagogical process of a preschool organization. The content, goals, forms and methods of diagnostic procedures, as well as the methodology for analyzing the data obtained, are determined precisely by the principles of pedagogical diagnostics.

1.Principle of objectivity allows us to minimize the subjectivity of assessments, which can be observed due to the fact that, as a rule, “participant” observation is carried out, in which the diagnostician is inside the subject under study, and not removed from it.

2. The principle of a holistic study of the pedagogical process presupposes:

Consideration of the child as an integral system consisting of certain interconnected components;

Comparison of data obtained in various conditions and situations of the child’s life, by different people who are in different relationships with him;

Identification of interdependence and interdependence of internal factors of a person’s individual and personal development with external environmental conditions.

3. Principle of procedurality consists in studying the phenomenon in its genesis and progression.

4. Principle of competence is that the diagnostician makes decisions only in those issues in which he has special training; any actions that could cause harm to the subject during the diagnostic process and results are also prohibited.

5. Personalization principle consist in the requirement to detect not only individual manifestations of general patterns, but also individual development paths, and deviations from the norm should not be assessed as negative without analyzing the dynamic trends of development.

2.3 Stages of pedagogical diagnostics

Before starting diagnostics, it is necessary to design it. In this regard, the first stage is design stage. It involves performing certain actions.

1. Outline the diagnostic goals (for example, to assess the degree to which children in the middle group demonstrate curiosity and activity, and also to determine the individual characteristics that appear in this case).

2. Determine the norm (standard, ideal, sample), with which the received information will be compared in the future.

3. Identify indicators and criteria for assessing manifestations of curiosity and activity in preschoolers. Thus, the criterion of curiosity may be the child’s sensitivity to new things, and indicators of the manifestation of this criterion are the identification of new objects in the environment, attentive listening to the teacher’s stories, cognitive questions about new objects, etc.

4. Determine diagnostic methods. The diagnostic method is focused on studying pedagogical reality.

The main methods in pedagogical diagnostics are participant observation and non-standardized conversations with children. Diagnostic situations are also used that “provoke” the child’s activity, which the teacher would like to observe2.

The second stage is practical, on which diagnostics are carried out.

The third stage is analytical. At this stage, the obtained data is analyzed, after which quantitative data appears.

Fourth stage- interpretation of data. Interpretation of the data obtained requires deep knowledge of the object of study, high professionalism and experience, the ability to analyze and summarize extensive empirical information, often of a mosaic nature, and give an objective interpretation of the identified facts.

Fifth stage- goal-oriented - involves identifying current educational objectives for each child and for the group as a whole.

The teacher regularly projects the data obtained as a result of comparisons and analysis onto the child’s behavior in other situations or in the future in the field of pedagogical diagnostics.

Thus, the art of a teacher is to open up the prospects for his development to each child, to show him those areas where he can express himself. The main point of the teacher’s prognostic activity is to find the most optimal way for the development of a two-pronged process: the socialization of the child, the identification and development of his individuality.

Conclusion

Correctly organized and carried out diagnostics of children in a preschool educational organization, aimed at identifying individual psychological characteristics of development and learning, allows not only to timely identify violations and take measures to correct them. No less important is psychological and pedagogical diagnostics aimed at identifying the child’s capabilities, determining his achievements in comparison with previous periods of development and creating all the necessary conditions for the further realization of his abilities.

The use of research methods such as observation, experiment, analysis of the results of a child’s childhood activity and conversation with him requires a high level of professionalism from a teacher-psychologist.

Diagnosis of preschool child development.

Essence, types, diagnostic criteria.

Recently, in the preschool education system of the Russian Federation, the practice of conducting psychological and pedagogical diagnostics, including testing, of preschool children has become increasingly widespread. The use of diagnostics in itself is a positive aspect of the educational process.

Diagnostics – activities aimed at making a diagnosis (diagnosis - recognition, Greek).

Types of diagnostics:

medical (the subject of diagnostics is the state of health and physical condition of the child);
psychological (the subject of diagnosis is the mental state of the child);
pedagogical (the subject of diagnosis is the child’s mastery of the educational program);
managerial (the subject of diagnostics is the activities of an educational institution).

The introduction of diagnostic work into the activities of preschool institutions is due to several circumstances:

The implementation of a personality-oriented approach in education involves building the pedagogical process on a diagnostic basis.
Tariff and qualification characteristics (requirements) suggest that the teacher is obliged “to plan and carry out correctional and developmental work with students based on the study of individual characteristics and recommendations of a psychologist,” “to study the individual characteristics, interests and inclinations of children.”

Objectives of pedagogical activity: improving the quality of methodological work; improvement of the educational process; assessment of the pedagogical process.

Directions of diagnostic work:

- diagnostic work with children;

Diagnostic work with parents;

Diagnostic work with employees.

Principles of organizing diagnostic work:

1. The principle of legality - assumes that diagnostic work must be carried out legally, in compliance with regulatory documents: the Convention on the Rights of the Child; Constitution of the Russian Federation; Law of the Russian Federation “On Education”; orders and instructions letters of the Ministry of Education of the Russian Federation and the subject of the Federation; Charter of the educational institution; Agreements with parents; decisions of the educational council of the educational institution; orders of the head of the educational institution.

2. The principle of scientificity - assumes that diagnostic work in an educational institution should be based on scientific research that substantiates the choice of indicators being studied, methods, timing and organization of the survey.

3. The principle of ethics - assumes that diagnostic work must be carried out in compliance with ethical standards and rules.

4. The principle of optimality - assumes that with minimal effort a sufficient amount of diagnostic information should be obtained - as much as can be used in the work of an educational institution.

The forms of diagnostics can be different: group and individual, written assignments, oral in final classes, in conversations, testing.

Thus, diagnostic methods that are technologically undeveloped, untested, and have dubious scientific and practical value are often used. The results of such diagnostics do not reflect the real picture of the child’s development and, therefore, cannot improve the effectiveness of the educational process. The diagnostic process involves specialists who do not have the appropriate qualifications. This leads to incompetent interpretation of diagnostic data and errors in determining the child’s level of development, which can disorient teachers and parents when interacting with children.

Diagnostics of the development of preschool children, being included in preschool education, is designed to help teachers and parents of the child to properly build pedagogical communication with him. The specificity of preschool age is that all mental processes are very mobile and plastic, and the development of a child’s potential abilities largely depends on what conditions for this development teachers and parents create for him. Psychological and pedagogical science unconditionally recognizes the fact that a child’s real abilities can manifest themselves quite late, and the education that he receives greatly contributes to their manifestation. In particular, introduced by L.S. Vygotsky’s concept of the “zone of proximal development” captures precisely this well-known fact in a special way. Therefore, when determining the individual characteristics of a preschool child, it is preferable to first of all keep in mind his “inclinations,” which serve as the basis for the further development of abilities.

This specificity does not allow us to consider the diagnostic results (even if they are reliable) stable and determining the fate of the child. Any achievement of a preschool child at each stage of his development is intermediate and serves only as a basis for the teacher’s choice of methods and technologies for individual work. Testing data cannot be allowed to be the basis for labeling a child. Unreliable test results can have especially serious consequences. They can have a negative impact on both personal development and the further educational trajectory of the child.

In addition, training and upbringing in preschool age is holistic in nature and can be distributed in the educational process according to subject areas (mathematical concepts, speech development, visual and musical activities, etc.) only conditionally. Educational programs for preschool children, unlike school programs, usually not only include content related to learning, but also describe in sufficient detail the entire life of a child in kindergarten. That is why diagnostics in preschool age cannot fully rely on identifying knowledge, skills and abilities. For a child of this age, it is primarily important not so much how much subject knowledge he has in a particular educational field, but rather the way in which this knowledge was mastered by the child. Thus, a certain set of knowledge that a preschooler possesses does not always indicate the real results of his education, not to mention the fact that it equalizes all children in their development path. This further complicates diagnostic methods appropriate for this particular age, since determining the real level of development of a child requires not simple “exam” questions, but very subtle, special psychological tools.

The norms do not allow the child to be treated as an object of unceremonious research; confuse it with sudden checks (“test” in translation means “test”); test without parental consent, disclose diagnostic results (which constitute confidential information) to people who are not directly related to the education and upbringing of the child. In actual testing practice, these norms are often violated. A teacher, not being a diagnostic specialist, with the best of intentions may report test results (for example, that a child has a low test score) to the child’s parents without preparing them accordingly, or to the administration of a preschool educational institution. If this information reaches the child himself or other children, it can cause significant harm to his mental health.

In addition, diagnostics are always associated with the stage of interpretation, i.e., explaining the data obtained from the point of view of the child’s development. It is known that the most informative diagnostic techniques allow the greatest freedom in the interpretation of their results. In the hands of a qualified psychologist, these techniques are a tool for obtaining. Carrying out any diagnosis is always associated with the questions: for what purpose is it carried out? How will its results be used? Diagnostic data allows teachers and parents to monitor the progress of the child’s development and provide an individual approach. This is the positive role of diagnostics in the preschool education system.

However, some educational institutions use a system of testing the level of development of children to select them for a specific educational institution, each of which implements a special educational program. Testing a child’s development “at the entrance” to a certain educational program for the purpose of selecting him, wittingly or unwittingly, proceeds from the presumption that some children are “capable” of mastering it, while others are not. Thus, an application is made to test the abilities of children at a very early age, which literally contradicts the basic laws of personality and mental development. In addition, by making this kind of selection, the teacher closes the child’s opportunity for development in this direction and, perhaps, imposes on him a less promising path of education, based on his own ideas about the level of his development, and not on the real interests of the child.

The education system must provide the child with the most favorable conditions for development. That is why the subject of a comprehensive examination of the activities of a preschool educational institution in the process of its certification is the psychological and pedagogical conditions of education and training - content and methods, the nature of interaction between teachers and children and the construction of a developmental environment.

At the same time, the Ministry of General and Professional Education of the Russian Federation notes that the possibility of using psychological and pedagogical diagnostics based on monitoring the dynamics of a child’s mental and physical development in order to implement an individual approach in the educational process is beyond doubt. The results of such diagnostics should be used by the teacher in the course of planning his activities, when setting and implementing pedagogical tasks. However, given the variability of software and methodological support of the modern preschool education system, psychological or pedagogical diagnostics of a child can only act as a control over the effectiveness of a specific educational program implemented by a kindergarten. In this case, diagnostic techniques are used to monitor the dynamics of the child’s progress in mastering this program, its impact on the child’s development, as well as the effectiveness of the teacher’s results in this program.

TYPES OF DIAGNOSTICS

When working as a teacher-psychologist at an educational institution, the following types of diagnostics are consistently used:

1. Screening diagnostics

It is carried out with a group of children and is aimed at identifying children who have one or another group of characteristics, assesses the constancy of certain psychological properties in a given group of children.

2. In-depth psychological diagnostics, which is carried out after identifying children who have any developmental disabilities and need additional developmental or correctional work, i.e., special psychological assistance. Typically conducted individually or in small groups.

3. Dynamic examination, with the help of which the dynamics of development, the effectiveness of training, developmental and/or correctional measures are traced. It can be carried out several times during one correction course.

4. Final diagnostics. The purpose of this type of diagnosis is to assess the child’s condition upon completion of the course of correctional work.

PRINCIPLES OF DIAGNOSTICS

When conducting any type of diagnosis, a teacher-psychologist of a preschool educational institution must adhere to the following principles:

– complexity and versatility in the study of a child, the desire for maximum consideration in assessing the development of all his significant characteristics;

– study of children in activities and relationships, through activities and relationships;

– pedagogical orientation: study, diagnosis not as an end in itself, but as a means that determines the direction of correctional assistance to the child in overcoming his problems;

– participation in the study and assessment of the child’s development of all those involved in his destiny and interested parties (parents, educators, teachers);

To ensure that the diagnostic results are not distorted, the educational psychologist needs to take into account:

– physical development and condition of the child;

– psychophysiological characteristics of his age;

– dynamics of physical development (history);

– state of hearing, vision;

– features of the development of the motor sphere;

– disorders of general motor skills (general tension or lethargy, imprecision of movements; paralysis, paresis, the presence of their residual effects);

– coordination of movements (features of gait, gestures, difficulties when necessary to maintain balance, difficulties in regulating the pace of movements, the presence of hyperkinesis, synkinesis, obsessive movements);

– characteristics of performance (fatigue, exhaustion, absent-mindedness, satiety, switchability, perseverance, pace of work; an increase in the number of errors towards the end of the lesson or during monotonous activities; complaints of headaches).

METHODS OF PSYCHOLOGICAL RESEARCH

Research methods can be considered based on four main positions:

a) non-experimental psychological methods;

b) diagnostic methods;

c) experimental methods;

d) formative methods.

Currently, a large number of diagnostic methods have been developed, but not all of them are applicable to preschool children. The most acceptable are: observation, conversation, experiment, survey.

Non-experimental methods:

Observation is one of the most commonly used research methods. Observation can be used as an independent method, but usually it is organically included in other research methods, such as conversation, study of products of activity, various types of experiment, etc.

Observation and self-observation is the purposeful, organized perception and registration of an object and is the oldest psychological method.

Observation can be carried out directly or using observation devices and means of recording results. These include: audio, photo and video equipment, special surveillance cards, etc.

The observation results can be recorded during the observation process or delayed.

Observation is an indispensable method if it is necessary to study natural behavior without outside interference in a situation, when it is necessary to obtain a holistic picture of what is happening and reflect the behavior of individuals in its entirety. Observation can act as an independent procedure and be considered as a method included in the experimentation process. The results of observing subjects as they perform an experimental task are the most important additional information for the researcher.

Questionnaire , like observation, is one of the most common research methods in psychology. Questionnaire surveys are usually conducted using observational data, which (along with data obtained through other research methods) is used to construct questionnaires.

There are three main types of questionnaires used in psychology:

- These are questionnaires composed of direct questions and aimed at identifying the perceived qualities of the subjects.

These are scale questionnaires; When answering questions on scale questionnaires, the subject must not only choose the most correct of the ready-made answers, but analyze (evaluate in points) the correctness of the proposed answers.

Conversation – one of the methods for studying human behavior, since in other natural sciences communication between the subject and the object of research is impossible. A dialogue between two people, during which one person reveals the psychological characteristics of the other, is called the conversation method.A conversation can also be conducted with a group, when the teacher asks questions to the whole group and makes sure that the answers include the opinions of all group members, and not just the most active ones.

The conversation can be both more standardized and freer. In the first case, the conversation is conducted according to a strictly regulated program, with a strict sequence of presentation, clearly recording answers and processing the results with relative ease.

In the second case, the content of the question is not planned in advance. Communication flows more freely and wider, but this complicates the organization, conduct of the conversation and processing of the results. This form places very high demands on the teacher.

There are also intermediate forms of conversation that try to combine the positive qualities of both of these types.

When preparing for a conversation, preliminary work is very important.

1. The leader of the conversation must carefully think through all aspects of the problem he is going to talk about, select those facts that he may need. A clear statement of the purpose of the conversation helps to formulate clear questions and avoid random ones.

2. He must determine in what order he will raise topics or ask questions.

3. It is important to choose the right place and time for conversation. It is necessary that there are no people nearby whose presence could confuse, or, even worse, affect the sincerity of the interlocutor.

When conducting a conversation, especially a free one, you should adhere to the following recommendations:

1. Communication should begin with a topic that is pleasant to the interlocutor, so that he willingly begins to talk.

2. Questions that may be unpleasant for the interlocutor or cause a feeling of testing should not be concentrated in one place, they should be evenly distributed throughout the conversation.

3. The question should provoke discussion and development of thought.

4. Questions should take into account the age and individual characteristics of the interlocutor.

5. Sincere interest and respect for the opinion of the interlocutor, a friendly attitude in conversation, the desire to convince rather than force an agreement, attention, sympathy and participation are no less important than the ability to speak convincingly and reasonedly. Modest and correct behavior inspires trust.

6. The teacher must be attentive and flexible in conversation, preferring indirect questions to direct ones, which are sometimes unpleasant for the interlocutor. Reluctance to answer a question should be respected, even if it means that important information for the study is missed. If the question is very important, then during the conversation you can ask it again in a different wording.

7. From the point of view of the effectiveness of the conversation, it is better to ask several small questions than one large one.

8. In a conversation with students, indirect questions should be widely used. It is with their help that the teacher can obtain the information he is interested in about the hidden aspects of a child’s life, about unconscious motives of behavior, and ideals.

9. In no case should you express yourself in a drab, banal or incorrect manner, thus trying to get closer to the level of your interlocutor - this is shocking.

10. For greater reliability of the results of the conversation, the most important questions should be repeated in various forms and thereby control previous answers, supplement, and remove uncertainty.

11. You should not abuse the patience and time of your interlocutor. The conversation should not last more than 30-40 minutes.

The undoubted advantages of the conversation include:

Having contact with the interlocutor, the ability to take into account his responses, evaluate his behavior, attitude to the content of the conversation, and ask additional, clarifying questions. The conversation can be purely individual, flexible, and maximally adapted to the student.

An oral response takes less time than a written one.

The number of unanswered questions is noticeably reduced (compared to written methods).

Students take questions more seriously.

At the same time, it should be taken into account that in a conversation we do not receive an objective fact, but a person’s opinion. It may happen that he arbitrarily or involuntarily distorts the real state of affairs. In addition, the pupil, for example, often prefers to say what is expected of him.

Questionnaire.

The questionnaire belongs to the most proven, practiced and mastered methods. But this diagnosis has one common negative feature. It is exploited when the teacher does not take the trouble to creatively select methods for a specific pedagogical goal, and with the help of a questionnaire they try to find out from the children themselves what the measure of their upbringing is. Therefore, teachers often resort to simultaneous surveys of parents and children, and also take into account their own assessment.

The criterion for evaluating the questionnaire is the measure of detecting the child’s directed interest, his desires, aspirations, doubts and, ultimately, personal problems in life, as well as the measure of spiritual help for the child: when the questionnaire, being a diagnosis, helps children understand themselves in the world and gives rise to their positive activity, opening up for them a new aspect of life or a new value object.

Monographic method.This research method cannot be implemented in any one technique. It is a synthetic method and is specified in a combination of a wide variety of non-experimental (and sometimes experimental) techniques. The monographic method is used, as a rule, for a deep, thorough study of age and individual characteristics.

Diagnostic methods.

Diagnostic research methods include various tests, i.e. methods that allow the researcher to give a quantitative qualification to the phenomenon being studied, as well as various methods of qualitative diagnostics, with the help of which, for example, different levels of development of the psychological properties and characteristics of the subjects are identified.

Test – a standardized task, the result of which allows you to measure the psychological characteristics of the subject. Thus, the purpose of the test study is to test and diagnose certain psychological characteristics of a person, and its result is a quantitative indicator correlated with previously established relevant norms and standards.

The difference between diagnostic methods and non-experimental methods is that they not only describe the phenomenon being studied, but also give this phenomenon a quantitative or qualitative qualification and measure it.

Methodology for carrying out diagnostic work.

The pedagogical examination is aimed at determining the level of assimilation of program material by preschool children. The survey can be carried out both for the program as a whole, and for a section or subsection. Based on the data obtained, conclusions are drawn, a work strategy is built, strengths and weaknesses are identified, technologies for achieving the desired result, forms and methods for eliminating shortcomings are developed. The pedagogical examination is aimed at identifying the level of program material, achieving high results in its assimilation, correcting the forms, methods and methods of teaching students, and the effectiveness of using pedagogical technologies.

Pedagogical examination is carried out twice a year: for the first half of the year - January, for the second in May (possibly the third at the beginning of the school year) Examination in all sections of the program, except for special ones (musical and physical) is carried out by teachers, the administration is present during the examination, helps with permission controversial issues, a re-examination is carried out (if necessary).

The results of the survey are discussed at a joint meeting, the reasons for the insufficiently high level of mastery of program material for each task, subsection, and section by each child are identified, and further actions of teachers in working with students are outlined. The compiled analytical report is read out to the pedagogical council.

Diagnostics is of great importance for the targeted and effective implementation of the educational process. It allows, through control (monitoring) and correction of the entire system of education and training and its components, to improve the process of education, training and development of children.

Stages of organizing diagnostic work.

Defining goals and setting tasks, developing methodological recommendations for conducting pedagogical diagnostics.
Development of criteria for assessing levels of mastery of program material.
Development of tasks for examining pupils.
Development of a plan for conducting a diagnostic examination.
Preparation of material for diagnostics.
Development of a table-matrix “Results of a pedagogical survey”
Filling out a diagram of the dynamics of individual assimilation of program material by each student (in comparison for two half-years).
Based on the obtained data, compilation of an analytical report on the assimilation of program material for this section.
The educational institution issues an order “On conducting pedagogical diagnostics,” which specifies the goals, responsibilities, and timing.
At the end of the diagnostic examination and summing up, an order “On the results of pedagogical diagnostics” is issued, which reflects the results, conclusions, recommendations, responsible persons, and deadlines for eliminating deficiencies.

Instructions

To conduct a diagnostic examination, it is necessary to develop diagnostic tools. It includes a list of tasks to identify knowledge, skills and abilities with criteria for levels, forms to fill out.

Typically, criteria are defined for high, average and low levels of child development. To develop criteria, it is necessary to study the general education program used in a preschool institution. Some programs already have ready-made diagnostics, some offer teachers to develop it themselves, focusing on the characteristics and age of children (for example, “School 2100”).

Watch your child. Many skills are visible to what is called the naked eye. For example, without any test tasks you can find out whether he knows how to dress, make the bed, and fold toys. Watch him in different situations. Using this method, you can find out not only cultural and hygienic skills, but also communication skills, motivation to learn, the level of development of motor activity, fine motor skills and much more.

To diagnose communication skills, create game situations. Put your child in a position where he will have to turn to a peer or an adult for something. For example, he is on duty and needs to take spoons, but the nanny stands at the door and doesn’t let him through. See if the baby can turn to an adult and ask him to let him through, or if he is trying to get to the objects he needs in other ways.

It is better to carry out diagnostics in the form of a game or game exercises. If the test is designed in such a way that the child needs to answer questions, still play up this situation. Offer a game or activity in the garden. The child can answer questions for himself and for other “students”: dolls, bears, hares who study with him in this.

The child must have a good, trusting relationship with the researcher. To a stranger who is simply doing his work and asking questions, the child may not answer, and the lack of answers will be perceived as ignorance. A stranger should not immediately start diagnosing, but first get to know the child, talk about something pleasant, and just play.

A normal conversation can become the basis for a diagnostic conversation. It is necessary that the answers be a continuation of an unfinished sentence: “When I grow up, I will...”, “I’m bored when...”, “The most interesting thing is...”, “I like...” and others.

The younger the child, the less opportunity the adult has to give the child any tasks. Basically, diagnostics will consist of monitoring the baby and recording the necessary data in tables or protocols. For example, observing a pugnacious child in kindergarten for a week, a researcher records acts of aggression during each day, indicating the time. Observation can show which times of the day or days the child is most irritable and cannot control his feelings.

Psychological diagnosis of a preschooler is often associated with the analysis of the products of his activity: drawings, crafts, stories. Based on the specific symbolism of a drawing or craft, the researcher recognizes the content of children’s complexes and unresolved problems. For example, when free drawing, a child draws a large mountain and a road to the top. He draws himself in the middle of this path or on the top of a mountain. Such a drawing can be seen both as a desire to go on a hike, and as a child’s desire for self-improvement. The decoding will appear if we talk with the child about the content of this drawing.

note

Based on the results of one test, it is impossible to draw objective conclusions, because The child may be in a bad mood or feeling bad today. To increase objectivity, the same test can be performed over a period of time (for example, every other week). You can conduct different tests, but with the same purpose (for example, to study concentration), but one in the morning and evening or the next day.

Helpful advice

Create conditions during the diagnosis so that the child is not distracted: sit with his back to the window, turn off the TV, choose a time when no one will enter the room.

The baby's new skills - smiling, crawling, walking - bring joy to parents and cause genuine admiration. But when comparing their child with other children, mothers are often upset that their friend’s son started walking earlier, while their neighbors’ daughter already speaks and even knows the numbers per year. Are such comparisons always justified? After all, there are norms for the physical and mental development of children, and it is they that need to be guided by when determining the level of development of the child. Lagging behind these norms and even being ahead of them are indicators of deviation from normal development.

You will need

- tests to determine the norms of child development;
- child’s medical record.

Instructions

Watch your child. Briefly write what he can do and what he has achieved by his age. Observations can be recorded by breaking them down into components: speech development, cognitive processes, motor development, self-care. On another sheet of paper, write down what you think the baby could master by his age, but in fact cannot.

Compare your observations with developmental norms at this age. Such indicators are most often presented in the form of tables. Each is a work compiled by a team based on scientific research and long-term observation of groups of children. Any test is considered reliable if it has been tested on at least two thousand people.

Determine whether the child has advances in development according to any indicators. This may indicate that he is gifted in a certain area of knowledge or has a developmental disability. Giftedness against the background of normal development in all other indicators. A deviation can be considered high performance in one area, and a lag in all others. For example, a child at 2 years old begins to read, but does not know how to use the potty, is not interested in toys, and does not express positive emotions when meeting his parents.

Conduct experiments to help children learn the necessary skills according to their age. Observation does not always give an accurate picture of the level of development, because You have to wait several days for some skills to appear. You can specially organize the child’s activity: “Show the doll’s nose. Where is Olya’s nose?” - normally, by the age of 2, the child unmistakably shows one part of the body in himself and in others. The content of experimental tasks can also be found in tables of child development norms.

Review your child's medical records. Height, weight, frequency of diseases are important diagnostic indicators of its development as a whole. Short stature or high weight may also be a consequence of the child’s genetic characteristics, but their dynamics will indicate how effective the conditions are created in the family for the normal development of the child.

“The first months of a child’s life. Tests of psychophysiological development of children,” 06/12/2011.

Children under the age of 6 years are usually divided into two age groups: from birth to 3 years - infancy, from 3 to 6 years - preschoolers. There are developmental diagnostics suitable for both groups, and separately for each. In this case, we will talk specifically about the diagnosis of preschool children. It is usually carried out in six areas: diagnostics of speech, thinking, memory, attention, personality and learning skills.

Memory diagnostics

Memory diagnostics is carried out in three main areas - short-term, long-term and associative memory. There are no quantitative characteristics of memory development. If a child cannot cope with one or another task, it is necessary to select similar exercises and carry them out until he succeeds. Methods for diagnosing short-term memory include the following tasks: pictures or toys are laid out in front of the child. He tries to remember the order, then closes his eyes - the pictures are rearranged or part of them is removed. The child must say what has changed. Or look at this or that drawing, and then reproduce it in as much detail as possible from memory.

To diagnose long-term memory, you can offer your child a test consisting of several questions. For example, “How many windows are there in your apartment?”, “What did you eat for dinner?” etc. To diagnose associative memory, tasks are given to make connections, for example, tree and leaf or house and window.

Diagnostics of thinking

At this age, the child’s visual-figurative thinking predominates, so the tasks must be appropriate. For example, you can show your child a picture depicting a particular situation. Let him look at the picture and tell him what is happening in it. Depending on the answer, the level of development of thinking is assessed on a scale from 1 to 4. 1 - the child immediately got involved in the work and described in detail what was happening in the picture, 4 - it is difficult for him to get involved in the work, he cannot tell what is happening in the picture.

Speech diagnostics

It can be carried out in a wide variety of areas. Types of tasks: “Come up with as many words as possible starting with the letter...”, “Make a sentence from words”, “Listen to a short text and retell it.” “Pick a rhyme to the word,” etc. Based on the totality of the results, the overall level of speech development in the child is determined.

Diagnosis of educational skills

This diagnosis is carried out at 5-6 years old to determine how ready the child is for a fundamentally new activity for him - educational, because soon he will have to go to school. There are cardinal differences between educational activities at school and play activities that were in kindergarten. One of the main differences is commitment first, the ability to concentrate on the task. One of the Beads diagnostics. Ask your child to draw five beads connected by one thread passing exactly through the center of each bead. All beads should be different colors, the middle bead should be blue. Another technique is called “Drawing by cells”. The child must place the pencil at the point at the intersection of the cells. Then they dictate to him how many cells and where he should move. As a result, the drawing should turn out exactly as dictated to him. Such diagnostics are also assessed according to a four-level system.

Personality diagnostics

Personality diagnostics has the widest range of issues studied. This includes attitude towards oneself, the level of self-esteem, children’s self-awareness and awareness of gender, etc. The most commonly used methods are picture tests, tests such as “Draw yourself”, “Draw your family”, etc.

Sources:

carry out diagnostics

Diagnosis of preschool child development.

Essence, types, diagnostic criteria.

(message at the seminar)

Prepared

Diagnostics– activities aimed at making a diagnosis (diagnosis - recognition, Greek.).

Types of diagnostics :

· medical (the subject of diagnostics is the state of health and physical condition of the child);

· psychological (the subject of diagnosis is the mental state of the child);

· pedagogical (the subject of diagnosis is the child’s mastery of the educational program);

· managerial (the subject of diagnostics is the activities of an educational institution).

The introduction of diagnostic work into the activities of preschool institutions is due to several circumstances:

1. The implementation of a personality-oriented approach in education involves building the pedagogical process on a diagnostic basis.

2. Tariff and qualification characteristics (requirements) suggest that the teacher is obliged “to plan and carry out correctional and developmental work with students based on the study of individual characteristics and recommendations of a psychologist”, “to study the individual characteristics, interests and inclinations of children.”

Objectives of pedagogical activity : improving the quality of methodological work; improvement of the educational process; assessment of the pedagogical process.

Directions of diagnostic work:

- diagnostic work with children;

Diagnostic work with parents;

Diagnostic work with employees.

Principles of organizing diagnostic work:

3. The principle of ethics - assumes that diagnostic work must be carried out in compliance with ethical standards and rules.

4. The principle of optimality - assumes that with minimal effort a sufficient amount of diagnostic information should be obtained - as much as can be used in the work of an educational institution.

The forms of diagnostics can be different: group and individual, written assignments, oral in final classes, in conversations, testing.

Diagnostics of the development of preschool children, being included in preschool education, is designed to help teachers and parents of the child to properly build pedagogical communication with him. The specificity of preschool age is that all mental processes are very mobile and plastic, and the development of a child’s potential abilities largely depends on what conditions for this development teachers and parents create for him. Psychological and pedagogical science unconditionally recognizes the fact that a child’s real abilities can manifest themselves quite late, and the education that he receives greatly contributes to their manifestation. In particular, the introduced concept of “zone of proximal development” captures precisely this well-known fact in a special way. Therefore, when determining the individual characteristics of a preschool child, it is preferable to first of all keep in mind his “inclinations,” which serve as the basis for the further development of abilities.

TYPES OF DIAGNOSTICS

When working as a teacher-psychologist at an educational institution, the following types of diagnostics are consistently used:

1. Screening diagnostics

2. In-depth psychological diagnostics , which is carried out after identifying children who have any developmental characteristics and need additional developmental or correctional work, i.e., special psychological assistance. Typically conducted individually or in small groups.

3. Dynamic examination , with the help of which the dynamics of development, the effectiveness of training, developmental and/or correctional measures are traced. It can be carried out several times during one correction course.

4. Final diagnostics . The purpose of this type of diagnosis is to assess the child’s condition upon completion of the course of correctional work.

PRINCIPLES OF DIAGNOSTICS

When conducting any type of diagnosis, a teacher-psychologist of a preschool educational institution must adhere to the following principles:

– complexity and versatility in the study of a child, the desire for maximum consideration in assessing the development of all his significant characteristics;

– study of children in activities and relationships, through activities and relationships;

– pedagogical orientation: study, diagnosis not as an end in itself, but as a means that determines the direction of correctional assistance to the child in overcoming his problems;

– participation in the study and assessment of the child’s development of all those involved in his destiny and interested parties (parents, educators, teachers);

To ensure that the diagnostic results are not distorted, the educational psychologist needs to take into account:

– physical development and condition of the child;

– psychophysiological characteristics of his age;

– dynamics of physical development (history);

– state of hearing, vision;

– features of the development of the motor sphere;

– disorders of general motor skills (general tension or lethargy, imprecision of movements; paralysis, paresis, the presence of their residual effects);

METHODS OF PSYCHOLOGICAL RESEARCH

Research methods can be considered based on four main positions:

a) non-experimental psychological methods;

b) diagnostic methods;

c) experimental methods;

d) formative methods.

Currently, a large number of diagnostic methods have been developed, but not all of them are applicable to preschool children. The most acceptable are: observation, conversation, experiment, survey.

Non-experimental methods:

Observation is one of the most commonly used research methods. Observation can be used as an independent method, but usually it is organically included in other research methods, such as conversation, study of products of activity, various types of experiment, etc.

Observation and self-observation is the purposeful, organized perception and registration of an object and is the oldest psychological method.

Observation can be carried out directly or using observation devices and means of recording results. These include: audio, photo and video equipment, special surveillance cards, etc.

The observation results can be recorded during the observation process or delayed.

Questionnaire , like observation, is one of the most common research methods in psychology. Questionnaire surveys are usually conducted using observational data, which (along with data obtained through other research methods) is used to construct questionnaires.

There are three main types of questionnaires used in psychology:

- These are questionnaires composed of direct questions and aimed at identifying the perceived qualities of the subjects.

Conversation – one of the methods for studying human behavior, since in other natural sciences communication between the subject and the object of research is impossible. A dialogue between two people, during which one person reveals the psychological characteristics of the other, is called the conversation method.A conversation can also be conducted with a group, when the teacher asks questions to the whole group and makes sure that the answers include the opinions of all group members, and not just the most active ones.