Anastasia Dergunova,
pedagogue-psychologist MADOU kindergarten"Joy" of the combined type, Nizhny Tagil, Sverdlovsk region
The article contains a method that will help to correct the undesirable behavior of the child and relationships in children's team. It will help the educational psychologist develop professional approach to the analysis of cases of practice and their solution. To do this, you need to make a table - "Matrix of the power analysis of the problem."
To solve a problem that has arisen in a group, you need to indicate the causes of its occurrence, resources, and the alignment of forces. The power analysis matrix will help to see the situation in a complex way, with different sides, to focus on the resource capabilities of the child and to minimize the impact of negative factors.
Thematic plan of game trainings that will prepare children for reading and writing
Oksana Ignatieva, teacher-psychologist of preschool structural unit GBOU "School No. 1987"
The article contains a thematic plan of game lessons for preparatory group kindergarten to prepare children 6-7 years old for school.
To develop phonetic skills and graphomotor skills in children, conduct a set of classes in the form game training. Thematic plan lessons was compiled according to the author's program "Journey to the country of Soundland". It will prepare preschoolers for reading and writing.
Perspective and life path of the individual: types and definitions
2.1. Life path as a socio-historical way of individual development
The psychological science of the 20th century is characterized fundamentally A New Look on the formulation of scientific theoretical and practical problems. During this period, there is a systematic connection of numerous theoretical concepts which are devoted to the psychological problems of human existence. Foreign and domestic scientists have focused their attention on identifying and explaining the psychologically conditioned set of states and processes, sequential and unusual facts and phenomena that ensure the formation of an individual personality life path, and also predict its development as a subject of life. Before the researchers identified practical tasks on psychological diagnostics, the development and correction of psychobiographical formations of the individual, the prevention and prevention of psychobiographical crises, as well as education in the field of psychological problems human life.
Just at this time modern psychological science outlined the search for solutions to such psychological problems as a person's involvement in time, attitude to life and death; problems of freedom, choice of fate; problems of communication, love, faith and loneliness; problems of meaningful and meaningless being.
The personality of the educator: the history of development, important qualities, functions performed
1.1. The formation of the domestic science of preschool education
The emergence of pedagogy as a science and as a profession has an objective beginning of its emergence. For each younger generation, it is important to apply the knowledge, skills that have already taken place in a previous life and have been tested in practice, those phenomena of culture and life left over from former figures.
Science attributes the occurrence teaching profession to times Ancient Greece when, in financially secure families, a slave supervised the progress, condition, development of children, accompanied them to school, bringing with him the necessary, obligatory educational supplies, tried to protect them from dangerous, undesirable, harmful situations, thereby inadvertently, involuntarily educating the child in certain qualities, traits of character and developing the nature of his actions, mode of action and life in general. It was such a slave that was called a "teacher", who literally with Greek translates as "teacher, mentor." After a certain time, the home educator was already involved in the development and education of children, and later, when the promotion of education carried out by society and taking into account its needs and needs made it widespread, the profession of “educator” arose.
School enrollment and initial period learning cause a restructuring of the whole way of life and activity of the child. This period is equally difficult for children entering school from the age of 6 and from the age of 7. The observations of physiologists, psychologists and teachers show that among first-graders there are children who, due to individual psychophysiological characteristics, find it difficult to adapt to new conditions for them, only partially cope (or do not cope at all) with the work schedule and curriculum. Under the traditional system of education, these children, as a rule, form lagging behind and repeaters. The traditional education system is not able to provide an appropriate level of development for children with psychophysiological and intellectual capabilities for learning and development at a higher level of complexity.
A child entering school must be mature in physiological and social relations, he must reach a certain level of mental and emotional-volitional development. Educational activity requires a certain amount of knowledge about the world around us, formation elementary concepts. The child must own mental operations, be able to generalize and differentiate objects and phenomena of the surrounding world, be able to plan their activities and exercise self-control. Important positive attitude to learning, the ability to self-regulate behavior and manifestation volitional efforts to complete the assigned tasks. Equally important are the skills speech communication, developed fine motor skills of the hand and visual-motor coordination. Therefore, the concept of “child readiness for school” is complex, multifaceted and covers all spheres of a child’s life; depending on the understanding of the essence, structure and components of the child's readiness for learning, its main criteria and parameters are identified.
modern school is looking for learning models that can provide diversified development personality, taking into account their individual psychophysiological and intellectual capabilities. The most effective form of individualization educational process providing maximum comfortable conditions for the child (when selecting the appropriate content, observing didactic principles accessibility, affordability), is differentiated learning, which is based on the acquisition of classes 1, 2, 3 levels based on deep psycho-physiological and psychological-pedagogical diagnostics.
The following are methods for diagnosing children when they enter school *. They will help the kindergarten teacher and the teacher primary school determine the level of school maturity of the child. All techniques have been tested in the acquisition of multi-level classes.
*Doshchitsyna Z.V. Evaluation of the degree of readiness of children to study at school in conditions of different levels of differentiation. M., 1994.
The readiness of children for school can be determined by such parameters as planning, control, motivation, and the level of intelligence development.
1. Planning- the ability to organize their activities in accordance with its purpose:
low level - the child's actions do not correspond to the goal;
average level - the actions of the child partially correspond to the content of the goal;
high level - the child's actions are fully consistent with the content of the goal.
2.Control- the ability to compare the results of their actions with the intended goal:
short level - full inconsistency of the results of the child's efforts with the goal (the child himself does not see this discrepancy);
average level - partial correspondence of the results of the child's efforts to the goal (the child himself cannot see this incomplete discrepancy);
high level - compliance of the results of the child's efforts with the goal; the child can independently compare all the results obtained by him with the goal.
3. Teaching motivation- the desire to find hidden properties of objects, patterns in the properties of the surrounding world and use them:
low level- the child focuses only on those properties of objects that are directly accessible to the senses;
average level- the child seeks to focus on some generalized properties of the world around him - to find and use these generalizations;
high level- the desire to find the properties of the surrounding world hidden from direct perception, their patterns is clearly expressed; there is a desire to use this knowledge in their actions.
4.The level of development of intelligence:
short- inability to listen to another person logical operations analysis, comparison, generalization, abstraction and concretization in the form verbal concepts;
below the average- inability to listen to another person; errors in the performance of all logical operations in the form of verbal concepts;
average- inability to listen to another person, simple logical operations - comparison, generalization in the form of verbal concepts - are performed without errors, in the performance of more complex logical operations - abstraction, concretization, analysis, synthesis - errors are made;
high- there may be some errors in the understanding of another person and in the performance of all logical operations, but the child can correct these errors himself without the help of an adult;
very tall- the ability to listen to another person, to perform any logical operations in the form of verbal concepts.
The child is not ready for school
He does not know how to plan and control his actions, the motivation for learning is low (it focuses only on the data of the sense organs), he does not know how to listen to another person and perform logical operations in the form of concepts.
Child ready for school
He knows how to plan and control his actions (or strives for this), focuses on the hidden properties of objects, on the patterns of the world around him, strives to use them in his actions, knows how to listen to another person and knows how (or strives) to perform logical operations in the form of verbal concepts.
An in-depth examination of children is carried out before entering school (April - May). Based on the results of the survey, the final conclusion on the readiness of children for school is given by the psychological and pedagogical commission, which consists of a psychologist, physiologist, pediatrician and teacher. In conditions of different levels of differentiation, the commission can form classes of the 1st, 2nd, 3rd levels.
When determining the level of a child's readiness for schooling, a characteristic map can serve as a guideline, which contains three levels of readiness for learning according to the following parameters:
1. Psychological and social readiness.
2. Development of school-significant psychophysiological functions.
3. Development cognitive activity.
4 Health status.
MAP-CHARACTERISTIC OF THE READINESS OF THE CHILD TO THE BEGINNING OF SCHOOL EDUCATION
1.Psychological and social readiness for school (corresponding level circled)
BUT. Desire to go to school
1. The child wants to go to school.
2. There is no special desire to go to school yet.
3. Doesn't want to go to school.
B. Learning motivation
1. Realizes the importance and necessity of learning, own learning goals have acquired or are acquiring independent attractiveness.
2. The own goals of the teaching are not realized, only attractive outer side teachings (the ability to communicate with peers, have school supplies etc.).
3. The goals of the teaching are not realized, the child does not see anything attractive at school.
AT. Ability to communicate, behave appropriately and respond to situations
1. Easily enters into contact, perceives the situation correctly, understands its meaning, behaves adequately.
2. Contact and communication is difficult, understanding the situation and responding to it is not always or not entirely adequate.
3. Poorly enters into contact, experiences severe difficulties in communication, in understanding the situation.
G. Organization of behavior
1. Organized behavior.
2. Behavior not organized enough.
3. Behavior disorganized.
General average rating the level of psychological and social readiness for school
above average, average
Below the average
Short
2. Development of school-significant psychophysiological functions
A . phonemic awareness, articulation apparatus
1. Violations in phonemic structure of speech, there is no sound pronunciation, speech is correct, distinct.
2. There are noticeable violations in the phonemic structure of speech, in sound pronunciation (examination by a speech therapist is necessary).
3. The child is tongue-tied (the supervision of a speech therapist is necessary).
B. Small muscles of the hand
1. The hand is well developed, the child confidently owns a pencil, scissors.
2. The hand is not well developed, the child works with a pencil, scissors with tension.
3. The hand is poorly developed, works poorly with a pencil, scissors.
b. Spatial orientation, coordination of movements, bodily dexterity
1. Sufficiently well oriented in space, coordinates movements, mobile, dexterous.
2. There are some signs of underdevelopment of orientation in space, movement coordination not smart enough.
3. Orientation in space, coordination of movements are poorly developed, clumsy, inactive.
G. Coordination in the eye system - hand
1. Can correctly transfer into a notebook the simplest graphic image (pattern, figure), visually perceived at a distance (with chalkboard).
2. The graphic image, visually perceived at a distance, is transferred to the notebook with minor distortions.
3. When transferring a graphic image visually perceived from a distance, gross distortions are allowed.
D.Volume visual perception(according to the number of selected objects in absurd pictures, pictures with many contours)
1. Corresponds to the average age group.
2. Below the average for the age group.
3. Far below the average for the age group.
General average assessment of the level of development of school-significant psychophysiological functions
above average, average : most of the readiness indicators are assessed by the 1st level.
Below the average: most readiness indicators are assessed by the 2nd level.
Short: most readiness indicators are assessed at level 3.
3. Development of cognitive activity
BUT. Horizon
1. The ideas about the world are quite detailed and specific, the child can talk about the country, the city in which he lives, about animals and plants, the seasons.
2. Representations are quite specific, but limited to the immediate surroundings.
3. The outlook is limited, knowledge even about the immediate surroundings is fragmentary, unsystematic.
B. Speech development
1. Speech is meaningful, expressive, grammatically correct.
2. The child finds it difficult to find words, to express thoughts, there are separate grammatical errors in speech, it is not expressive enough.
3. Words have to be drawn out, answers are most often monosyllabic, there are a lot of mistakes in speech (concordance, word order are violated, sentences are not completed).
AT. Development of cognitive activity, independence
1. The child is inquisitive, active, performs tasks with interest, independently, without needing additional external stimuli.
2. The child is not sufficiently active and independent, but when performing tasks, external stimulation is required, the range of issues of interest is rather narrow.
3. The level of activity, independence of the child is low, when performing tasks, constant external stimulation is required, interest in outside world is not detected, curiosity is not manifested.
G. formed, intellectual skills(analysis, comparison, generalization, establishment of patterns)
1. The child determines the content, the meaning (including the hidden one) of the analyzed, accurately and succinctly generalizes it in a word, sees and realizes subtle differences when compared, and discovers regular connections.
2. Tasks that require analysis, comparison, generalization and the establishment of regular relationships are performed with the stimulating help of an adult.
3. Tasks are performed with the organizing or guiding help of an adult; the child can transfer the mastered method of activity to perform a similar task.
4. When performing tasks that require analysis, comparison, highlighting the main, establishing patterns, need training assistance; help is perceived with difficulty, independent transfer of the mastered methods of activity is not carried out.
D. Arbitrariness of activity
1. The child holds the goal of the activity, outlines its plan, chooses adequate means, checks the result, overcomes difficulties in work, and brings the matter to the end.
2. Holds the goal of the activity, draws up a plan, chooses adequate means, checks the result, but in the process of activity is often distracted, overcomes difficulties only with psychological support.
3. The activity is chaotic, ill-conceived, certain conditions of the problem being solved are lost in the process of work, the result is not checked, interrupts the activity due to difficulties that arise, stimulating, organizing assistance is ineffective.
E. Activity control
1. The results of the child's efforts correspond to the goal, he can compare all the results obtained with the goal.
2. The results of the child's efforts partially correspond to the goal; the child himself cannot see this incomplete correspondence.
3. The results of the efforts do not correspond to the goal at all, the child does not see this discrepancy.
AND. Pace of activity
1 Corresponds to the average indicators of the age group,
2. Below the average for the age group,
3. Far below the average for the age group,
General average assessment of the level of development of cognitive activity
above average, average : most indicators are assessed at the 1st level.
Below the average: most indicators are assessed by the 2nd level.
Short:most of the indicators are assessed at the 3rd level.
Very low: intellectual skills are assessed at the 4th level with most indicators assessed at the 3rd level.
4. Health status
1. Features of the development of the child at the stage of preschool childhood (indicate the specific circumstances, if any, that influenced the development of the child: difficult births, injuries, long-term illnesses).
2. The pace of development in preschool childhood(whether the child began to walk, talk in time).
3. Condition physical health(the nature of deviations in the systems and functions of the body, soreness, how many times in the past year he was sick, how many days in general).
Health group ________________
Conclusion_____________________________________
Another approach is possible when examining future first-graders. It is based on the principle of a sufficient minimum: only those mental properties(qualities) of a child, without the knowledge of which it is impossible to determine the degree of his readiness for the school start, and, consequently, the most favorable type of class for him. These indicators are:
The child's ability to mental activity (initiativity and perseverance in mental activity);
Ability to self-regulate learning activities(awareness of the goal, the ability to plan actions to achieve the goals, control the results, focus on the model);
The ability to retain in memory small portions of information, teacher instructions necessary to complete the task ( short term memory);
The ability to carry out elementary conclusions, to reason;
Vocabulary development and ability phonemic perception(hearing).
In this case, the degree of readiness of a child of 6-7 years old for learning is determined using a complex consisting of one complex and three simple tests. Simple tests include phonemic hearing, a nonsense syllables copy test, and a vocabulary test. The test of short-term memory and inferences is difficult. The test is carried out for 15-20 minutes.
PHONEMATIC HEARING TEST
The examiner suggests to the child: “Let's think of a word with you, for example,“ window ”. I will repeat it all the time, and then I will replace it with another word, for example "stool". As soon as you hear this other word, do like this (demonstrates). This is how you point out my mistake to me. And then you will name the word that I said by mistake. If I name only the word that we have chosen, then at the end you will say: "Everything is correct." Clear?"
After a satisfactory answer, you can proceed directly to the test. It includes four tasks. The first task is familiarization and training (its results are not taken into account when grading for the performance this test). The remaining three tasks are credits.
First task-control phoneme R
Frame, frame, frame, frame, frame, frame, frame, lama, frame, frame, frame. Ramp, ramp, ramp, ramp, ramp, ramp, ramp, lamp, ramp. Boxes, buns, boxes, boxes, boxes, boxes, boxes. Shout, shout, shout, shout, shout, shout, shout, shout, shout.
Second task-control phoneme C
Sleep, sleep, sleep, sleep, sleep, sleep, sleep, sleep, tone, sleep, sleep, sleep, sleep. Braid, braid, braid, braid, braid, braid, braid, braid, goat, braid, braid. Dawn, dawn, dawn, dawn, dawn, dawn, dawn, dawn, dawn, dawn, dawn. Fed up, fed up, fed up, fed up, fed up, fed up, sewn up, fed up, fed up.
Third task-control phoneme Ch
Bangs, bangs, bangs, bangs, bangs, bangs, bangs, slits, bangs. Smoke, smoke, smoke, smoke, smoke, smoke, spare, smoke. Chick, Chick, Chick, Chick, Chick, Chick, Chick, Chick. Honor, honor, honor, honor, honor, honor, honor
Fourth task -control phoneme G
Mountain, mountain, mountain, mountain, mountain, mountain, mountain, it's time, mountain, mountain, mountain. Voice, voice, voice, voice, voice, voice, voice, ear, voice. Hornbeam, hornbeam, hornbeam, hornbeam, hornbeam, hornbeam, crab, hornbeam, hornbeam, hornbeam, hornbeam. Thresholds, thresholds, thresholds, thresholds, thresholds, vices, thresholds, thresholds.
If in this or that row at the usual pace of pronunciation (1 word per 10 s) the child could not identify the “extra” word or made a mistake, then after 1-2 following tasks, you need to return to this row again, repeating it in more slow pace(1 word in 1.5 s).
Rating scale
The scoring system in this test has a significant feature: on the one hand, top score(3 points) is set only if all three test tasks are performed flawlessly, on the other hand, it does not matter in how many test tasks the student made this or that mistake - in one or in three. If there are errors, the mark for the test is given according to that task, which is done in the worst possible way(i.e. mistakes made in several tasks are not summed up). A four-point rating scale is used:
0 points- if at least in one task the preschooler could not correctly notice the "extra" word, despite the repeated slow presentation of this series of words.
1 point- I noticed the “extra” word only when repeating the series in slow motion.
2 points- noticed the "extra" word at the usual pace of presentation, but did not slam his palm on the table in time - he named the "extra" word only after listening to the entire series.
3 points- in all tasks from the first presentation, he slapped his palm on the table in time and correctly named the “extra” word.
This scale applies to both six-year-olds and seven-year-olds. After all, age itself has little effect on the development of this ability. Its level is determined by the following uniform criteria:
|
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The level of development of phonemic hearing Short Average High |
COPY TEST OF NON-MEANING SYLLABLES
These may be meaningless syllables written in calligraphic handwriting. One set of syllables out of the five given is presented to the child on a special card. “Look,” says the inspector, “something is written here. You don't know how to write yet, but try to redraw it. Take a good look at how it is written here, and do the same on this piece of paper. At the same time, the task execution time is not limited.
It happens that a timid child declares that he cannot complete the task because he cannot write. In this case, you can offer him to redraw the house first, then a simple geometric pattern(squares, circles, diamonds) and only then, after repeated encouragement of the actions performed, - letter syllables. Of course, only this last task is evaluated.
Rating scale
1 point- doodle.
2 points- there is a similarity with the sample, but no more than three letters are recognized.
3 points- read by at least, four letters.
4 points- you can read all the letters.
5 points- each letter is written clearly, the whole phrase has a slope of no more than -30 °.
The level of development of self-regulation
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Number of points received |
The level of development of self-regulation |
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Short |
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Average High |
DICTIONARY TEST
Like other tests of the verification complex, this test is built on the principle of sampling: a certain (standard) set of words is taken and it is determined which of them are inverted to the child. On the basis of the answers received, the vocabulary development of the child in general is judged. There are five standard interchangeable sets at the disposal of the inspectors. Therefore, in the process of examining future first-graders, inspectors can and should alternate these complexes: one child is given one set, another - another, etc.
word sets
1. Bicycle, nail, letter, umbrella, fur, hero, swing, connect, bite, sharp.
2. Plane, hammer, book, raincoat, feathers, friend, jump, split, beat, blunt.
3. Car, broom, notebook, boots, scales, coward, run, tie, pinch, prickly.
4. Bus, shovel, album, hat, fluff, sneak, twirl, scratch, soft, run away.
5. Motorcycle, brush, notebook, boots, hide, enemy, stumble, collect, stroke, rough.
Getting Started Checking vocabulary child, the teacher says: “Imagine that you met (met) with a foreigner - a person from another country who does not understand Russian well. And so he asked you to explain what the word "bicycle" means. How will you answer?
Since the child gives his answers in verbal form, you can judge his dictionary - as passive (knows the meaning only individual words), and active (uses certain words active speech). If the child cannot give a verbal answer, then the tester invites him to draw an object or show the meaning of this word using gestures or movements.
It should be emphasized that the test does not involve testing the ability to master the concept denoted by a certain word. It happens that the child owns this concept, but, not being familiar with the corresponding word literary language, uses some other, most often dialectal word instead.
It is impossible in such a situation to offer children synonymous words that, in the opinion of the inspector, they know, since the test is not aimed at testing the mastery of a particular concept, but at knowledge of words, and precisely those that belong to the literary language.
The score for this test is the sum of points for each of the ten words in the set.
Evaluation scale
0 points- lack of understanding of the word. The child declares that he does not know the meaning of the word or incorrectly explains its content, for example: "Fur - they put it in a pillow and sleep on it."
1 point- understands the meaning of the word, but can express his understanding only with the help of drawing, practical action or gestures.
1.5 points- the child verbally describes the object, for example: "A bicycle - they ride it, it has two wheels, and sometimes more - two large and one small." Or: "This is to ride on it." "Umbrella - to hide from the rain."
2 points- the child gives a definition that approaches the scientific one (that is, it contains an indication of the genus and individual species characteristics). For example: "A letter is paper on which you can write about yourself and send it in an envelope by mail."
Thus, the maximum possible score on this test is 2x10 = 20 points.
Since the vocabulary of a child is rapidly enriched with age, it is logical to evaluate the answers of six-year-olds and seven-year-olds differently. In this regard, to determine the levels of development of this ability, it is recommended to use the following table:
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Age groups |
Level of vocabulary development (sum of points scored) |
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short |
average |
high |
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six year olds |
7-12 |
12,5 |
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|
Semiletki |
11,5 |
12-15 |
15,5 |
SHORT-TERM MEMORY AND CONCLUSION TEST
As the name implies, this test is combined. This is expressed in the use of the same educational material for evaluating two, although interconnected, but qualitatively different abilities - short-term memory and logical thinking. The latter ability is represented by one of the types of inferences.
Testing begins with the tester addressing the child:
Do you like to listen different stories? (The child usually answers in the affirmative.)
Now I will start little story, and you try to remember well in order to accurately repeat. I agree? (The child usually agrees.)
Once upon a time there were three boys: Kolya, Petya and Vanya. Kolya is lower than Petya. Petya is shorter than Vanya. Repeat.
If the child cannot reproduce these three phrases completely and without significant distortion, the inspector says: “Don't be discouraged. It won't work right away. Let's try again. Listen carefully... Once upon a time...”
The protocol records the number of repetitions that the child needed to complete the task. This indicator serves to assess the level of short-term semantic memory of the child being examined: the fewer repetitions required, the higher its level. The following table is used for this:
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Age groups |
The level of development of short-term semantic memory (the number of repetitions required) |
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short |
average |
high |
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six year olds |
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Semiletki |
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As soon as the child gives the correct and complete answer, the tester proceeds to check his ability to carry out the simplest inferences:
Well done! Now you've done it right. Now think and say: which of the boys is the tallest?
If the child is not able to give the correct answer, the inspector says:
Well, let's think again: Kolya is lower than Petya, Petya is lower than Vanya. So which one is the tallest? ( Only the final part of the story is repeated - the question itself.)
After the child gives the correct answer, he is asked another question:
And which of the boys is the shortest?
When determining the level of development of a child's ability to carry out simple inferences, the total number of repetitions that he needed to complete this test as a whole (starting with memorization) is taken into account. The following table is used for this:
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Age groups |
The level of development of the ability to carry out the simplest inferences (the number of repetitions required to complete this test as a whole) |
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|
short |
average |
high |
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|
six year olds |
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Semiletki |
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Observations of the child's performance of all four tests described above make it possible to judge the level of his mental activity. The following criteria are used for this:
1. Low level of mental activity: the child begins to complete tasks only after additional stimuli, and is often distracted during work; when performing a test of phonemic perception, the child’s interest is not the detection of errors in the articulatory actions of the tester, as the test design implies, but the possibility of a purely external reaction (for example, to slam the palm on the table).
2.Average level: the child does not show interest in completing the proposed tasks, although he is actively involved in the work (willingly). A variant is possible when the child first shows interest in work, which, however, then fades very quickly. He asks relatively few questions, and even those are most often directed not at the essence of the task, but at some secondary points: “Who drew these beautiful little letters?”, “Is the alien good or bad?” etc. There is no initiative in communicating with the teacher and completing assignments.
3. High level mental activity: the child shows a pronounced interest in the proposed tasks, the environment in which the interview is conducted, and the teacher.
Willingly maintains a conversation with him, he asks questions. In the performance of tasks is included without delay, makes efforts to overcome difficulties, often tries to continue communication with the teacher. When performing a dictionary test, it is willingly included in game situation, introducing elements of fantasy into it.
Analysis of the results of checking the degree of readiness of the child for learning
So, as a result of the application of screening tests, six indicators are identified that characterize the degree of readiness of the child to schooling. For each of the indicators, the child belongs to one of the three levels of low, medium or high. These marks are recorded in a special card by putting a mark in the appropriate column.
Card psychological examination first grader
Surname, name …………………………………………
Date of examination…………………………….
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Psychological indicators of readiness |
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short |
average |
high |
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one . mental activity. |
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2. Self-regulation. 3. Phonemic hearing. |
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5. Short-term memory. 6. Inference (thinking). |
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Based on these data, the issue of enrolling a child in a class of one type or another is decided. How is this done?
If the scores for all indicators for each child were the same (say, all - average level or - all - high level), there would be no problems: those with a low level would be sent to the class of increased individual attention, those with an average level - to the class of normal learning, and those who are assessed at a high level - in the class of accelerated learning. But this happens very rarely. More often, grades are distributed in two or even three levels, and two levels may be extreme. How to act in these cases? Consider everything possible options and sub-options.
Option IThe presence of indicators of the prevailing level (4-5 assessments of the same level).
1st sub-option.The prevailing is the average or low level. Regardless of how the remaining one or two marks were distributed, the child is recommended accordingly to the class special type or in a class of increased individual attention. At the same time, the parents of the child should receive recommendations on how to develop lagging abilities in the conditions of family education.
2nd sub-option.The dominant level is high. There should be a more differentiated, balanced approach here. If the other one or two grades are average, the child is recommended for an accelerated learning class. If at least one indicator is at a low level, enrolling a child in such a class is called into question. We can recommend parents to train the lagging ability during the summer, at the end of August, check the child again.
Low scores for two indicators do not fundamentally change the situation, but should be considered as a more serious contraindication in relation to possible enrollment this child to class accelerated learning. Ultimately, the pre-fall re-examination of lagging abilities should be decisive. If, according to its results, at least one of them will still be at a low level, the child is still enrolled in the class conventional type. His further status (as well as the status of all other children) will be determined by his academic success.
Option II. Absence of a predominant level (several sub-options are possible here).
1st sub-optioncan be expressed by the formula "2, 2, 2". The child is recommended for a regular class. Parents and future teachers take measures aimed at the accelerated development of lagging abilities.
2nd sub-optionhas the formula "3, 3, -". The child is recommended to the advanced class individual attention(provided that the given place there are no more needy applicants; children with a predominance of low levels).
3rd sub-optionexpressed by the formula "-, 3, 3". The child is recommended to a regular type class with the prospect of moving to an accelerated learning class (subject to rapid development abilities, which are still at an average level). However, it should be borne in mind that such a prospect is associated with the need to catch up with the class that has gone ahead, and this is possible only if the child has good health and high mental activity.
4th sub-optionexpressed by the formula "3, -, 3". Unlikely, but if found, the child is recommended for a regular type class.
Parents and the teacher take measures to accelerate the development of lagging abilities in the child.
The presented methods for diagnosing a child's readiness for schooling (using a characteristic card and four tests) were chosen by us as the least laborious. The work done will help the teacher not only to properly organize the enrollment of students in the first grades, but also to implement a differentiated and individual approach to them during the entire period of study.
Psychological readiness of the child for the beginning of schooling "Map-characteristic"A child entering school must be mature in physiological and social terms, he must reach a certain level of mental and emotional-volitional development.
1. Psychological and social readiness for school.
A. Desire to study at school:
child wants to go to school
no special desire
does not want to go to school
B. Learning motivation:
realizes the importance and necessity of teaching; learning takes on its own charm
only the outer side of the teaching is attractive, i.e. have school
belongings, the opportunity to communicate with peers, etc.
the goals of the teaching are not realized, he does not see anything attractive in school
easily comes into contact, perceives correctly learning situation understands its meaning and behaves appropriately
contact and communication are difficult, misunderstands and reacts to communication and training, behavior may not be entirely adequate, makes contact poorly, experiences severe difficulties in communication, in understanding the situation (where he is and what is required of him)
organized behavior
insufficiently organized
unorganized
A. Phonemic hearing, articulatory apparatus:
there are no violations in the phonemic structure of speech, in sound pronunciation; speech is correct and clear
in the phoneme, the structure of speech, in sound pronunciation there are noticeable violations, the child is tongue-tied.
B. Small muscles of the hand:
the hand is well developed, the child confidently owns a pencil, scissors;
not good enough, works with tension;
poorly developed, works poorly.
well oriented in space, mobile, dexterous;
there are signs of underdevelopment of orientation in space, coordination of movements, insufficient dexterity;
clumsy, inactive, coordination of movements is poorly developed, orientation in space is reduced
can correctly transfer to a notebook the simplest graphic image (pattern, figure), visually perceived at a distance (from the blackboard to his desk);
the graphic image is transferred to the notebook from the board with minor distortions;
when transferring a graphic image, gross distortions are allowed.
corresponds to the average indicators of the age group
below average
A. Outlook:
the idea of the world is quite detailed and specific, the child can talk about the country, the city in which he lives, about animals and plants, the seasons;
representations are quite specific, but limited;
horizons are limited, knowledge is fragmentary and unsystematic
B. Development of speech:
speech is meaningful, expressive, grammatically correct;
the child finds it difficult to find words, to express thoughts, there are grammatical errors in speech, it is not expressive enough;
words have to be drawn out, answers are monosyllabic, there are many mistakes in speech.
the child is inquisitive, active, performs the task with interest, independently, without needing additional external stimuli;
the child is quite active, independent, the range of issues of interest is quite narrow, additional stimulation is required when performing tasks;
curiosity is not manifested, interest is not detected, activity is low, constant external stimulation is required from the teacher when performing tasks.
The child determines the content, the meaning of the analyzed (including hidden); accurately and succinctly generalizes it in a word, sees and realizes subtle differences when compared, detects regular connections, intellectual skills are performed with stimulating help
adult;
tasks are performed not only with the organizing, but also with the guiding help of an adult, the child can transfer the mastered method of activity to perform a similar task;
need training help help is perceived with difficulty, independent transfer of the mastered methods of activity is not carried out.
the child keeps the goal of the activity, chooses adequate means, checks the result, overcomes difficulties in work and brings the work begun to the end;
in the process of activity is often distracted, overcomes difficulties only with the support of an adult;
activity is chaotic, ill-conceived, certain conditions are lost in the process of work, the result is not checked, stimulating and organizing assistance is ineffective.
the results of the child's efforts correspond to the goal;
independently, the child does not see the correspondence of his results and the goal set by the teacher;
the results do not correspond, the child does not see this correspondence.
G. Pace of activity:
corresponds to the average indicators of the age norm
below average
far below average
4. State of health.
health group
recommendations for individual work with baby
child's mental capacity
ability to self-regulate learning activities
the ability to retain information and instructions from the teacher
the ability to make elemental inferences and reason
vocabulary development and the ability of phonemic perception
Psychological diagnosis of the child's readiness is 15-20 minutes.
(according to Ovcharova R.V.)
1. Psychological and social readiness for school:
a) desire to go to school;
c) the ability to communicate, behave appropriately and respond to the situation;
d) organization of behavior.
2. Development of school-significant psychophysiological functions:
a) phonemic hearing, articulatory apparatus;
b) small muscles of the hand;
c) spatial orientation, coordination of movements, bodily fishing
d) coordination in the "eye - hand" system;
e) the volume of visual perception (according to the number of selected objects in
absurd pictures, pictures with many contours).
3. Development of cognitive activity:
a) outlook;
b) speech development;
c) development of cognitive activity, independence;
d) the formation of intellectual skills (analysis, comparison,
generalizations, establishing patterns);
e) arbitrariness of activity;
f) activity control;
g) pace of activity.
4. State of health.
Teachers also use a different approach to determine the readiness of children for schooling. It is based on the principle of a sufficient minimum: only those mental properties (qualities) of the child are evaluated, without knowing which it is impossible to determine the degree of his readiness for school start, and, consequently, the most favorable learning route for him.
These indicators are:
The child's ability to mental activity (initiativity and perseverance in mental activity);
The ability to self-regulate educational activities (awareness of the goal, the ability to plan actions to achieve goals, control the results, focus on the model);
The ability to retain small portions of information, instructions
the teacher needed to complete the task (short-term memory);
The ability to carry out elementary conclusions, to reason;
Vocabulary development and the ability of phonemic perception (hearing).
Personally-oriented learning involves, first of all, the activation of internal incentives for learning. Such an internal motivating force is the motivation of the teaching. Changes in this parameter can be used to judge the level school adaptation child, the degree of mastery of educational activities and his satisfaction.
Psychological research the process of adaptation of the child at school school psychologist in the middle of October. Introduces the results of the study class teacher and parents gives recommendations, consultations on the correction of signs of maladjustment (a map of adaptation of a first-grader has been developed APPENDIX No. 3).
Teachers use the following methods to study the course of adaptation of first graders to schooling:
drawings on the topic "What I like about school";
survey of parents
a first-grader adaptation card (filled out in mid-October - the end of the first quarter by teachers, taking into account the observations of a psychologist, speech therapist, medical worker) testing mental performance first graders, total cool team at the beginning and end training sessions(the Anfimov table is used as a correction test) in order to identify students who complete school lessons with severe and pronounced fatigue (“risk group”), in order to reduce and prevent disorders of neuropsychic health in first graders;
minutes of reflection at the end of the lesson.
Planned result work on this adaptation program:
Child- successful adaptation during the transition to school, minimizing the problems of maladaptation.
teacher- the ability to provide the whole range of conditions for successful adaptation.
Parents- the realization that successful adaptation largely depends on parental support and understanding.
For a number of years in the State Educational Institution Secondary School No. 299, when kindergarten pupils move to the first grade, the administration, teachers, psychologists organize work on the issue of adaptation to next plan:
List of main legal documents regulating educational process in first grade:
1. Concept continuing education(preschool and initial link) //
Primary School, 2000, No. 29.
2. About terms of training at elementary school. Letter dated June 26, 1997 No. 818/14-12.
3. About the violation in the admission of children to the first classes of general education
institutions. Letter No. 06-51-138 in/14-06 dated June 19, 1998 from the Ministry of Education and Science of the Russian Federation.
4. On the organization of education in the first grade of a four-year elementary school. Letter of the Ministry of Defense of the Russian Federation dated September 25, 2000 No. 2021 / 11-13 // Head teacher of elementary school, 2001,
period (addition to the letter of 09/25/2000).
6. About preparing children for school. Letter No. 990/14-15 of 22.07.1997 from the Ministry of Education and Science of the Russian Federation.
improving the structure and content of education (1st grade of a four-year elementary school) // Head teacher of elementary school, 2002, No. 5. - P. 5-18.
Circle the item number appropriate level child's readiness
I. Psychological and social readiness for school
A) Desire to go to school
1. The child wants to learn
2. Has no special desire to study
3. Doesn't want to study
B) Learning motivation
1. Understands the importance and necessity of learning, own learning goal acquires independent attractiveness
2. own purpose learning is not realized, attracts only the external side of learning
3. The purpose of education is not realized, the child does not see anything attractive at school
C) Ability to communicate and behave appropriately and respond to situations
1. The child easily comes into contact, perceives the situation correctly, acts in accordance
2. Contact and communication are difficult, the reaction to the situation is not always correct
3. It is difficult to make contact, has difficulties in communication, in understanding the situation
D) Organization of behavior
1. Behavior is organized
2. Not organized enough
3. Disorganized behavior
II. Development of school-significant psychophysical functions
A) Phonemic awareness:
1. There are no violations in the phonemic (sound) structure of speech, speech is correct, clear
2. There are some shortcomings in the pronunciation of sounds (the help of a speech therapist is required)
3. Sound disturbances predominate (speech therapist classes are required)
B) fine motor skills hands
1. The hand is well developed, the child confidently owns a pencil and scissors
2. The hand is underdeveloped, there is tension while working with a pencil and scissors
3. The hand is poorly developed
C) Spatial orientation, coordination of movements
1. The child is quite well oriented in space, mobile, movements are coordinated
2. There are some signs of underdevelopment of orientation in space and coordination of movements
3. Orientation in space and coordination of movements are poorly developed, the child is inactive, clumsy
III. Development of cognitive activity
Intellectual readiness is the mastery of the simplest forms of thinking (concepts, judgments) by mental operations (analysis, synthesis, comparison); it is provided by the development of curiosity, initiative, independence; the formation of skills and abilities of educational activities (plan work, work at a certain pace)
A) Level of awareness
1. The child's idea of the world is sufficiently developed and concrete. The child can talk about his country, city, season, plants, animals.
2. Representation is limited to the immediate environment
3. Knowledge even about the immediate environment is limited, unsystematic
B) Speech development
1. Speech is expressive, grammatically correct
2. The child has complications in the selection of words, in transmission own thoughts speech is not expressive enough
3. The answers are monosyllabic, there are a lot of mistakes in the speech, the sentences do not end, the words must be “pulled out” from the child
AT) cognitive activity and independence
1. The child is active, performs tasks with interest, does not need additional external stimuli
2. The child is not active and independent enough, the circle of interests is narrow, it requires additional incentives
3. During the performance of tasks, constant additional stimulation is needed, does not show interest in the world around him, the level of activity and independence is low
D) the formation of intellectual skills (analysis, comparison, generalization, vision of patterns, etc.)
1. The child can determine the content (even deep), analyzes, generalizes, sees and realizes differences when comparing objects and phenomena, establishes regular connections
2. Tasks requiring certain skills, performs after stimulating an adult
3. When performing tasks, the child needs study guide and hints, takes it hard, there is no independent transfer of learned means of activity to perform such tasks
E) Activity control
1, Able to compare the results of activities with a specific goal
2. On their own, the child cannot see the correspondence between the result and the goal.
3. The results of the activity do not correspond to the goal at all, but the child does not see this
E) Pace of activity
1. Meet the requirements of the age group: fit in a certain time
2. Below the average for a particular group
3. Far below a certain limit. Less than a third of the volume is completed
