Rene Gilles technique.
This projective technique is used to study the interpersonal relations of the child, his social fitness and relationships with others.
The technique is visual-verbal, consists of 42 pictures depicting children or children and adults, as well as text tasks. Its focus is to identify the characteristics of behavior in a variety of life situations that are important for the child and affect his relationship with other people.
Before starting work with the technique, the child is informed that they are expected to answer questions from the pictures. The child looks at the pictures, listens or reads the questions and answers.
The child must choose a place for himself among the depicted people or identify himself with a character occupying a particular place in the group. He can choose to be closer or further away from a certain person. In text tasks, the child is asked to choose a typical form of behavior, and some tasks are built according to the sociometric type.
Thus, the technique allows obtaining information about the child's attitude to various people around him (to the family environment) and phenomena.
Simplicity and schematicity, which distinguish the R. Gilles method from other projective tests, not only make it easier for the child being tested, but also make it possible to formalize and quantify it relatively more. In addition to a qualitative assessment of the results, this projective technique of interpersonal relations allows us to present the results of a psychological examination in terms of a number of variables and quantitatively.
The psychological material that characterizes the system of interpersonal relations of a child can be conditionally divided into two large groups of variables.
1. Variables that characterize the specific personal relationships of the child: attitude to the family environment (mother, father, grandmother, sister, etc.), attitude to a friend or girlfriend, to an authoritative adult, etc.
2. Variables that characterize the child himself and manifest themselves in various ways: sociability, isolation, striving for dominance, social adequacy of behavior.
relation to mother
relation to father
attitude towards mother and father as a family couple,
relationship with brothers and sisters
relationship with grandparents
relationship with a friend
relationship with the teacher
curiosity, desire for dominance,
sociability, isolation, adequacy.
Attitude towards a certain person is expressed by the number of choices of this person, based on the maximum number of tasks aimed at identifying the corresponding attitude.
The method of R. Gilles cannot be classified as purely projective, it is a form that is transitional between the questionnaire and projective tests. This is her great advantage. It can be used as a tool for in-depth study of personality, as well as in studies requiring measurements and statistical processing.
The key to the René Gilles technique
Stimulus material for the method of Rene Gilles.
1. Here is a table where different people are sitting. Mark with a cross where you sit.
2.
3. Mark with a cross where you sit.
4. Now place a few people and yourself around this table. Designate their family relations (father, mother, brother, sister) or friend, comrade, classmate.
5. Here is a table at the head of which sits a man whom you know well. Where would you sit? Who is this person?
6. You and your family will spend your holidays with the owners who have a big house. Your family has already occupied several rooms. Choose a room for yourself.
7. You have been visiting friends for a long time. Mark with a cross the room that you would choose (choose).
8. Once again with friends. Designate some people's rooms and your room.
9. Decided to give one person a surprise.
Do you want them to do it?
To whom?
Or maybe you don't care?
Write below.
10. You have the opportunity to leave for a few days to rest, but where you are going, there are only two free places: one for you, the second for another person. Who would you take with you?
Write below.
11. You have lost something that is very valuable. Who will you tell about this trouble first?
Write below.
12. Your teeth hurt and you have to go to the dentist to have the bad tooth pulled out.
Will you go alone?
Or with someone?
If you go with someone, who is that person?
Write below.
13. You passed the exam. Who will you tell about it first?
Write below.
14. You are on a walk outside the city. Mark with a cross where you are.
15. Another walk. Mark where you are this time.
16. Where are you this time?
17. Now place yourself and a few people on this drawing. Draw or mark with crosses. Sign what kind of people they are.
18. You and some others were given gifts. Someone received a gift much better than others. Who would you like to see in his place? Or maybe you don't care? Write.
19. You are going on a long journey, you are going far from your relatives. Who would you miss the most? Write below.
20. Here are your comrades going for a walk. Mark with a cross where you are going.
21. Who do you like to play with?
with friends your age
younger than you
older than you
Underline one of the possible answers.
22. This is a playground. Designate where you are.
23. Here are your comrades. They fight for reasons you don't know. Mark with a cross where you will be.
24. These are your comrades quarreling over the rules of the game. Mark where you are.
25. A friend deliberately pushed you and knocked you off your feet. What will you do?
Will you cry?
Complain to the teacher?
Will you hit him?
Will you notice him?
Won't you say anything?
Underline one of the answers.
26. Here is a man you know well. He says something to those sitting on the chairs. You are among them. Mark with a cross where you are.
27. Do you help your mother a lot?
Few?
Rarely?
Underline one of the answers.
28. These people are standing around the table, and one of them is explaining something. You are among those who listen. Mark where you are.
29. You and your comrades are on a walk, one woman is explaining something to you. Mark with a cross where you are.
30.During the walk, everyone settled down on the grass. Designate where you are.
31. These are people who are watching an interesting performance. Mark with a cross where you are.
32. This is a table view. Mark with a cross where you are.
33. One of your comrades laughs at you. What will you do?
Will you cry?
Will you shrug your shoulders?
Will you call him names, beat him?
Underline one of the answers.
34. One of the comrades laughs at your friend. What will you do?
Will you cry?
Will you shrug your shoulders?
Will you laugh at him?
Will you call him names, beat him?
Underline one of the answers.
35. A friend took your pen without permission. What will you do?
Cry?
To complain?
Scream?
Are you trying to pick?
Will you start hitting him?
Underline one of the answers.
36. You play loto (or checkers or some other game) and lose twice in a row. You're not happy? What will you do?
Underline one of the answers.
37. Your father doesn't let you go out. What will you do?
Will you answer anything?
Are you puffed up?
Will you start crying?
Will you protest?
Underline one of the answers.
38. Mom doesn't let you go for a walk. What will you do?
Will you answer anything?
Are you puffed up?
Will you start crying?
Will you protest?
Will you try to go against the ban?
Underline one of the answers.
39. The teacher came out and entrusted you with the supervision of the class. Are you capable of completing this assignment?
Write below.
40. You went to the cinema with your family. The cinema has a lot of empty seats. Where will you sit? Where will those who came with you sit?
41. There are many empty seats in the cinema. Your relatives have already taken their places. Mark with a cross where you sit.
42. Again at the cinema. Where will you sit?
Methods for studying motivation (according to N. L. Belopolskaya).
As a model for determining the dominance of educational or game motives of behavior, it is proposed to use the introduction of one or another motive in conditions of mental satiety. In this case, the objective indicators of the change in activity will be the quality and duration of the task, which, before the introduction of the motive under study, caused a state of mental satiety in the child.
Drawing circles can be used as experimental material in the experiment on mental satiety. The learning motive is that the subject is told that now he will learn to write the letter "O" (or the number "0") beautifully. If he wants to get the highest mark for his work - "5", then he must write beautifully at least 1 page.
The game motif may be as follows. Figures of a hare and a wolf are placed in front of the child (you can use images of these animals instead of figures). The subject is offered to play a game in which the hare needs to hide from the wolf so that he does not eat it. The child can help the hare by drawing a large field for him with even rows of cabbages. The field will be a sheet of white paper, and the cabbage will be represented by circles. The rows of cabbage in the field should be even and frequent, and the cabbages themselves should be of the same size, then the hare will be able to hide among them from the wolf. For example, the experimenter draws the first two rows of cabbage, then the child continues to work independently.
Depending on in which case (first or second) the quality of drawing circles and the duration of the task will be better and longer, the child is dominated by either an educational or a game motive for activity.
Methodology "Kinetic pattern of the family" (KRS).
Description of the test.
The "Kinetic pattern of the family" test is aimed not so much at identifying certain personality anomalies, but rather at predicting an individual style of behavior, experience and affective response in significant and conflict situations, identifying unconscious aspects of personality.
The experimental procedure is as follows:
For the study, you need a sheet of white paper (21x29 cm), six colored pencils (black, red, blue, green, yellow, brown), an eraser.
Test subject instructions.
"Please draw your family". In no case should you explain what the word "family" means, since this distorts the very essence of the study. If a child asks what to draw, the psychologist should simply repeat the instructions.
The duration of the task is not limited (in most cases it lasts no more than 35 minutes). When performing the task, it should be noted in the protocol:
a) the sequence of drawing details;
b) pauses for more than 15 seconds;
c) erasing details:
d) spontaneous comments of the child;
e) emotional reactions to their connection with the depicted content.
After completing the task, one should strive to get as much information as possible verbally. The following questions are usually asked:
1. Tell me, who's pictured here?
2. Where they are?
3. What are they doing?
4. Are they fun or bored? Why?
5. Which of the drawn people is the happiest? Why?
6. Who is the most unfortunate among them? Why?
The last two questions provoke the child to openly discuss feelings, which not every child is inclined to do.
Therefore, if the child does not answer them or answers formally, you should not insist on an answer. During the interview, the psychologist should try to find out the meaning of what the child has drawn: feelings for individual family members; why the child did not draw one of the family members (if this happened); what certain details of the picture mean for the child (birds, animals).
At the same time, if possible, direct questions should be avoided, insisting on an answer, as this can induce anxiety, defensive reactions. Projective questions often turn out to be productive, for example: “If a person were drawn instead of a bird, then who would it be?”, “Who would win in the competition between your brother and you?”, “Whom will mom invite to go with her?” etc.
1. Imagine that you have two tickets to the circus. Who would you invite to come with you?
2. Imagine that your whole family is visiting, but one of you is sick and has to stay at home. Who is he?
3. You build a house out of construction toys (cut out a paper dress for a doll) and you're out of luck. Who will you call for help?
4. You have "N" tickets (one less than family members) to an interesting movie. Who will stay at home?
5. Imagine that you are stranded on a deserted island. Who would you like to live there with?
6. You received an interesting lotto as a gift. The whole family began to play, but you are one person more than necessary. Who won't play?
To interpret, you also need to know:
A) the age of the child under study;
b) the composition of his family, the age of his brothers, sisters;
c) if possible, have information about the behavior of the child in the family, kindergarten or school.
Interpretation of the results of the "Family Drawing" test.
The interpretation of the drawing is conditionally divided into 3 parts:
1) analysis of the structure "Figure of the family";
2) interpretation of the features of graphic images of family members;
3) analysis of the drawing process.
1. Analysis of the structure of the "Family Drawing" and comparison of the composition of the drawn and real family.
A child experiencing emotional well-being in a family is expected to draw a complete family.
The distortion of the real composition of the family always deserves close attention, since behind this there is almost always an emotional conflict, dissatisfaction with the family situation.
The extreme options are drawings in which:
a) people are not depicted at all;
b) only people not related to the family are depicted.
Most of the time these reactions are:
a) traumatic experiences related to the family;
b) a feeling of rejection, abandonment;
c) autism (that is, psychological alienation, expressed in the child's withdrawal from contact with the surrounding reality and immersion in the world of his own experiences);
d) a sense of insecurity, a high level of anxiety;
e) poor contact between the psychologist and the child under study.
Children reduce the composition of the family, "forgetting" to draw those family members who are less emotionally attractive to them, with whom conflict situations have developed. By not drawing them, the child, as it were, avoids negative emotions associated with certain people.
Most often there are no brothers or sisters in the picture, which is associated with situations of competition observed in families. The child, thus, in a symbolic situation "monopolizes" the missing love and attention of parents to him.
In some cases, instead of real family members, the child draws small animals, birds. The psychologist should always clarify with whom the child identifies them. Most often, brothers or sisters are drawn in this way, whose influence in the family the child seeks to reduce, devalue and show symbolic aggression towards them.
If in the drawings the child does not draw himself, or instead of the family he draws only himself, then this also indicates violations of emotional communication.
In both cases, the painter does not include himself in the family, which indicates a lack of a sense of community. The absence of "I" in the picture is more typical for children who feel rejection, rejection.
The presentation in the figure of only "I" can indicate different psychological content depending on other characteristics.
If in the image of "I" a large number of details of the body, colors, decoration of clothes, a large size of the figure, then this indicates a certain egocentricity, hysterical character traits.
If the drawing of oneself is characterized by a small size, sketchiness, a negative background is created by the color scheme, then one can assume the presence of a feeling of rejection, abandonment, and sometimes autistic tendencies.
An increase in the composition of the family, the inclusion of strangers in the drawing of the family can also be informative. As a rule, this is due to the unsatisfied psychological needs of the only children in the family, the desire to take a guarded, parental, leading position in relation to other children (drawn dogs, cats, etc., can give the same information in addition to family members).
In addition to the parents (or instead of them), the adults drawn, who are not related to the family, indicate the perception of the negativity of the family, the search for a person who can satisfy the child in close emotional contacts, or the consequence of a feeling of rejection, uselessness in the family.
2. Location of family members.
It indicates some psychological features of relationships in the family. The analysis makes it necessary to distinguish what the drawing reflects - subjectively real, desired, or what the child is afraid of, avoids.
Family cohesion, drawing a family with joined hands, their unity in common activities are indicators of psychological well-being. Drawings with opposite characteristics (disunity of family members) may indicate a low level of emotional ties.
The close arrangement of the figures, due to the idea to place family members in a limited space (a boat, a small house, etc.), may indicate the child’s attempt to unite, unite the family (for this purpose, the child resorts to external circumstances, because he feels such futility attempts).
In the drawings, where part of the family is located in one group, and one or more persons are distant, this indicates a feeling of exclusion, alienation. In the case of the alienation of one family member, one can assume a negative attitude of the child towards him, sometimes judge the threat emanating from him.
3. Analysis of the features of the drawn figures.
Features of graphic drawing of individual family members can provide information of a wide range: about the emotional attitude of the child to an individual family member, about how the child perceives him, about the "I-image" of the child, about his gender identity, etc.
When assessing the emotional relationship of the child to family members, attention should be paid to:
1) the number of body parts. Are: head, hair, ears, eyes, pupils, eyelashes, eyebrows, nose, mouth, neck, shoulders, arms, palms, fingers, nails, feet;
2) decoration (details of clothing and decorations): hat, collar, tie, bows, pockets, hairstyle elements, patterns and trim on clothes;
3) the number of colors used to draw the figure.
A good emotional relationship with a person is accompanied by a large number of body parts, decoration, and the use of various colors.
Great sketchiness, incompleteness of the drawing, omission of essential parts of the body (head, arms, legs) can indicate, along with a negative attitude towards a person, also aggressive impulses towards him.
Children, as a rule, draw the largest father and mother, which corresponds to reality.
Some children draw themselves as the largest or equal in size to their parents. It's connected with:
a) the child's egocentricity;
b) competition for parental love, excluding or reducing the "competitor".
Significantly smaller than other family members, children draw themselves who:
a) feel their insignificance, uselessness;
b) requiring guardianship, care from parents.
The absolute value of the figures can also be informative. Large, full-page figures are drawn by impulsive, self-confident, dominating children. Very small figures are associated with anxiety, a sense of danger.
When analyzing, you should pay attention to drawing individual parts of the body:
1. Arms are the main means of influencing the world, of physically controlling the behavior of other people.
If a child draws himself with his arms raised up, long fingers, then this is often associated with aggressive desires.
Sometimes such drawings are drawn by outwardly calm and complaisant children. It can be assumed that the child feels hostility towards others, but his aggressive impulses are suppressed. Such self-drawing may also indicate the child's desire to compensate for his weakness, the desire to be strong, to dominate others. This interpretation is more reliable when, in addition to "aggressive" arms, the child also draws broad shoulders or other attributes of "masculinity" and strength.
Sometimes a child draws all family members with hands, but "forgets" to draw them for himself. If at the same time the child also draws himself disproportionately small, then this may be due to a feeling of powerlessness, his own insignificance in the family, with the feeling that others suppress his activity, overly control him.
2. Head- center of localization "I", intellectual activity; The face is an important part of the body in the process of communication.
If parts of the face (eyes, mouth) are missing in the drawing, this may indicate serious communication disorders, isolation, autism. If, when drawing other family members, the child skips the head, facial features, or strokes the entire face, then this is often associated with a conflict relationship with this person, a hostile attitude towards him.
The facial expressions of the painted people can also be an indicator of the child's feelings for them. However, children tend to draw smiling people, this is a kind of "stamp" in the drawings, but this does not mean at all that children perceive others in this way. For the interpretation of a family drawing, facial expressions are significant only in cases where they differ from each other.
Girls pay more attention to face drawing than boys, this indicates a good gender identification of the girl.
In the drawings of girls, this moment may be associated with concern for their physical beauty, the desire to compensate for their physical shortcomings, and the formation of stereotypes of female behavior.
Presentation of the teeth and prominence of the mouth are common in children prone to oral aggression. If a child draws not himself, but another family member in this way, then this is often associated with a feeling of fear, the perceived hostility of this person to the child.
Each adult is characterized by certain details in the drawing of a person, which are enriched with age, and their omission in the drawing, as a rule, is associated with the denial of some functions, with conflict.
In children's drawings, two different schemes for drawing individuals of different genders are distinguished. For example, a man's torso is drawn in an oval shape, a woman's is triangular.
If a child draws himself in the same way as other figures of the same sex, then we can talk about adequate gender identification. Similar details and colors in the presentation of two figures, for example, a son and a father, can be interpreted as the son's desire to be like his father, identification with him, good emotional contacts.
4. Analysis of the drawing process.
When analyzing the drawing process, you should pay attention to:
a) the sequence of drawing family members;
b) the sequence of drawing details;
c) erasure;
d) return to already drawn objects, details, figures;
e) pauses;
e) spontaneous comments.
The interpretation of the drawing process in general implements the thesis that behind the dynamic characteristics of drawing lies changes in thought, actualization of feelings, tension, conflicts, they reflect the significance of certain details of a child's drawing.
In the drawing, the child first depicts the most significant, main or most emotionally close person. Often the mother or father is drawn first. The fact that children are often the first to draw themselves is probably due to their egocentrism as an age characteristic. If the first child draws not himself, not his parents, but other family members, then these are the most emotionally significant faces for him.
There are cases when the child is the last to draw the mother. Often this is associated with a negative attitude towards her.
If the first figure drawn is carefully drawn and decorated, then one can think that this is the most beloved member of the family, whom the child reveres and wants to be like.
Some children first draw various objects, the base line, the sun, furniture, etc. and only in the last place they start depicting people. There is reason to believe that such a sequence in the performance of a task is a kind of defense, with the help of which the child pushes back an unpleasant task in time. Most often this is observed in children with a dysfunctional family situation, but it can also be a consequence of poor contact between the child and the psychologist.
The return to drawing the same family members, objects, details indicates their significance for the child.
Pauses before drawing certain details, family members are most often associated with a conflicting attitude and are an external manifestation of an internal dissonance of motives. At an unconscious level, the child, as it were, decides whether or not to draw a person or a detail associated with negative emotions.
Erasing the drawn, redrawing can be associated with both negative emotions in relation to the drawn family member, and with positive ones. The final result of the drawing is decisive.
Spontaneous comments often clarify the meaning of the child's content being drawn. Therefore, they must be listened to carefully. Their appearance betrays the most emotionally "charged" places in the drawing. This can help guide both post-drawing questions and the interpretation process itself.
For a complete characterization of the mental state, an assessment of the child's intellect, that is, the cognitive sphere of the psyche, is not enough. It is also necessary to evaluate emotional and personal qualities that can characterize the child's ability for social adaptation, and are also used to diagnose character accentuations, various types of psychopathy, neurotic disorders, and less noticeable personality changes of schizophrenic origin.
The Cattell Questionnaire is one of the most common personality methods. It is used to study the personality of children aged 6 to 16 years. The questionnaire was created on the basis of concepts that define various personal characteristics. It uses the following antagonistic, dichotomous pairs:
1) less intelligence - greater intelligence;
2) isolation - sociability;
3) self-doubt - self-confidence;
4) obedience - perseverance;
5) passivity - activity;
6) prudence - propensity to risk;
7) bad faith - good faith;
8) realism - sensitivity;
9) timidity - ease;
10) calmness - anxiety;
11) relaxation - tension;
12) low self-control - high self-control.
Based on the responses received from children, they make up a general description of the 12 basic personality traits which adequately reflect individuality.
Another common technique can be considered an adapted version personality questionnaire G. Eysenck, which is intended to study the level of extroversion and neuroticism in children from 10 to 15 years old. The indicator of extraversion indicates sociability, the desire for other people, for change, for the tendency to manifest one's inner world outside. The indicator of introversion characterizes the child as shy, withdrawn, striving for strict observance of the established rules. Neurotics are characterized by emotional balance, emotional stability or lability. This questionnaire consists of 56 questions, combined into three scales: the extraversion-introversion scale, the neuroticism scale and the sincerity scale.
Self-Esteem Research. According to this method, the child under study determines his own condition on a number of scales, that is, on several points in his life - health, mental development, character. For this purpose, he is offered to indicate his place on the vertical line, bearing in mind that the upper end denotes complete happiness, and the lower one symbolizes the greatest misfortune. In children, this indicator can be used to assess the maturity of the individual, in addition, it reveals impaired self-criticism, depression and euphoria.
Rosenzweig test. This technique explores the reactions of the individual to a certain state, or frustration caused by objectively insurmountable or subjectively so understood difficulties that arise on the way to achieving the goal. 24 test drawings depict conflict situations that can frustrate a person. In each picture, one of the drawn faces describes in his own words his frustration or the frustration of another character. Above the image of the latter, the subject must write in the appropriate place for this answer, reflecting his reaction to frustration.
The pictures basically show 2 groups of situations:
1) obstacle situations;
2) situations of accusation.
The answer of the researcher is qualified according to its orientation and the type of personality reactions.
According to the direction, there may be reactions:
1) extrapunitive, in which the blame for the situation is shifted to other persons;
2) intrapunitive - laying the blame for the created situation on oneself;
3) impunity, when the cause is seen in unavoidable circumstances.
According to the type of reaction are divided into:
1) obstructive-dominant - emphasizing the obstacle that caused the situation;
2) self-protective, which is manifested in the condemnation of someone, the admission of guilt or the denial of responsibility in general;
3) necessarily-persistent, when the main thing in the answer is the desire to resolve the situation.
The study of the reactions of the personality of a child or adolescent facilitates understanding of the origin of neurotic conflicts, psychogenic disorders and psychopathic behavior.
To characterize the personality apply the study of the level of claims. This technique consists of 24 cards, which contain questions of increasing complexity. Among them:
1) write 3 words starting with the letter "w";
2) write 5 color names starting with the letter "g";
3) write the names of 7 French artists.
This technique is based on the identification of a child's claims, which are closely related to the tendency to self-affirmation, self-esteem and the desire to see in the indicators of their activities a decrease or increase in their ability to work. The subject is informed that the tasks are arranged in order of increasing complexity, and they are offered to choose and complete the task according to their intellectual abilities. This technique is of great help in identifying personality changes in psychopathy, epilepsy, and organic lesions of the central nervous system.
Diagnostic research is important both in the work of a teacher and a counselor. Your attention is invited to several diagnostic techniques that can be used by counselors at different periods of the shift.
Unfinished offer
- What I don't like about camp is...
- Compared to others, our squad...
- Sometimes I'm afraid...
- Most of all I like...
- I think I can do it without any problem...
- In my opinion, the best counselor is the one ...
- Many of our guys...
- When someone yells at me...
- In the future, I want...
- I would be in the place of our counselors ...
- Compared to others, I...
- I really don't like it when the guys from our squad...
- There is nothing worse for me...
- In my opinion, the worst thing is when the counselor...
- I can't wait until...
- I would like to learn...
- I appreciate in people such qualities as...
- I don't like to think...
- My friends and I...
- When others do something better than me...
- In our team...
- If you asked me: "What is happiness?" I would answer...
housewarming
Children are invited to draw their own portraits and "settle" them in a house, the drawing of which hangs in the detachment corner. Then the children all together paint the house with paints. This game is aimed at creating a sense of unity with others. The counselor should pay attention to what colors the pupils use, whether everyone takes part in this task, how the communication process proceeds.
Why am I strong?
This technique allows you to identify what the child is strong in, so it consists of six so-called forces.
To carry out this technique, you will need: a sheet with the image of steps, a pen or pencil.
First strength- this is the strength of our body, everyone has it. This is the ability to feel your body, the ability to work, to rest. It's agility, endurance. Think about your body, draw yourself on any step of the ascent to this power.
Second Force- the ability to see, the ability to perceive space, color, shape. The ability to see visual images, to consider details, pictures, drawings. Decide which step you are on.
The power of hearing- sensitivity to the sounds of nature, the surrounding world, the ability to play musical instruments, sing, dance. Draw yourself on this ladder.
The power of thinking- makes it possible to reason and draw conclusions, linking causes and effects. People with this power love problems, puzzles, proofs. Where are you on this ladder?
The power of communication- the power that opens all the doors, allows you to like and establish contact with people, to understand the state of other people. Draw yourself here.
The power of self control- the ability to control one's feelings, to control one's actions. Decisiveness, perseverance, patience. What step are you at?
Results processing: if a child draws himself at the first and second steps, these are low indicators of each of the “forces” and low self-esteem. The third and fourth steps are average indicators and adequate self-assessment. The fifth and sixth steps are high performance and high self-esteem.
Diagnostics of moral self-esteem
Children are offered ten statements. Listen carefully to each of them. Consider how much you agree with them.
If you fully agree with the statement, rate the answer four points; if you agree more than disagree, rate the answer at three points; if you don't quite agree, rate your answer two points; If you don't agree at all, give your answer one point.
Questions:- I am often kind to peers and adults.
- It is important for me to help a classmate when he is in trouble.
- I think it's okay to be unrestrained with some adults.
- There's probably nothing wrong with being rude to someone I don't like.
- I believe that politeness helps me to feel good among people.
- I think that you can afford to be rude in response to an unfair remark addressed to me.
- If someone in the class is teased, then I tease him too.
- I enjoy making people happy.
- It seems to me that you need to be able to forgive people for their negative actions.
- I think that you should be kind to all the people around you.
Results processing: numbers 3, 4, 6, 7 (negative questions) are processed as follows: for an answer rated at four points, one is put, three points - two units, two points - three units, one point - four units. In the remaining answers, the number of units is set in accordance with the score.
For example, four points is four units, and so on. Interpretation: from 34 to 40 units - a high level of moral self-esteem, from 24 to 33 units - an average level of moral self-esteem, from 16 to 10 units - a low level of moral self-esteem.
Fantastic choice
Children are encouraged to think, dream up and answer questions.
- A golden fish swam up to you and asked: “What do you need?” Answer her.
- If you were a magician for an hour, what would you do?
- You have a seven-flower flower in your hands. Tear off the petals mentally: what do you ask for yourself?
- We have found a magic wand that grants all wishes, one has only to rub it with a silk thread. What would you suggest to perform?
- You are going to a desert island and you will live there for the rest of your life. You can take with you everything that you designate in five words. Name five words.
results of this methodology can be drawn up in writing: a bulletin is issued with text and pictures, telling about the nature of the choice made. Such a bulletin will be interesting for children, as they can compare their answers with the answers of their comrades. Of course, the materials are anonymous.
Sociometry
The word sociometry literally means "social dimension". The technique was proposed by the American psychologist J. Moreno and is designed to assess interpersonal relationships in a team. This technique is best used during the main period of the shift and before the children leave the camp.
Consider this technique in relation to the children's team. Children are invited to list those comrades from the detachment with whom each of them would like to communicate and cooperate in various activities. For example:
As a rule, the guys are invited to choose no more than three comrades from the squad. Processing is entering the results into a table.
Summary table by number of elections
| First Name Last Name | Masha and. | Olga V. | Dima A. | Anton R. | Kolya D. | sun |
| Masha and. | X | 1 | 2 | - | 3 | 3 |
| Olga V. | 1 | X | 2 | 3 | - | 3 |
| Dima A. | 3 | - | X | 1 | 2 | 3 |
| Anton R. | 2 | 3 | 1 | X | - | 3 |
| Kolya D. | - | 2 | 1 | 3 | X | 3 |
| VP | 3 | 3 | 4 | 3 | 2 | |
| BB | 3 | 2 | 3 | 2 | 1 |
The first column of the table contains the names of the guys who choose. The first line contains the names of those who are chosen. In both cases, the names must be listed in the same order.
Number 1 is placed in the column of that member of the detachment whom the subject in question chose in the first place, the number 2 - who was chosen second, 3 - third.
In summary rows and columns:
sun- the number of choices made by this person.
VP- the sum of the choices received by this person.
BB- the number of mutual elections.
The sum of the choices received by each person (VP) is a measure of his position in the system of interpersonal relations. If a person has received the most selections, he is classified as a "star".
If received an average number of choices - to "preferred".
If less than the average number of choices - to "neglected".
If you didn't get a single choice - to "isolated".
The satisfaction of the child with his own position in the detachment is determined by the coefficient:
K = BB: BC
where BB- number of mutual elections;
sun is the number of choices made by the person.
So, if the number of BB is 0, and the number of choices made by a person (BC) is 3 and K = 0/3 = 0, then it should be assumed that he may have problems in interpersonal relationships.
Average relationship well-being(BWV) in the detachment will be fixed in case of approximate equality: “stars” + “preferred” = “neglected” + “isolated”.
About the low level of well-being in the detachment is evidenced by the predominance of people with low status.
If a situation is recorded in the detachment when “stars” + “preferred” > “neglected” + “isolated”, then this will show high level of relationship well-being in a detachment, which is characterized by fairly stable, even, friendly relations in the team. But at the same time, one should carefully consider the presence of isolated and neglected ones and try to make the necessary adjustments to interpersonal relations in the detachment, having previously understood the causes of the existing problems.
Symbol "X" means that this field is not to be filled.
It is necessary to pay attention to the fact that the results of such tests, surveys and other methods focused on the study of interpersonal relations in the team, on the assessment of the individual qualities of pupils, should not be submitted for discussion by the detachment. The data obtained is used by counselors only in order to optimize their educational activities.
Large hemispheres
This technique allows you to give information to pupils about the role of the cerebral hemispheres.
Let's try to form a general idea about ourselves. The major hemispheres of the brain play the most important role in human life. The surface of the cerebral hemispheres is formed by gray matter - the cortex. The cortex is responsible for higher nervous activity - speech, consciousness, thinking, attention, memory. The left hemisphere is more responsible for logical, abstract thinking, verbal perception. The right hemisphere is responsible for imaginative perception and thinking, for emotions. It is believed that the left hemisphere is “directed towards people”, and the right hemisphere is “directed towards nature”. Life clearly indicates the existence of two categories of people: artists (writers, musicians, painters, sculptors, etc.), in whom the activity of the right hemisphere predominates, and thinkers, in whom the activity of the left hemisphere predominates (logical type of thinking). The asymmetry of the hemispheres is the result of mental work.
Knowing the features of your brain, you can predict success in certain areas of human activity.
How do we know which hemisphere is our leader? A method for express character analysis based on four innate traits has been developed. These signs do not change until the end of life.
- Interlace your fingers and you will notice that the same finger is always on top. If it is left - you are an emotional person, if it is right - your logical mindset prevails.
- Try "aiming" by looking at the target through a pencil. The right leading eye speaks of a firm, persistent, even aggressive character, the left - of a soft and compliant.
- If, when interlacing the arms on the chest, the left hand is at the top, then you are prone to coquetry, the right hand is prone to innocence.
- If it is more convenient to clap with your right hand when applauding, you can talk about a decisive character, with your left - you often hesitate before making a decision.
Designate the left eye - L, left hand - L, right eye - P, right hand - P.
Recording transcript
PPPP- you are characterized by conservatism, orientation to the generally accepted opinion, do not like to conflict and argue.
PPPL- a defining trait of character - indecision.
PPLP- characteristic coquetry, determination, sense of humor, artistry. This is a contact type of character, it is most common in girls.
PPLL- a rare type of character, close to the previous one, but softer. Some contradiction between indecision and firmness of character.
PLPP- a combination of an analytical mindset and softness, more common in girls - the type of "business girl". Slow getting used to something new, caution, tolerance.
PLPL- the weakest and rarest type of character, defenseless, subject to influence.
LPPP- common character. The main feature is emotionality, combined with insufficient perseverance. Easily influenced, happy in friends, easily converge with people.
LPPL- the type of "little queen", characterized by softness, naivety.
LLPP- inherent friendliness and simplicity, some dispersion of interests, a tendency to introspection.
LLPL- innocence, gentleness, gullibility prevail. A very rare type, almost never found in men.
LLLP- emotionality, energy, determination,
often make hasty decisions.
LLLL- anti-conservative type of character, emotional, selfish, stubborn, sometimes closed.LPLP- the strongest type of character, it is difficult to convince such people of something, they hardly change their point of view, they are energetic, stubbornly achieve their goals.
LPLL- persistent, prone to introspection, hardly find new friends.
PLLP- easy character, such people easily find friends, like to travel, often change their hobbies.
PLLL- inconstancy, independence, the desire to do everything yourself. The ability to analyze helps to successfully solve complex problems.
"At last I will tell you..."
- With what mood do you say goodbye to the camp?
- What was the most memorable part of the shift?
- Which of the things you did did you like the most?
- If you were a camp organizer, what would you change?
- Do you like our squad?
- What was the most difficult for you?
- What did you learn during the camp shift?
- What issues would you like to discuss on the last evening?
- Do you think you could spend the time spent in the camp somewhere more interesting and useful for yourself?
- Do you want to come to our camp next year?
Psychogeometric self-assessment of personality
This technique will help to study the personality of the child not only in the camp, but also at school. First, it is necessary to conduct a preliminary conversation that any of the geometric shapes symbolizes the qualities of character.
Installation before carrying out
Look at the five shapes (square, triangle, circle, rectangle, zigzag) shown in the picture. Choose from them the one about which you can say: "Most likely it's me." Just don't introspect. Unnecessary speculation will get you nowhere. Trust your own intuition. If you are having difficulty, choose the figure that first attracted your attention. Write it down as number 1. Now rank the remaining four shapes in order of preference. In the first place - this is your main figure, it will provide an opportunity to determine the traits of your character and behavior. The last figure indicates the type of person, the interaction with which will be the most difficult for you. If none of the figures is suitable, then you can choose a combination consisting of two or even three figures.
What will the figures chosen by the guys tell about?
Psychological properties of geometric shapes
| No. p / p | Figure | Positive properties | Negative properties |
| 1. | Love for order, attention to detail, analyticity, rationality, perseverance, perseverance, frugality | The ability to miss the main thing, stubbornness, pedantry, cold prudence, excessive caution, stinginess | |
| 2. | Leadership qualities, ability to take responsibility, decisiveness, concentration on the problem, focus on victory, self-confidence, ambition, energy | Selfishness, categoricalness, deceit, arrogance, indifference to everyone until the goal is achieved, careerism, irresistibility | |
| 3. | Curiosity, excitability, assertiveness, sensitivity, courage | Tension, naivety, emotional instability, low self-esteem, gullibility, recklessness | |
| 4. | Benevolence, good nature, caring, devotion, generosity, gullibility, generosity, non-conflict | undemanding, carelessness, obsession, gullibility, extravagance | |
| 5. | Creativity, dreaminess, wit, expressiveness, intuitiveness, looseness | Disorganization, dispersal, lack of restraint, illogicality, impracticality |
Diagnosis of volitional qualities of a child
There are many things in the camp shift that require strong-willed efforts, perseverance, and the ability to overcome difficulties. It is important at the very beginning of the shift to find out the strong-willed qualities of the pupils in order to accurately entrust them with this or that difficult task. This will help the counselor to diagnose volitional qualities. Children are offered questions to which they must answer “yes” if they agree with the question, “no” if they disagree, “I don’t know” if they have doubts or uncertainty.
Questions
- Are you able to complete the work you started, which is not interesting, regardless of whether time and circumstances allow you to break away and then return to it again?
- Will you effortlessly overcome internal resistance when you need to do something that is not very pleasant for you (for example, get up early on a day off)?
- Getting into a conflict situation (at school or at home), are you able to take responsibility enough to look at the situation from the outside with maximum objectivity?
- If you're on a diet, can you overcome culinary temptations?
- Will you find the strength to get up in the morning earlier than usual, as was planned in the evening?
- Will you stay at the scene to testify?
- Are you quick to respond to emails?
- If you are afraid of an upcoming visit to the dentist, can you easily overcome it and not change your mind?
- Will you take a very unpleasant drug that the doctor strongly recommends?
- Will you keep a promise made in the heat of the moment, even if its implementation will bring a lot of trouble? In other words, are you a man of your word?
- Do you hesitate to take a trip to an unfamiliar city?
- Do you strictly adhere to the daily routine: the time of waking up, eating, studying and other things?
- Do you disapprove of library debtors?
- Will a very interesting TV show distract you from urgent work?
- Will you be able to interrupt the quarrel and shut up, no matter how offensive the words of the interlocutor may seem?
Results processing
Answer "Yes" rated two points "Don't know"- one point "No" - 0.
1-12 points
Willpower doesn't matter. The child does what is easier and more interesting, even if it may harm him. Duties are often treated carelessly, which can cause trouble. His position is expressed something like this: “What do I need most of all?” He perceives any request, duty almost as physical violence. The point here is not only a weak will, but also selfishness.
13-21 points
Willpower is average. If he encounters an obstacle, he will take action to overcome it. But if he sees a workaround, he will immediately use it. Do not overdo it, but this word will keep. He will try to do unpleasant work, albeit with reluctance. Willingly will not take on extra responsibilities. This does not characterize him in the best way in the eyes of his parents and teachers.
22-30 points
Willpower is fine. You can rely on the child, he will not let you down. He is not afraid of new assignments, or long trips, or those things that scare others. But sometimes his firm and uncompromising position on fundamental issues annoys others. Willpower is good, but you also need to have such qualities as flexibility, condescension, kindness.
Diagnosis of behavioral style in a conflict situation
Pupils are invited to answer the proposed questions, assessing how characteristic they are of this or that behavior in a conflict situation. You can prepare forms for each child and carry out diagnostics (see table).
Results processing
Key: A (1, 6, 11); B (2, 7, 12); B (3, 8, 13); G (4, 9, 14); D (5, 10, 15).
BUT- hard style of conflict resolution. Such people stand to the last on their own, defending their position, and by all means try to win, they are sure that they are always right.
B- conciliatory style, focused on "smoothing the corners", taking into account the fact that it is always possible to agree, on the search for an alternative and a solution that can satisfy both parties.
AT- compromise style. From the very beginning of the disagreement, there is an attitude towards compromise.
G- soft style, manifested in the willingness to stand on the point of view of the enemy and abandon their position.
D- outgoing style, this style is focused on avoiding conflict. People of this type try not to aggravate the situation, not to bring the conflict to an open clash.
Table. Form variant
| No. p / p | Method of behavior in conflict | Often | From time to time | Rarely |
| 1. | I threaten and fight | |||
| 2. | I try to accept the point of view of the enemy, I consider it as my own | |||
| 3. | Looking for a compromise | |||
| 4. | I admit that I'm wrong, even if I can't believe it completely | |||
| 5. | avoiding the enemy | |||
| 6. | I want to achieve my goals no matter what. | |||
| 7. | I'm trying to figure out what I agree with and what I strongly disagree with. | |||
| 8. | I'm going to compromise | |||
| 9. | I give up | |||
| 10. | Changing the subject | |||
| 11. | I repeat the same thing until I get my way | |||
| 12. | I'm trying to find the source of the conflict, to understand how it all began | |||
| 13. | I give in a little and thereby push the other side to make concessions. | |||
| 14. | I offer the world | |||
| 15. | I'm trying to turn everything into a joke |
I.Yu. Isaeva Leisure Pedagogy.
Department of Education
District Administration of Yakutsk
MOBU "Markhinskaya secondary school No. 1"
Diagnostics of the study to identify personal and social qualities
younger students.
(Collection of methods)
Compiler
Tumakova Irina Sergeevna
Yakutsk, 2016
Collection
"Methodology for diagnosing a study to identify the personal and social qualities of younger students"
In solving the problems set for the modern school, pedagogical monitoring is of great importance, since without continuous monitoring of the results of the quality of knowledge and the results of the impact of the educational process on the personality of the student, it is difficult to assess the effectiveness of the school.
Tarasova Svetlana Semyonovna
Danilova Valentina Grigorievna
Tumakova Irina Sergeevna
Introduction
Chapter 1. Psychological and pedagogical diagnostics.
Chapter 2
Chapter 3. Social position "I am in society"
Conclusion
Bibliography
Appendix
Introduction
In developmental and pedagogical psychology, primary school age occupies a special place: at this age, educational activity is mastered, the arbitrariness of mental functions is formed, reflection and self-control arise, and actions begin to correlate with the internal plan.
Educational activity is one of the most important factors influencing the formation of self-esteem of children of primary school age, therefore, a primary school teacher must know the psychological characteristics of younger students and take into account the individual characteristics of self-esteem in the educational process, implementing an individual and differentiated approach to teaching.
The relevance of solving the problem of the formation of personal and social qualities in primary schoolchildren in educational and cognitive activity is confirmed by the contradictions that persist in the practice of primary education:
1) between the primary orientation of teachers to the end result of education and the need for a holistic personal development of the child (not only intellectual, but also motivational, emotional, moral);
2) between the high potential of educational and cognitive activities in terms of implementing the requirements for the student at the stage of transition to the main school and their obvious underestimation in modern practice of primary education;
3) between the available scientific research and methodological developments on the development of individual, currently in demand personality traits of a younger student (responsibility, independence, initiative, the ability to reflect, etc.) and the lack of a holistic approach to the formation and development of data in the real educational process of elementary school qualities.
These contradictions necessitate the development of a model for the organization of educational and cognitive activity that ensures the effective formation of the personality of younger students, which is the problem of this study.
Relevance of this problem, its insufficient theoretical and practical development in the logic of modern requirements for the organization of the educational process in primary school were the basis for determining the topic of our study: "Methodology for diagnosing a study to identify the personal and social qualities of younger students."
Object of study – personal sphere of a younger student
Subject of study – features of the formation of personal and social qualities of a younger student
Purpose of the study – revealing the formation of the characteristics of personal and social qualities of a student in primary school age.
Research methods:
Theoretical (analysis of literature on the research topic);
Empirical (observation, testing);
Methods of mathematical data processing.
Research base: RS (Y) GO Yakutsk MOBU "Markhinskaya secondary school No. 1"
Chapter 1. Psychological and pedagogical diagnostics
The teacher needs to know the interests and hobbies of students, relationships with peers, relatives and adults, character traits, and the emotional state of the child. To do this, the class teacher can use the psychological and pedagogical methods of studying the personality of a younger student. Such methods should be harmoniously included in educational work, not to injure children. The results of diagnostic studies can be discussed with a psychologist.
Psychological and pedagogical diagnostics is one of the components of the pedagogical process. Psychological and pedagogical diagnostics is an assessment practice aimed at studying the individual psychological characteristics of the student and the socio-psychological characteristics of the children's team in order to optimize the educational process.
In the pedagogical process, diagnostics performs the following functions: informational, predictive, evaluative, developing.
Information function
identify the relative level of development of the child;
identify the level of the state of pedagogical interaction;
determine the main parameters of the future characteristics of the student.
predictive function diagnostics is to:
help identify potential development opportunities for students;
determines the forecast of the organization of interaction with the student.
Evaluation function diagnostics is to:
have an idea of the effectiveness of pedagogical interaction;
determine the effectiveness of the use of various educational and training means in the pedagogical process.
Developmental function diagnostics is to:
use diagnostic techniques to demonstrate to the student his capabilities and development prospects;
create conditions for self-realization, self-awareness and self-development of the individual on the basis of diagnostics.
Main tasks diagnostics in elementary school:
1. Determine the levels of development of the child;
2. Detect changes in the main characteristics and signs of personality for better or worse
3. See the norm and deviation (focusing on the standard).
4. Analyze the received facts.
5. Determine the reasons for the changes.
6. Develop a plan for further corrective work based on the diagnostic results.
When working with diagnostic methods, the class teacher must adhere to the following rules:
Diagnostics should be sufficiently informative and create a wide field of research activities.
The results of a diagnostic study should be analyzed by competent people.
Any results of the research should not be to the detriment of students and parents, but to the good.
Based on the results of a diagnostic study, systematic corrective work should be carried out.
The need for pedagogical diagnostics should be explained to students and their parents.
Conversation is one of the main methods of pedagogical diagnostics. The conversation can become an important way in studying the intellectual and personal spheres of the child, his individual characteristics, his problems. This goal can be served by a conversation both with the child himself and with adults who are part of his environment. The difference between a conversation and an ordinary conversation is that its content revolves around a narrow topic that is significant for a child and an adult.
The child is the questioner and the adult is the questioner. In this regard, the method of conversation has disadvantages, namely: the weakness of the analysis and synthesis of information by the child; insufficiency of reflective abilities; fatigue and inattention; the difficulty of verbalizing experiences.
Positive results from the conversation can be expected if:
the teacher has the ability to create a favorable atmosphere for the conversation;
teacher has these qualities. As tact, sociability;
the teacher does not make hasty conclusions and does not hang labels;
the teacher has the ability to sympathize and empathize with another person;
the teacher knows how to formulate the question correctly.
Questionnaires make it possible to identify the degree of influence of the team on the individual and the individual on the team, the position of children in the team and the degree of their significance in it.
Graphic and drawing tests. These tests allow you to study the attitude to the team, family relationships, interaction with teachers and parents.
Observation Method provides an opportunity to explore the participation of the child in a particular type of activity. Observation can be used when a conflict situation exists or is brewing and it is necessary to form an objective opinion about the student's behavior and their actions.
Questionnaire makes it possible to study the motivation of students' actions, the interests of a particular child or group of the class as a whole, the level of anxiety of students in the class.
The questionnaire is effective in identifying students' attitudes to specific problems and phenomena.
Projective tests allow you to study the attitude of students to the world, to themselves, significant activities, their social roles.
Compositions help to study the intellectual skills of students, their horizons, personal qualities, attitude to world values, the worldview of the child.
Sociometry ormethod of sociometric measurements used to diagnose interpersonal and intergroup relations in order to change, improve and improve them. With the help of sociometry, it is possible to study the typology of people's social behavior in the conditions of group activity, to judge the socio-psychological compatibility of members of specific groups. The founder of sociometry is the famous American psychiatrist and social psychologist Jacob Moreno.
The method of sociometric measurements allows you to obtain information about:
socio-psychological relations in the group;
the status of people in the group;
psychological compatibility and cohesion in the group.
In general terms, the task of sociometry is to study the informal structural aspect of a social group and the psychological atmosphere that reigns in it.
Chapter 2
The following methods can be used to diagnose the personal and social qualities of younger students.
Methodology "Flower-Semitsvetik"
Methodology "Who to be?"
Method "My Hero"
Method "Choice"
Methodology "Scheduling for the week" S.Ya.Rubinshtein modified by V.F.Morgun
Method "Unfinished sentences" by M. Newtten modified by A.B. Orlov
Method "Steam engine"
Personal anxiety
Methodology "Scale of anxiety"
Motivation
Modification of the Dembo-Rubinstein technique
A.I. Lipkina "Three assessments"
Methodology "Coat of arms of the team"
Mood flower test
Methodology "The state of spiritual and moral qualities of a student's personality"
Target: study of the level of spiritual and moral development of the personality of students; determination of changes that have occurred in the student's personality during the school year.
Method: observation.
Instruction: monitoring is designed for students 1-6 grades and is held at the end of each year of study.
Teachers are invited to determine the level of spiritual and moral qualities of each student (“B” - high, “C” - average, “N” - low) based on their own observations and enter the results in the table:
Method "If you were a magician. If you had a magic wand"
Purpose: to study the desires of younger students. Research order. The children are invited to name three wishes that they would like to fulfill. It is better not to offer the choice of one desire, since it is still very difficult for younger students to choose the most important desire. The analysis of responses can be performed according to the following scheme: for oneself, for others. The answers of the second group can be specified: for relatives, for people in general.
Methodology "Flower-Semitsvetik"
Purpose: diagnosis of the desires of children. Equipment: paper flower. Research order. Children read (remember) V. Kataev's fairy tale "Flower-Semitsvetik". It is possible to view a multi-filmstrip. Each is given a seven-flower flower made of paper, on the petals of which they write down their desires. Children can give petals with desires to those to whom they are addressed. Processing of the results can take place according to the following scheme: write out desires, summing up those that are repeated or close in meaning; group: material (things, toys, etc.), moral (have animals and take care of them), cognitive (learn something, become someone), destructive (break, throw away, etc.).
Method "Joys and sorrows" (method of unfinished sentences)
Purpose: revealing the nature, content of the experiences of younger students. Research order. The following methods are possible:
1. The guys are invited to complete two sentences: "I am most happy when ...", "I am most upset when ...".
2. A sheet of paper is divided in half. Each part has a symbol: a sun and a cloud. Children in the corresponding part of the sheet draw their joys and sorrows.
3. Children each receive a chamomile petal made of paper. On one side they write about their joys, on the other - about grief. At the end of the work, the petals are collected in a chamomile.
4. It is proposed to answer the question: "What do you think pleases and what upsets your parents, teachers?" When analyzing the answers, one can highlight the joys and sorrows associated with one's own life, with the life of the team (group, class, circle, etc.).
The results obtained will give an idea of the core integral properties of the child's personality, which are expressed in the unity of knowledge, relationships, dominant motives of behavior and actions.
Methodology "Who to be?"
Purpose: to reveal the interest of children in professions, various jobs, the motives for their choice. Research order. The guys are invited to: a) draw who they would like to become in the future, make a signature under the picture; b) write a mini-story "Who do I want to become and why?"; c) write a story on the topic: "My mom (dad) is at work."
The processing of the received materials may include the classification of professions, the classification of the motives for their choice, the comparison of drawings, answers, written works, the identification of the influence of parents on the choice of profession.
5. Method "My hero"
Purpose: to determine those samples that the child has that he wants to imitate. Research order. This technique can be carried out in several versions.
1. Children are asked questions (orally, in writing): - who would you like to be like now and when you grow up? Are there guys in the class that you would like to be like? Why? - which of your friends, heroes of books, cartoons would you like to be like? Why?
2. Invite the children to choose who they would like to be like: dad, mom, brother, sister, teacher, comrade, acquaintance, neighbor.
3. Composition-story (fairy tale) "I want to be like ..."
Processing of results. When analyzing the results, pay attention not only to who becomes an example to follow, but also why this choice was made by the student.
6. Method "Choice"
Purpose: identifying the direction of needs. Test subject instructions. "Imagine what you earned (you were given) ... rubles. Think about what you would spend this money on?"
Processing of results. The analysis determines the dominance of spiritual or material, individual or social needs.
7. Methodology "Scheduling for the week" S.Ya.Rubinshtein modified by V.F.Morgun
Purpose: diagnosis of the student's attitude to specific subjects and to teaching in general. Equipment: a sheet of paper divided into seven parts, where the days of the week are signed.
Test subject instructions. Let's imagine that you and I are in the school of the future. This is a school where children can make their own schedule of lessons. Before you is a page from the diary of this school. Fill out this page as you see fit. You can write any number of lessons for each day. Lessons can be written as you like. This will be the schedule for the week for our school of the future.
Processing and analysis of results. The experimenter has a real class timetable. This schedule is compared with the "school of the future" schedule compiled by each student. At the same time, those subjects are singled out, the number of which the subject has more or less than in the real schedule, and the percentage of discrepancy is calculated, which makes it possible to diagnose the student's attitude to learning in general, and especially to individual subjects.
8. Method "Unfinished sentences" by M. Newtten modified by A.B. Orlov
Purpose: diagnosis of learning motivation. Research order.
The experimenter reads out the beginning of the sentence and writes down the end of the sentence that the student says. The technique is used in grades 2-3 with each student individually. Test subject instructions. Now I will read you the beginning of the sentence, and you, as soon as possible, come up with a continuation to it.
1. I think a good student is someone who...
2. I think a bad student is someone who...
3. Most of all I love it when a teacher...
4. Most of all I don't like it when a teacher...
5. Most of all I like the school because...
6. I don't like school because...
7. I am happy when at school ...
8. I'm afraid when at school...
9. I would like the school to...
10. I don't want school to...
11. When I was little, I thought that at school...
12. If I'm inattentive in class, I...
13. When I don't understand something in class, I...
14. When something is not clear to me when doing homework, I ...
15. I can always check if I'm right...
16. I can never check if I'm right...
17. If I need to remember something, I ...
18. When something is interesting to me in the lesson, I ...
19. I always wonder when in class...
20. I'm always not interested when in the classroom ...
21. If we don't get homework, I...
22. If I don't know how to solve a problem, I...
23. If I don't know how to write a word, I...
24. I understand better when in class...
25. I would like that at school always ...
Processing and analysis of results. Initially, each sentence ending is evaluated from the point of view of the student's expression of a positive or negative attitude towards one of the four indicators of learning motivation (1 - the type of personally significant student activity (learning, play, work, etc.); 2 - personally significant subjects for the student ( teacher, classmates, parents influencing the student's attitude to learning); 3 - a sign of the student's attitude to learning (positive, negative, neutral), the ratio of social and cognitive motives of learning in the hierarchy; 4 - the student's attitude to specific academic subjects and their content ).
If the end of a sentence does not contain a pronounced emotional attitude to indicators of learning motivation, then it is not taken into account in the analysis. Next, the sum of positive and the sum of negative assessments of this indicator of learning motivation is calculated. They are compared with each other, and the final conclusion is made on this indicator.
9. Method "Engine"
Diagnostic material: a white train and 8 multi-colored trailers (red, yellow, green, blue - basic; purple, gray brown, black - additional). The trailers are randomly arranged on a white background.
Purpose: Determining the positive and negative mental state of the child.
The child was asked to build a "magic train" from multi-colored wagons. First you need to choose the most beautiful. Then the most beautiful of those that remained and the like.
Fixed: the position of the color of the trailer, the statements of the child.
The processing of the results was carried out as follows: one point is assigned if the child put the purple trailer in the second position; black, gray, brown - on the third; red, yellow, green - on the sixth. Two points are awarded if the child puts the purple trailer in the first position; black, gray, brown - to the second position; red, yellow, green - on the seventh, blue on the eighth. Three points are awarded if black, gray or brown trailers are placed in the first position; blue - to the seventh position; red, yellow, green - to the eighth position.
According to the results of research by M. Luscher, the following meaning of colors was established: red - vitality, drive; yellow - incontinence, expressiveness, relaxation, green - "slightly weakened tension", "control", blue - restraint, sensitivity, purple - identification, brown - sensuality, security, gray - inactivity, black - refusal, depression, cumulation (accumulation ) feelings.
If any of the primary colors is in one of the last 3 places, this indicates the presence of anxiety caused by the dissatisfaction of subjectively significant needs.
Taking into account the high reliability of erroneous interpretations directly according to the criteria of M. Luscher at this age, green, red, yellow and purple colors were qualified as emotionally positive, and purple brown, gray and black - as emotionally negative.
The nature of anxiety is indicated by the color that is in one of the last places, and its severity is indicated by its position (6th, 7th, 8th positions of the row).
The presence of anxiety prompts the development of compensation, the nature of which is determined by the color, which occupies the 1st position in a number of color advantages.
Conflicts are also diagnosed in cases when complementary colors are in the first 3 positions of a number of color advantages.
Each child was subjected to 4 series of individual experiments.
In the first series, the emotional state of the child was examined in the morning when he came to school.
In the second series, the emotional state of the child was studied during routine moments and activities in which the child followed the instructions of an adult.
In the third series, the emotional state of children was revealed during joint play activities and walks.
The fourth series examined the emotional state of the children before returning home.
The mental state of the child was assessed as positive if the total score did not exceed -3.
With 4-6 points - as a negative mental state of a low degree (NPS ns); at 7-9 points - as NPS of an average degree;
More than 9 points - NPS of a high degree.
Along with the individual results obtained, one can also determine the general psychological climate in the kindergarten group.
For this, the sum of all PPP (a) and NPS (b) is determined, the difference between them is divided by the number of children and multiplied by 100%.
70% and above - a high level of favorable psychological climate (sBPC);
42-69% - average sBOD;
26-41.9% - insignificant sBOD;
0 0 to 25% - initial feet of unfavorable psychological climate (sNPK);
1 to - 25% - average sNPK;
26% and below - strong SNPK.
Personal anxiety
Methodology "Scale of anxiety" (Kondash)
The peculiarity of scales of this type is that in them a person evaluates not the presence or absence of any experiences, symptoms of anxiety, but the situation in terms of how much it can cause anxiety. The advantage of scales of this type is, firstly, that they make it possible to identify areas of reality, objects that are the main sources of anxiety for the student, and, secondly, to a lesser extent than other types of questionnaires, turn out to be dependent on the developmental characteristics of children. introspection students.
The form of the methodology contains instructions and tasks, which allows, if necessary, to carry it out in a group.
Instruction. The situations that you often met in life are listed. Some of them may be unpleasant for you, cause excitement, anxiety, anxiety, fear.
Read each sentence carefully and circle one of the numbers on the right: 0, 1, 2, 3, 4.
If the situation does not seem unpleasant to you at all, circle the number - 0.
If she worries a little, worries you, circle the number - 1.
If the situation is unpleasant enough and causes such anxiety that you would rather avoid it, circle the number 2.
If it is very unpleasant for you and causes severe anxiety, anxiety, fear, circle the number - 3.
If the situation is extremely unpleasant for you, if you cannot bear it and it causes you very strong anxiety, very strong fear, circle the number -4.
Your task is to imagine each situation as clearly as possible and circle the number that indicates to what extent this situation can cause you fear, anxiety, anxiety and fear.
The technique includes situations of three types:
communication situations.
Accordingly, the types of anxiety identified using this scale are designated as follows: school, self-esteem, interpersonal.
The total score is calculated separately for each section of the school and for the school as a whole. The results obtained are interpreted as indicators of the levels of the corresponding types of anxiety, the indicator for the whole school is the general level of anxiety.
Answer at the blackboard 01234
Go to the house of strangers 01234
Participate in competitions, contests, olympiads 01234
Talk to the principal of the school 01234
Think about your future 01234
The teacher looks at the magazine, whom to ask 01234
You are criticized, reproached for something 01234
They look at you when you do something (they watch you while working, solving a problem) 01234
Writing a test 01234
After the control, the teacher calls marks 01234
They don't pay attention to you 01234
Something is not working for you 01234
Waiting for parents from parent meeting 01234
You are in danger of failure, failure 01234
Do you hear laughter behind you 01234
Passing exams at school 01234
They are angry with you (it is not clear why) 01234
Perform in front of a large audience 01234
An important, decisive case is coming 01234
You do not understand the teacher's explanations 01234
Disagree with you, contradict you 01234
Comparing yourself to others 01234
Your abilities are tested 01234
They look at you like you are small 01234
In class, the teacher unexpectedly asks you a question 01234
Silenced when you came (came) 01234
Your work is being evaluated 01234
Thinking about your business 01234
You have to make a decision for yourself 01234
Can't do your homework 01234
3. The methodology includes situations of three types:
situations related to school, communication with teachers;
situations that actualize the idea of oneself;
communication situations.
Accordingly, the types of anxiety identified using this scale are designated as follows: school, self-esteem, interpersonal. Data on the distribution of scale items are presented in the table.
13
2
4
5
7
6
12
8
9
14
11
10
19
15
13
22
17
16
23
18
20
27
21
25
28
24
30
29
26
The total score is calculated separately for each section of the scale and for the scale as a whole. The results obtained are interpreted as indicators of the levels of the corresponding types of anxiety, the indicator on the entire scale is the general level of anxiety.
The table presents standard data that allows you to compare anxiety levels in different gender and age groups. Standardization was carried out in urban schools, so the presented characteristics are not applicable only to rural students.
Methodology "School motivation"
My portrait in the interior.
Before the children complete the task, the teacher shows them a photo frame on which to place interior items (a book, glasses, fruits, sports attributes, etc.). Students are invited to draw their own portrait and place it in a frame of various objects. The subjects for the frame are proposed to be determined by the students themselves. The objects that the student will include in the interior of his portrait reflect the main interests of his life.
My ten "I"
Students are given pieces of paper, on each of which the word "I" is written ten times. Students must define each "I" by talking about themselves and their qualities.
For example:
I'm smart
I am beautiful, etc.
The class teacher pays attention to what adjectives the student uses to describe himself.
Stage stars.
Students of the class are invited to choose in advance their favorite singer or singer. The singer must be of the same sex as the child. Students also prepare a phonogram in advance (themselves or the teacher will help them with this). The task of the child is to speak to the class in the image of the chosen star, using the recordings of the song. Such a diagnostic technique helps students to overcome fear, insecurity, forms a positive attitude of class students to each other.
My favourite things.
The students of the class are invited to fill out the questionnaire, continuing the sentences.
Favorite color - :
Favorite name - :
Favorite tree - :
Favorite flower - :
Favorite fruit - :
Favorite berry - :
Favorite holiday - :
Favorite day of the week - :
Favorite singer (singer) -:
Favorite animal - :
Favorite book - :
Fairy tales
Primary school students enjoy writing essays, stories, fairy tales. In their small works they are quite sincere, they talk about their joys and sorrows, demonstrate their problems that need to be solved. The technique of writing fairy tales enjoys great success with students. In elementary school (grades 1-2), students can be asked to write fairy tales on the following topics:
Tale of my portfolio.
An unusual story about an ordinary diary.
Fairy holidays.
Unusual adventures of an ordinary schoolboy.
A fairytale story about...
Students themselves determine the topic "how" (how I learned my lessons, how I did not want to go to school, how I overslept, etc.)
Compiling fairy tale stories helps students to deal with manifestations of their negative emotions, insecurity, fear, and negative qualities of character.
7. What's in my heart
The students in the class are given hearts cut out of paper. The class teacher gives the following task: “Guys, sometimes adults say that they have a “light heart” or a “hard heart.” Let's determine with you when it can be hard and when it's easy, and what it can be connected with. To do this, on one side of the heart, write the reasons why your heart is heavy and the reasons why your heart is light.You can color your heart in the color that matches your mood.
Diagnostics allows you to find out the causes of the child's experiences, to find ways to overcome them.
8. Thermometer
Before the diagnosis procedure, the teacher conducts a preliminary conversation with the students, during which he presents an object that is in every home. This is a thermometer. The teacher explains to the children that at a high temperature a person feels bad, anxious - 38, 40, 41 (he writes the numbers on the board). The normal human temperature is 36.6. He has no anxiety, everything is fine, he is doing well, he is healthy. A person's temperature can be 35. At this temperature, a person experiences weakness, fatigue, lack of interest and desire to do something. After the explanation, the teacher invites the students to play the game. He will name the subjects, and the children are invited to dream up and name or write the temperature that they conditionally appear when naming this subject. For example:
Russian language - 39
Mathematics - 36.6
This allows you to determine the degree of anxiety of younger students, which is associated with educational activities.
9. Paints
Students in the class receive a set of paints or felt-tip pens, as well as sheets of drawing paper. 10 circles are drawn on each sheet, the following school-related items are inscribed in each circle: bell, book, teacher, portfolio, class, physical education, school, lesson, homework, notebook. The task of the students is to color the circles in one color or another.
If a child paints objects dark or black, this indicates that he experiences negative emotions in relation to this object.
10. Photography.
This diagnostic technique is appropriate to use at the end of teaching students in the first grade. They are invited to act as photographers - to take a picture of their class. To do this, each student receives a sheet of paper with squares (according to the number of students in the class). In these squares, students should place themselves and their classmates, as in a group photo. The student replaces each "photo" with the name of his classmate. The class teacher draws attention to where in the photo the student places himself, his friends, his classmates, with what mood he does the work.
11. Mood
Students are given a list of the subjects they are studying. Three faces are depicted next to each item (cheerful, sad, neutral). The student is given the right to choose the face that most often corresponds to his mood when studying this subject and emphasize it on a piece of paper.
For example:
Mathematics (smiley face)
Physical education (sad face)
The technique allows you to see the student's attitude both to learning in general and to the study of individual subjects.
School of the Future
Students are asked to determine what should be taken to the school of the future from the school of today, as well as what should not be taken. To do this, the guys are given sheets of paper with two columns: (+) you need to take, (-) you do not need to take.
If students enter in the column (-) a teacher, a lesson, then this indicates that these concepts cause anxiety in the student, which does not contribute to the formation of positive learning motivation.
Wizard
Students are encouraged to play wizards. Everyone gets a magic wand and turns school items into various animals (at their discretion). For example, school textbooks are laid out on the table, the student approaches the table, touches the textbook with a magic wand, and it turns into: Into whom? Students should explain why they turn the textbook into this particular animal. This technique makes it possible for the child to express his emotional experience associated with the study of each academic subject.
Ranking of academic disciplines
The students of the class are invited to rank (arrange in order of importance for themselves) the academic disciplines that are studied at school and justify the significance of each subject in one or two words. For example, mathematics is interesting, etc. This study allows you to identify the learning interests of students, to determine what explains the learning priorities of students.
forest school
Students are invited to dream up a lot and go to the forest school on September 1st. After visiting the forest school, the guys should talk about what they saw there, answering the following questions:
What does the forest school look like?
What subjects are in the forest school timetable?
Who teaches animals in the forest school?
What kind of a forest school teacher is he?
What grades are given in the forest school?
How do animals study in the forest school?
Fantasizing and making up a story about the forest school, the guys convey their feelings and their perception of the educational process, which they themselves empathize with. If a child describes the forest school negatively, he signals to us about his problems and the failures of real school life.
The writing
Students without prior preparation and special warning are invited to write an essay on one of the following topics (optional):
What do I know about Russian?
What do I know about mathematics?
My most favorite subject.
My favorite activity.
My saddest day at school.
My happiest day at school.
My day off.
What do I think about my studies at school.
How do I want to end the school year?
My school difficulties.
Essays can be analyzed according to various criteria. One of the criteria for analysis is the student's choice of the topic of the essay. If a student writes an essay and chooses, for example, "My saddest day at school", then this topic or problem dominates all others, causes anxiety, and requires an immediate solution.
The most important thing is that the compositions of the children should not be left without the attention of an adult. Based on the results of work on the essay, it is possible to organize extracurricular work with students: individual work with students: individual consultation, educational assistance, mutual assistance, etc.
Methodology "Symbolic tasks to identify the "Social - I"
Target : identification of self-esteem of younger students as a component of the Self-Concept (according to B. Long, R. Ziller, R. Henderson)
Instructions: Experimenter: “Children! Look at the circles that make up the triangle - these are the people around you: parents, teachers, friends, grandparents, just acquaintances. Draw a circle anywhere to represent you.
Interpretation: If a circle meaning "I" is drawn inside a triangle, the subject perceives himself as part of the whole
Methodology "Symbolic tasks to identify the" Social -I "
Purpose: to identify self-esteem of younger students as a component of the Self-Concept (according to B. Long, R. Ziller, R. Henderson)
Instruction: A task is proposed where people are depicted in the form of circles. Experimenter: “Children! Look at the line with 8 circles:
1 2 3 4 5 6 7 8 9
Each circle represents a person. Choose a circle that symbolizes you personally, other circles will designate people close to you: parents, friends, teachers. The numbers of circles on the individual study protocol are not indicated.
Questionnaire for assessing the level of school motivation (grades 1-4)
Questionnaire for assessing the level of school motivation N. Luskanova
Purpose: to study the level of educational motivation of students. It includes 10 questions reflecting the attitude of children to school and learning. Questions of the questionnaire are built according to the closed type and require the choice of one of three answers. At the same time, the answer, indicating a positive attitude towards school and a preference for learning situations, is estimated at 3 points; neutral answer - 1 point; the answer, which makes it possible to judge the negative attitude of the child to the school situation, is estimated at 0 points.
not really
Like
I do not like
want to stay at home more
it's not always the same
I go with joy
Don't know
would stay at home
would go to school
I do not like
it's not always the same
Like
I would like to
would not like
Don't know
Don't know
would not like
I would like to
often
rarely
I don't tell
I do not know for sure
I would like to
would not like
few
lot
no friends
like
not really
do not like
Do you like school?
When you wake up in the morning, are you always happy to go to school or do you often feel like staying at home?
If said that tomorrow it is not necessary for all students to come to school, that those who wish can stay at home, would you go to school or stay at home?
Do you like it when you cancel some classes?
Would you like to not be given homework?
Would you like to see only changes in school?
Do you often tell your parents about school?
Would you like to have a less strict teacher?
Do you have many friends in your class?
Do you like your classmates?
Key
The number that can be obtained for each of the three answers to the questionnaire questions.
grade for the 1stscore for 2nd answer
mark for 3rd answer
First. 25-30 points - a high level of school motivation, activity.
They have a cognitive motive, the desire to most successfully fulfill all the requirements of the school. Students clearly follow all the instructions of the teacher, are conscientious and responsible, they are very worried if they receive unsatisfactory grades. In the school theme, they depict the teacher at the blackboard, the process of the lesson, the material, etc.
Second level. 20-24 points - good school motivation.
Similar indicators have the majority of primary school students who successfully cope with the curriculum. In drawings on a school theme, they also depict situations, and when answering questions, they show less dependence on strict requirements and norms. This level of motivation is the average norm.
Third level. 15-19 points - positive for the school, but the school attracts such children with extracurricular activities.
Such children feel quite well at school, but they go to school more often to communicate with friends, with. They like to feel like students, have a beautiful portfolio, pens, notebooks. Cognitive motives in such children are formed to a lesser extent, and the educational process does not attract them much. In drawings on a school theme, such depict, as a rule, school, but not educational situations.
Fourth level. 10-14 points - low school motivation.
These children attend school reluctantly, prefer to skip classes. In the classroom, they often engage in extraneous activities, games. Experiencing learning difficulties. They are in a state of unstable adaptation to school. In drawings on a school theme, such children depict game plots, although they are indirectly connected with the school.
Fifth level. Below 10 points - a negative attitude towards school, school maladaptation.
Such children experience serious problems in learning: they do not cope with educational activities, they experience problems with classmates, in relationships with the teacher. School is often perceived by them as a hostile environment, where they find it unbearable to stay. Small children (5-6 years old) often cry, ask to go home. In others, students may show aggression, refuse to complete tasks, follow certain norms and rules. Often these students have neuropsychiatric disorders. The drawings of such children, as a rule, do not correspond to the proposed school theme, but reflect individual preferences.
The study of self-esteem of younger students.
Modification of the Dembo-Rubinstein technique.
Purpose: study of student self-esteem. Equipment: a form made of checkered paper, on which seven parallel vertical lines 10 cm long are drawn, each with a dot in the middle. The lines are signed in accordance with the scaled qualities: "growth", "kindness", "mind", "justice", "courage", "honesty", "good friend" (the list of qualities can be changed).
Operating procedure. The child is presented with a form. Instruction to the subject: “Imagine that all the students of our class are located along this line according to ... (name of quality). At the top point is the most ... (maximum quality), at the bottom - the most ... (minimum quality). Where would you place yourself?
After self-assessment of all qualities, a conversation is held with the child in order to clarify the meaning that he puts into each of the names of the quality (except for growth), to find out what he lacks in order to place himself at the very top of the line for a certain quality. The child's responses are recorded. In a conversation, thus, the cognitive component of self-esteem is clarified.
Data processing. The scale is divided into twenty parts (cells) in such a way that the middle is between the tenth and eleventh. The mark placed on the scale is assigned the numerical value of the corresponding cell.
The level of self-esteem is presented from +1 to -1. The emotional component of self-esteem is determined by its height, reflecting the degree of self-satisfaction. In the area of positive values, three levels of satisfaction are distinguished (0.3 - low; 0.3-0.6 - medium; 0.6-1.0 - high). The level of dissatisfaction with oneself is in the area of negative values. The growth scale is not taken into account, it is needed only to explain to the child what the experimenter wants from him.
The scores on all other scales are summed up and divided by six. This is the average level of self-esteem of this student.
A.I. Lipkina "Three assessments".
Pupils are invited to complete the learning task in writing in the Russian language and mathematics. The psychologist, together with the teacher, gives the work of students three grades: adequate, overestimated, underestimated. Before handing out the papers, the students are told: “Three teachers from different schools checked your work. Everyone had their own opinion about the completed task, and therefore they gave different marks. Circle the one you agree with.
1. What kind of student do you consider yourself: average, weak or strong?
2. Your work deserves a grade of "3", but the teacher gave you a "5". Will you be happy about it or will it make you sad?
3. Which grades make you happy, which ones upset you?
The level of self-esteem of schoolchildren is determined on the basis of the data obtained for the following indicators:
– coincidence or mismatch of self-assessment with an adequate assessment of the teacher;
– the nature of self-assessment argumentation:
a) argumentation aimed at the quality of the work performed;
b) any other reasoning.
– the stability or instability of self-esteem, which is judged by the degree of coincidence of the mark set to oneself and the answers to the questions posed.
Stage 2:
This methodology is a modified version of the Child Personality Questionnaire designed for children aged 8–12 years.
The personal questionnaire consists of 12 factors (scales) that help determine the direction of personality formation and, as a result, identify possible “weak points” in order to take timely measures to correct them.
Each scale considers a certain personality quality in the extent between its extreme manifestations, for example, withdrawn-gullible, and measures it in scale units with a minimum value of 1 point, a maximum of 10 and an average of 5.5 points. Accordingly, the quality under study is characterized bipolar, the extreme values of which are indicated by the signs “+” or “−››, located to the right and left of the letter of the alphabet, denoting the factor.
This methodology is designed in such a way that the questions that make it up are understandable for students of all categories.
The Children's Personality Questionnaire includes 120 questions that cover almost all areas of children's lives: relationships within the family with relatives and friends; relationships at school, class, with peers; behavior in various social contexts; social attitudes, self-esteem, level of motivation.
The questionnaire consists of two parts, each of which contains sixty questions. The test questions have two answer options, except for factor B, which has three options.
All scales, and there are only 12 of them, contain 10 questions (five in each part), and each meaningful answer is estimated at 1 point. The sum of points on each scale is translated into special scores - "walls" using special tables. The extreme answer options -1 and 10 are extremely rare. However, as studies have shown, this technique allows you to get an adequate idea of the gender and age characteristics of schoolchildren and has high differentiating capabilities.
Questionnaire data can be distorted and give an unreliable result due to the presence in the unconscious of the subject of any installation or desire to “be good”, “like” the experimenter or prove that “he is better than they unfairly think about him”. In order to minimize this probability of error, the questions are formed as neutrally and balanced as possible, so that positive and negative answers make an equal contribution to the score of the scales. This technique is aimed at the study of character. This means that there can be no “right” or “wrong” answers here. When evaluating the results of the study, a key is used that is superimposed on the questionnaire, and both parts of the test are identical for processing. Each factor on the template has a letter designation, and those answers that match the template are scored 1 point. After that, the scores of the first and second parts are summed together for each factor. The resulting score is a preliminary "raw" score, which is recorded at the bottom of the questionnaire against the relevant factor. After that, the preliminary estimates are converted into standard ones.
The study of the child's self-esteem using the technique"Ladder"
Method "Ladder"
This technique is designed to identify a system of ideas about how he evaluates himself, how, in his opinion, other people evaluate him, and how these ideas correlate with each other.
Purpose of the study: to determine the features of the child's self-esteem (as a general attitude towards himself) and the child's ideas about how other people evaluate him.
Material and equipment: a drawn ladder, a figure of a man, a sheet of paper, a pencil (pen).
Research Procedure: The technique is carried out individually. The research procedure is a conversation with the child using a certain rating scale, on which he places himself and presumably determines the place where other people will put him.
Conducting a test: The child is given a piece of paper with a ladder drawn on it and the meaning of the steps is explained. It is important to see if you understand your explanation correctly. If necessary, repeat it. Then questions are asked and answers are recorded.
Analysis of results: First of all, they pay attention to the fact that the child put himself on the step. It is considered normal if children of this age put themselves on the “very good” and even “best” children. In any case, these should be the upper steps, since the position on any of the steps (and even more so on the lowest one) does not indicate an assessment, but a negative attitude towards oneself, self-doubt. This is a very serious violation of the structure, which can lead to depression, neuroses in. As a rule, this is associated with a cold attitude towards children, rejection or a harsh, authoritarian upbringing, in which the child himself is devalued, who comes to the conclusion that he is only loved when he behaves well. And since children cannot be good all the time, and even more so cannot meet all the claims, fulfill all their requirements, then, naturally, children in these conditions begin to doubt themselves, their abilities and the love of their parents for them. Also, children are not confident in themselves and in parental love, which they do not do at home at all. Thus, as we see, extreme neglect of the child, as well as extreme authoritarianism, constant guardianship and control, lead to similar results.
Specifically, the attitude of parents to the child and their requirements are indicated by the answers to the question of where adults will put them - dad, mom, teacher. For a normal, comfortable feeling of self, which is associated with the appearance of a sense of security, it is important that one of the adults put the child on the very step. Ideally, he can put himself on the second step from the top, and his mother (or someone else from his family) puts him on the highest step.
The study of the child's self-esteem using the technique "Ladder"
The child is shown a drawn ladder with seven steps, where the middle step looks like a platform, and the task is explained.
Instruction: “If all the children are seated on this ladder, then good children will be on the top three steps: smart, kind, strong, obedient - the higher, the better (they show: “good”, “very good”, “the best”). And on the bottom three steps there will be children - the lower, the worse (“bad”, “very bad”, “the worst”). On the middle step, children are neither bad nor good. Show me which step you put yourself on. Explain why?" After the child’s answer, he is asked: “Are you really like this or would you like to be like that? Mark who you really are and who you would like to be. “Show me what step your mother would put you on.”
A standard set of characteristics is used: "good - bad", "kind - evil", "smart - stupid", "strong - weak", "brave - cowardly", "the most diligent - the most careless". The number of characteristics can be reduced. In the process of examination, it is necessary to take into account how the child performs the task: hesitations, ponders, argues his choice. If the child does not give any explanation, he should be asked clarifying questions: “Why did you put yourself here? You always like this?" etc.
The most characteristic features of the task, characteristic of children with high, adequate and low self-esteem.
adult: "I'm good. Good and no more, that's what my mother said.Inadequately high self-esteem
2. After some thought and hesitation, he puts himself on the highest step, explaining his actions, names some of his shortcomings and mistakes, but explains them by external reasons beyond his control, believes that the assessment of adults in some cases may be somewhat lower his own: “Of course, I'm good, but sometimes I'm lazy. Mom says I'm sloppy."
Heightened self-esteem
3. Having considered the task, he puts himself on the 2nd or 3rd step, explains his actions, referring to real situations and achievements, considers that the adult's assessment is the same or slightly lower.
Adequate self-esteem
4. Puts himself on the bottom steps, does not explain his choice or refers to the opinion of an adult: "Mom said so."
Low self-esteem
If the child puts himself on the middle step, this may indicate that he either did not understand the task or did not want to complete it. Children with low self-esteem due to high anxiety and self-doubt often refuse to complete the task, answering all questions: “I don’t know.” Children with developmental delay do not understand and do not accept this task, they act at random.
Inadequately high self-esteem is characteristic of children of primary and secondary preschool age: they do not see their mistakes, they cannot correctly assess themselves, their actions and actions.
Self-assessment of children of 6-7 years of age is already becoming more realistic, in familiar situations and habitual approaches to adequate. In an unfamiliar situation and unusual activities, their self-esteem is inflated.
Low self-esteem in preschool children is considered as a deviation in personality development.
Diagnostics of the level of upbringing and the level of self-esteem
A set of methods for tracking some aspects of the moral development of junior and secondary schoolchildren (Gilbukh)
Questionnaire "My class"
Can be used in II - VII classes.
The methodology consists of 15 questions divided into five blocks. In each separate block of three questions: the 1st question measures the degree of satisfaction with school life, the 2nd - the degree of conflict in the class (as it is perceived by individual students and the class as a whole) and the 3rd - the degree of class cohesion (again - how this quality is reflected in the minds of students).
These questions are presented on a form that has the following form:
Point totals:
degree of satisfaction (S) - 10;
degree of conflict (K) - 9;
degree of cohesion (C) - 12.
Filling out the questionnaire by students on average takes 5-10 minutes.
When it is presented to the class, the following instruction is given (oral):
“The questions on this questionnaire are designed to establish what your class is like. Circle 'Yes' if you agree with this statement and circle 'No' if you disagree with this statement.
Don't forget to sign your first and last name at the top of the back of the form.
Rules for scoring (in the column "For the teacher"):
Questions that do not have an “o” (inverse) symbol next to them in the “For the teacher” column are scored “3” if the answer is “Yes” and a score of “1” if the answer is “No”. Questions with the “o” symbol are evaluated in the opposite ratio (i.e., if the answer is “Yes”, the score is 1, and if the answer is “No”, the score is 3.
For questions left unanswered, or with answers that are given in violation of the rules, a score of 2 is given.
To obtain a score for this dimension, the scores for the five related questions are summed. For example, an overall satisfaction score is obtained by summing the scores for questions 1, 4, 7, 10, 13.
The example above shows how the overall scores were obtained: 10 for satisfaction, 9 for conflict, 12 for cohesion.
This technique allows diagnosing, first of all, the attitude of individual students to their class. At the same time, it makes it possible to obtain a generalized characterization of it. To do this, for each of the three parameters, the average score is displayed (according to the formula for calculating the arithmetic mean).
Questionnaire form "My class"
Remember that you characterize your current class as it is today.Circle your answer
For the teacher
1. Children enjoy learning in our class
Yes
No
2. Children in the classroom are always fighting with each other.
Yes
No
3. In our class, every student is my friend.
Yes
No
4. Some students in our class are unhappy.
Yes
No
About 1
5. Some of the kids in our class are average.
Yes
No
6. I am not friends with some children in our class.
Yes
No
7. The guys in our class go to school with pleasure.
Yes
No
8. Many children in our class like to fight.
Yes
No
9. All students in our class are friends
Yes
No
10. Some students don't like their class.
Yes
No
11. Individual students always strive to stand their ground.
Yes
No
12. All students in our class treat each other well.
Yes
No
13. Our class is fun
Yes
No
14. Children in our class quarrel a lot.
Yes
No
15. Children in our class love each other like friends.
Yes
No
Test of incomplete sentences "My class and my teacher"
Can be used from grade III. The option in brackets is used in middle and high school. Each student is given a form with the following unfinished sentences:
The described test belongs to the category of projective. In tests of this category, the stimuli to which the subject must respond are deliberately chosen to be as vague as possible. This is precisely what prompts the subjects in their answers to express ("project") their own, sometimes the most intimate, thoughts, feelings, and moods. So is this test. With it, you can determine the mood of students, their degree of satisfaction with school life, the psychological climate in the classroom, etc.
When summarizing the test results for each incomplete statement, the percentage of students whose answers reflected positive attitudes, assessments and moods, and the percentage of students whose answers to this question expressed negative attitudes are determined. Then the number of questions on which more than 50 percent of the students expressed positive attitudes is determined. This indicator is used in assessing the level of moral development of students in the compared classes, as well as the progress made in this regard by a certain class over a more or less long period of time (at least one academic quarter).
1. I am the best learner if _______________________________________
2. I am happiest when my teacher(s)__________________
3. In our class, collaborative work with classmates is ______________
4. My teacher(s) think(s) that I am ___________________________
5. When I ask questions, my teacher(s)_____________________
6. When I get lost, my teacher(s)__________________________________
7. Our class is ___________________________________________________
8. What I like most about my teacher(s) is________________
9. When I do a good job, my teacher(s)__________
10. The least thing I like in my class is _____________________________
11. Only my teachers _________________________________________________
12. Most of all in my class I like _____________________________
Studying the moral values of students' families in the "Family Book" project
Teacher:
The project "Family Book" allows you to involve parents in the educational process. Having gathered at the family table, children and adults remember memorable dates and events, restore the genealogical tree of their family.
The book contains sections:
1. Drawing "My family"
2. Dictionary of the family
3. Family tree
4. Memorable dates
5. My home
6. Favorite activity for the whole family
In the design of the "Family Book" students show their creativity and imagination. The book helps me to look at the families of students through the eyes of children, provides an opportunity to study the moral values of the family.
Studying the interests, hobbies, dreams of a child about the future in the Star of the Week project
Teacher:
I fully agree that in order to increase a child's self-esteem, it is necessary to carry out purposeful work every day. Address the child by name, praise him even for minor successes, celebrate them in the presence of other children. Moreover, the child must know why he was praised. In any situation, you can find a reason to praise the child.
And so that others know about the achievements of each student, the Star of the Week stand was set up in the classroom, on which once a week all the information is devoted to the success of a particular child.
Each child thus gets the opportunity to be the center of attention of others. Headings for the stand, their content and location are discussed jointly by adults and children.
1. I draw
2. I can
3. I love
4. I dream
5. I want to learn
6. When I become an adult
7. My friends
Methodology "Coat of arms of the team"
Teacher:
To determine the students' understanding of the direction of the team and the level of its cohesion, I use the technique "Coat of arms of the team".
The technique includes two stages.
At the first stage each student draws his emblem on the album sheet. It displays your own name, favorite activities and hobbies. The emblem is placed in a circle, square, triangle or rectangle of the child's choice. The teacher notes which form each student chose.
A circle - a symbol of harmony. The one who chooses the circle is genuinely interested in good interpersonal relationships.
Square - an indefatigable worker. Diligence, diligence, the need to bring the work begun to the end, perseverance, which allows you to achieve completion of the work - this is what, first of all, true squares are famous for.
Triangle - a very confident person who wants to be the first in everything. Energetic, irresistible, strong personalities who set clear goals and, as a rule, achieve them.
Rectangle – symbolizes the state of transition and change. These are people who are dissatisfied with the way of life that they lead now, and therefore are busy looking for a better position.
In addition, the teacher draws attention to the presencezigzags in the emblem, which speaks of a creative person.
Writing own name talks about the child's attitude to himself, about his self-esteem and level of claims.
At the second stage teamwork is offered. Students are divided into three subgroups. Each of them receives symbols cut out of paper: an umbrella, a book, a globe, a cactus, a lighthouse, an ambulance, etc. The teacher explains each symbol. For example, a book is an interest in knowledge; umbrella - the desire to “shelter” classmates from problems, experiences; globe - the desire to travel, explore the world, etc. From these symbols you need to make up the coat of arms of the class, reflecting the main purpose of the team and the direction of its activities. The received coats of arms are considered by the whole class, the best one is chosen, symbols are added to it, which are missing in the opinion of the guys. After that, the final version is placed in the corner of the classroom.
Studying the level of upbringing of students (method Kapustin N.P.)
Teacher:
The study of the level of upbringing is carried out according to the method of Kapustin N.P. Such personality traits are assessed that must be developed in oneself in order to achieve success. The score is given on a five-point system.
For each quality, one arithmetic mean score is displayed. As a result, each student has 5 grades. Then 5 grades are added up and divided by 5. The average score is a conditional definition of the level of upbringing. An indicator of a student's upbringing is the presence of socially significant qualities. According to the level of their formation, a general assessment of the upbringing of schoolchildren is given.
Speaking of younger students, it is necessary to keep in mind the age characteristics of students. At 6-8 years of age, personality attitudes and moral foundations are laid.
Scheme of expert assessment of the level of upbringing
(method of N. P. Kapustina)
Personal qualities that you need to develop in yourself in order to achieve success
I rate myself
The teacher evaluates me
Final grades
Curiosity:
I'm interested in learning
I'm interested in finding answers to incomprehensible questions
I always do my homework
I strive to get good grades
Diligence:
I am diligent in my studies
I am attentive
I am independent
I help others in business and ask for help myself
I like self-service at school and at home
Attitude towards nature:
I protect the earth
I take care of the plant
I take care of animals
I take care of nature
Me and school
I follow the rules for students
I follow the rules of school life
I am kind to people
I participate in class and school affairs
I am fair in dealing with people
Great things in my life
I am neat and tidy
I follow the culture of behavior
I care about health
I know how to correctly distribute the time of study and rest
I have no bad habits
Evaluation of results:
5 - always
4 - often
3 - rarely
2 - never
1 - I have a different position
For each quality, one arithmetic mean score is displayed.
As a result, each student has 5 grades.
Then 5 grades are added up and divided by 5. The average score is a conditional definition of the level of upbringing.
Average score
5 - 4.5 - high level (c)
4.4 - 4 - good level (x)
3.9 - 2.9 - average level (s)
2.8 - 2 - low level (n)
Summary data sheet of the study of the level of upbringing of class students
No. p / pSurname, name of the student
Curiosity
Diligence
Attitude towards nature
me and school
wonderful in my life
Average score
Level of upbringing
myself
teacher
myself
teacher
myself
teacher
myself
teacher
myself
teacher
myself
teacher
myself
teacher
myself
teacher
In class _% of students:
have a high level of education
have a good level of education
have an average level of education
have a low level of education
Mood flower test
Teacher:
The Mood Flower method is based on the psychological test "Color - Mood". Children are invited to choose a card of a color that they think corresponds to their current state, mood.
Test key:
Red– delight
Orange- joy
Blue- anxiety
Violet- anxiety
Green– calmness
Yellow- pleasure
Black- gloomy
The study of life motives of a person using a questionnaire
Teacher:
The study of life motives of a person is carried out with the help of a questionnaire. Students choose an answer. Using the key, the answers are classified into three types of orientation: “on oneself”, “on interaction”, “on the task”. For example, “for yourself”: be healthy, live happily, have fun. "On the task": the presence of an interesting business, passion for the occupation. "On interaction": the desire to help others, the presence of friends.
Questionnaire text:
1. I would study even better if:
A. The teacher found an individual approach to me.
V. Pushed for more interesting joint work.
S. Caused a discussion on the issues under consideration.
2. At school I would like to:
A. To make decisions collectively.
V. A. Learn to learn.
3. My task at the end of elementary school:
A. Learn to learn.
B. To make others happy with my knowledge.
C. Help others when the opportunity presents itself.
4. My task after graduation from high school:
A. Become a cultured, educated person.
C. To achieve a high appreciation of others.
C. Develop as a person.
5. The main role of the school should be:
A. In preparing students for work in their specialty.
B. In the development of individual abilities and
C. Teaching children to do good for other people
6. I would like to be known as those:
A. Who has been successful in business.
B. Who contributes to the development of society.
C. Who is distinguished by friendliness and affability
7. It seems to me that I am capable of maximum effort when:
A. I work with nice people.
Q. The job satisfies me.
C. My efforts have been sufficiently rewarded.
8. In the future I have plans:
A. Master a profession, find your calling in life.
C. Lead a moral life.
C. Have an interesting social circle.
9. I would like:
A. Become rich and admired by others.
B. Help others in a common cause.
C. Become a scientist.
10. The most important thing for me to know:
A. What I want to do.
B. How to achieve the goal.
The key to the survey.
No. p / pMost
3. A 8. B
4.C 9.C
5. From 10.B
Methodology "The ability of junior schoolchildren to the knowledge of universal spiritual values"
Target : studying the ability of younger schoolchildren to cognize universal spiritual values.
Instruction: A blank sheet of paper is placed in front of each child and they say: “I want to see how you can invent, imagine. Think up and draw a picture for one of the beautiful words, such as: LOVE, PEACE, FRIENDSHIP, CARE, KIND, RESPECT.
It can be a picture that never existed and that no one invented before you - which is not in books, nor in fairy tales, nor in cartoons.
When the children complete work on the drawing, they are asked to write a word to their drawing, if the child finds it difficult to do this, the teacher-experimenter writes the word.
The experimenter says: “Now tell me about your drawing.”
If the child cannot independently compose a story according to his drawing, then the experimenter can ask several questions, for example:
Why did you decide to draw Love (as well as other values)
in the form of such a marvelous flower (rose, chamomile, bell, etc.), animal, etc.?
Does this flower grow in your house? Does this animal live in your home? etc.
What does this flower represent? This animal? etc.
Does it live alone or with someone else?
Does he have friends? Who? - Is there anything that the flower (animal) is afraid of, what is it afraid of, or is it not afraid of anything? (etc.)
The story and all the answers of the child are recorded in the protocol as verbatim as possible and are used for interpretation.
Interpretation:
It is important and necessary to assess in elementary school students:
1) the level of formation of concepts / ideas about such values as “love”, “peace”, “friendship”, “care”, “kindness”, “respect”, proposed as a subject for their creative activity;
2) the ability to operate with these concepts / ideas in the process of learning and communication;
3) the ability to imagine and display / project the learned concepts of moral and spiritual values in the form of specific images / ideas.
Assessment during diagnosis is carried out according to a 5-point system:
1 point - low level,
2 points - borderline level,
3 points - sufficient level,
4 points - good level,
5 points - optimal (high) level.
Chapter 3. Social position "I am in society"
The very concept of "personality" is a social characteristic of an individual, which is interconnected with his genetic and biological inclinations.
Psychologists define personality as a stable system of all social qualities acquired and developed in the process of human interaction with other people.
Under the social qualities of a person, it is customary to understand those that contribute to the achievement of socially significant goals. There is no single classification of such qualities, but, nevertheless, they can be conditionally divided into intellectual and psychosocial.
Intellectual qualities should include such mental qualities that affect cognitive activity: self-awareness, the ability for analytical and synthetic activities, self-esteem, susceptibility to the new, the ability to identify risks. This group of qualities also includes speech abilities: clarity, accuracy, correctness, expressiveness and logical presentation of thoughts. The psychological social qualities of a person include:
emotional (for example, dignity, honor);
behavioral (will, purposefulness);
communicative (openness, tolerance);
creative abilities of the individual.
One of the most important social qualities of a person is self-awareness. This complex characteristic includes accepting oneself and people for who they really are; the ability to rely not on the opinions of other people, but on your own experience, feelings and mind; the ability to assess life situations impartially, to take responsibility in any life situations. This also includes the readiness to accept criticism, the ability to overcome resistance, making every effort in order to achieve the goals set for oneself.
It is important to understand that the social qualities of a person are not transmitted genetically, by inheritance. They develop and change throughout life. The mechanism of formation of social qualities of a person is rather complicated. Psychologists call it the capacious word socialization. Its stages conditionally coincide with the stages of a person's age development, while they are associated both with the development of primary ideas about the world and the nature of human relationships, and with the acquisition of special knowledge and skills, and adaptation to a professional subculture.
On the other hand, the formation of the social qualities of a personality is determined by its structure. In psychology, there are several approaches to its description. In particular, the famous scientist K.K. Platonov put biologically and socially determined traits as the basis for structuring the personality. The lower level is temperament, age and sex characteristics of the personality, features of the nervous system. At the next level are various mental processes: thinking, memory, perception and other innate abilities. Then follows the level of experience of the individual in the process of his social activity. At the top of this conditional pyramid is the orientation of a person, the peculiarity of his character and worldview, as well as self-esteem. According to K.K. Platonov, all these levels form the integral structure of the personality.
The structure of personality allows a person to play a certain role in society, to occupy a specific social position. The social qualities of a person change because his social environment cannot be unchanged. There are, of course, factors of socialization, the value of which is invariably preserved throughout a person's life: nationality, mentality, state structure, natural and geographical conditions (it is proved that they also influence the formation of a person). Other factors are not so stable in their influence on personality. This is a family, peers, educational institutions and industrial enterprises, mass media, belonging to various subcultures. They can change over the course of their lives.
Thus, an individual becomes a person exclusively in the process of socialization, interaction, communication with other people. Outside of society, this process cannot take place.
In the social position “I am in society”, the teaching of primary school age realizes the need to familiarize themselves with society, consider themselves among others, assert themselves among others, self-realization.
“I and society” is a kind of social position in which the definition of one’s place in society, in social recognition, awareness of one’s “I” in the system of equal relations with other people is realized.
Putting himself in the position of "I am in society", the child tries to go beyond the children's way of life, to take a socially important and socially valued place. The child is not only aware of himself as a subject, but also feels the need to realize himself as a subject.
In educational activities, the teacher should pay attention to the group of children with a high level of self-esteem and the group of children with a low level of self-esteem.
When organizing extracurricular activities, include students in group work;
Learn to listen to others;
Cultivate a sense of empathy;
Evaluating the work, show both positive and negative points;
Justify ratings.
Do not make excessive demands on the child;
Do not use words that degrade the dignity of a person, i.e. evaluate the result of the activity, not the personality;
Involve students in teamwork;
When organizing extracurricular activities, appoint students to responsible positions;
Offer creative assignments in educational activities.
Conclusion
The information obtained in the course of pedagogical monitoring is the basis for identifying the individual dynamics of the quality of the student's development, to predict the activities of the teacher, to carry out the necessary correction, as well as a tool for notifying parents about the state and problems in education and the state of the child.
This work begins from the first days of schooling. To identify individual dynamics, it is necessary to know the starting capabilities of the children who entered the school. Therefore, at the beginning of September, a starting diagnostics was carried out at our school, which was compiled jointly with the school psychologist. It was based on the results of monitoring the general readiness of first-graders to study at school, the results of assessing their subject readiness for learning. A diagnosis of giftedness of students was carried out. The diagnostic results made it possible to set pedagogical tasks for the adaptation period.
Based on the results of the diagnostics, an analysis of the results obtained is carried out, which is reflected in the characteristics of the student, and allows the teacher, parents and the student himself to see the level of his individual development and the degree of compliance for a given period of study with the portrait of a graduate, which is clearly defined by new educational standards and a program of spiritual and moral development and upbringing.
Based on the analysis of the data, the success of the work over the past period is assessed and tasks for working with students for the coming year are set.
Annual tracking provides the teacher with invaluable assistance in building purposeful and effective work to achieve the quality of education, social adaptation and personal development of each child.
The results of diagnostic work are recorded in the Cards of individual development of students, which are invested in P student portfolio.
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Appendix
Individual personality characteristics
The spirit of competition.
Creativity, creativity.
Ability to think critically.
Curiosity.
Preoccupation with material success.
Decency.
Honesty.
Kindness.
Independence.
Intellectual development.
The need to follow the rules for students.
Enterprise.
Openness.
Having your own beliefs.
Equilibrium.
Organization.
Sense of humor.
Emotionality.
Sincerity.
social adaptability.
upbringing.
Mastering general educational knowledge, skills and abilities, certain standards.
The ability to distinguish between good and bad deeds of people.
Diligence in academic work, a steady interest in knowledge (teaching).
The need for a healthy lifestyle.
Method "Mittens" G.A. Zuckerman
Purpose of the study: the study of children's relationships with peers and communication skills.
Material: mittens cut out of paper (according to the number of participants), three multi-colored pencils.
Grading method: observation of the interaction of children working in pairs and analysis of the result.
Working process: conducted in the form of a game. For carrying out, mittens with various unpainted patterns are cut out of paper. The number of pairs of gloves corresponds to the number of pairs of participants. Children sitting in pairs are given one image of mittens to each and asked to decorate them in the same way, that is, so that they make up a pair. Children can come up with a pattern themselves, but first they need to agree among themselves which pattern they will draw. Each pair of students receives an image of mittens in the form of a silhouette (on the right and left hands) and the same sets of colored pencils.
Evaluation criteria:
the productivity of joint activities is assessed by the degree of similarity of patterns on mittens;
the ability of children to negotiate, come to a common decision, the ability to convince, argue, etc.;
mutual control in the course of performing activities: do children notice each other's deviations from the original plan, how they react to them;
mutual assistance in the course of drawing;
emotional attitude to joint activities: positive (they work with pleasure and interest), neutral (they interact with each other out of necessity) or negative (ignore each other, quarrel, etc.).
Assessment levels:
Low level : the patterns are clearly dominated by differences or there is no similarity at all. Children do not try to agree, everyone insists on his own.
Middle level : partial similarity - individual features (color or shape of some parts) are the same, but there are noticeable differences.
High level : mittens are decorated with the same or very similar pattern. Children are actively discussing a possible pattern; come to an agreement on how to color the mittens; compare methods of action and coordinate them, building a joint action; monitor the implementation of the adopted plan.
Sociometry. (J. Moreno). Methodology: Interpersonal relationships in the team.
Introductory remarks. This technique is also known in psychology under the name of "choosing a comrade in action." With the help of the methodology, it is possible to identify not only group cohesion - disunity, but also the “sociometric status” (position) of the student in the group. For the student's self-esteem, the level of his claims is significant, it is very important what classmates think about him, how they treat him, what kind of "status" (position, place) he has.
Key concepts: "collective", "system of relations", "status groups".
A class is a social group. It is divided into several subgroups, this distribution is very mobile and can be different in different systems of relations.
In a class team, the most significant systems of relations are three:
~ The system of relations that develops directly in the process of learning activities;
~ A system of relationships that develops on the basis of joint extracurricular activities (joint games, time spent in extracurricular activities, etc.);
~ A system of relationships that develops on the basis of the relationship of classmates' assessments of their personal qualities.
All three systems do not exist in isolation. The most significant in primary school age is the relationship that is formed on the basis of the results of educational activities.
status groups. There are status groups in the class:
- "stars", student leaders who are respected by most classmates;
- a group of "preferred", with whom they want to be friends, who are respected by at least a few classmates;
- a group of "neglected" - students who are positively treated by a few;
- a group of "isolated" - students with whom classmates are not friends.
Difficult teenagers appear from this group of younger schoolchildren.
Purpose of the assignment:
1. Identification of interpersonal relationships in a team of younger students.
2. Studying the position of the student in the class team.
Research objectives:
a) measuring the degree of cohesion-disunity in a group (class team);
b) identification of the most significant systems of relations in the group;
c) identification of the relative authority of group members on the basis of sympathy-antipathy (“stars”, leaders, rejected, etc.);
d) detection of intragroup close-knit formations (microgroups) and their informal leaders;
e) determination of the student's sociometric status, i.e. its place (position) in the system of systems of relations that add up in the collective.
Experience equipment. Materials: An alphabetical list of students in the class is recommended to be written on the board. Blank sheets of paper, three sheets for each student. In the upper right corner of each sheet, the numbers must be pre-set: 1,2,3 (sheet No. 1, sheet No. 2, sheet No. 3). In the upper left corner on each sheet, the student will write his last name.
The task is completed by all students in the class. The choice of a comrade "in action" only from the students of his class.
Research order. Before starting the work, it is necessary to conduct a “sociometric warm-up”: explain the task to the students. To give the task a more natural character, you can motivate it by the fact that for a good performance of a task you need to know not only what and how to do it, but also choose a comrade.
The questions you will ask students are called "selection criteria".
So, each student is given 3 sheets of blank paper with the numbers 1, 2, 3 in the upper right corner. In the upper left corner on each sheet, the student writes his last name.
Students are asked to answer three questions in sequence:
1. Which classmate would you invite to a birthday party?
2. With which classmate would you go on a dangerous journey?
3. With which classmate would you like to do your homework all the time?
After each question, students are asked to write the last name of their chosen classmates.
Processing and analysis of performance.
The completed sheets are divided into three piles according to the numbers of answers (1, 2, 3). For each group of relations (see Introduction to the task), a special matrix (table) is compiled, in which the results of the survey are entered.
The teacher needs to know the interests and hobbies of students, relationships with peers, relatives and adults, character traits, and the emotional state of the child. To do this, you can use the psychological and pedagogical methods of studying the personality of a younger student.
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DIAGNOSTIC METHODS FOR STUDYING THE STUDENT'S PERSONALITY
The teacher needs to know the interests and hobbies of students, relationships with peers, relatives and adults, character traits, and the emotional state of the child. For this cl. hands-l can use psychological and pedagogical methods to study the personality of ml. schoolboy. Such methods should be harmoniously included in educational work, not to injure children. Psychological and pedagogical diagnostics is one of the components of the pedagogical process. Psychological and pedagogical diagnostics is an assessment practice aimed at studying the individual psychological characteristics of the student and the children's team in order to optimize the educational process.
In the pedagogical process, diagnostics performs the following functions: informational, predictive, evaluative, developing.
Information functionis to:
Reveal the relative level of development of the child;
To identify the level of the state of pedagogical interaction;
Determine the main parameters of the future characteristics of the student.
predictive functionis to:
Contribute to the identification of potential development opportunities for students;
Determines the forecast of the organization of interaction with the student.
Evaluation functionis to:
Have an idea of the effectiveness of pedagogical interaction;
Determine the effectiveness of the use of various educational and training means in the pedagogical process.
Developmental functionis to:
Use diagnostic techniques to demonstrate to the student his capabilities and development prospects;
To create conditions for self-realization, self-awareness and self-development of the individual on the basis of diagnostics.
The main tasks of diagnostics in elementary school:
1. Determine the levels of development of the child.
2. To detect changes in the main characteristics and signs of personality for better or worse.
3. See the norm and deviation.
4. Analyze the received facts.
5. Establish the reasons for the changes.
6.Develop a plan for further work based on the results of the diagnostics.
When working with diagnostic methods, the class teacher must adhere to the following rules:
Rule One . The content of the methodology should imply the expected result.
Rule Two . Diagnostics should be sufficiently informative and create a wide field of research activities.
Rule Three . The results of the study should be analyzed by competent people.
Rule Four. Any results of the research should not be to the detriment of students and parents, but to the good.
Rule Five . Based on the results of the study, systematic corrective work should be carried out.
Rule six . The need for pedagogical diagnostics should be explained to students and their parents.
CONVERSATION is one of the main methods of pedagogical diagnostics. The conversation can become an important way in studying the intellectual and personal spheres of the child, his individual characteristics, his problems. This goal can be served by a conversation, both with the child himself and with adults who are part of his environment. The difference between a conversation and an ordinary conversation is that its content revolves around a narrow topic that is significant for a child and an adult.
The child acts as the answerer to the questions, and the adult acts as the questioner. In this regard, the method of conversation has disadvantages, namely: the weakness of the analysis and synthesis of information by the child; insufficiency of reflective abilities; fatigue and inattention; the difficulty of verbalizing experiences.
Positive results from the conversation can be expected if:
The teacher has the ability to create a favorable atmosphere for the conversation;
The teacher has such qualities as tact, sociability, "focus on the child";
The teacher has the ability to sympathize and empathize with another person;
Able to accurately perceive information and use it without distortion;
Shows flexibility in formulating questions to children;
The teacher knows how to formulate the question correctly.
OBSERVATION METHODmakes it possible to study the participation of the child in a particular type of activity without interfering with the natural process of this activity. Observation can be used when a conflict situation exists or is brewing and it is necessary to form an objective opinion about the student's behavior and actions.
The QUESTIONNAIRE makes it possible to study the motivation of students' actions, interests, a particular child or group of the class as a whole, the level of anxiety of students in the class. The questionnaire is effective in identifying students' attitudes to specific problems and phenomena.
PROJECTIVE TESTS allow you to study the attitude of students to the world, to themselves, significant activities, their social roles.
QUESTIONNAIRES provide an opportunity to identify the degree of influence of the team on the individual and the individual on the team, the position of children in the team and the degree of their significance in it.
GRAPHIC AND DRAWING TESTS. These tests allow you to study the attitude to the team, family relationships, interaction with teachers and parents.
WORKS help to study the intellectual skills of students, their horizons, personal qualities, attitude to world values, the worldview of the child.
My portrait in the interior
Before the children complete the task, the teacher shows them a photo frame on which to place interior items (a book, glasses, fruits, sports attributes, etc.). students are invited to draw their portrait and place the portrait in a frame of various objects. The subjects for the frame are proposed to be determined by the students themselves. The objects that the student will include in the interior of his portrait reflect the main interests of his life.
MY TEN "I's"
Students are given pieces of paper, on each of which the word “I” is written ten times. Students should define each "Self" by talking about themselves and their qualities.
For example:
I'm smart
I am beautiful, etc.
The class teacher pays attention to what adjectives the student uses to describe himself.
VARIETY STARS
Students are invited to choose their favorite singer or singer in advance. The singer must be of the same sex as the child. Students also prepare a phonogram in advance (themselves or the teacher helps them in this). The task of the child is to speak to the class in the image of the chosen star, using the recording of the song. Such a diagnostic technique helps students to overcome fear, insecurity, forms a positive attitude of class students to each other.
MY FAVOURITE THINGS
It is proposed to fill out a questionnaire, continuing the sentences.
1. Favorite color - ...
2. Favorite name - ...
3. Favorite tree - ...
4. Favorite flower - ...
5. Favorite fruit - ...
7. Favorite holiday - ...
8. Favorite day of the week - ...
9. Favorite singer (singer) - ...
10. Favorite animal - ...
Students in the class are preparing advertisements for the newspaper to participate in the competition. The advertisement must describe external data and internal qualities that allow you to win in the announced competition. The main requirement for self-promotion is sincerity.
FAIRY TALES
Primary school students enjoy writing essays, stories, fairy tales. In their small works they are quite sincere, they talk about their joys and sorrows, demonstrate their problems that need to be solved. The technique of writing fairy tales enjoys great success among students. In elementary school (grades 1-2), students can be invited to write fairy tales on the following topics:
1. A fairy tale about my portfolio.
2. An unusual story about an ordinary diary.
3.Fabulous holidays.
4. Unusual adventures of an ordinary student.
5.Fabulous story about how ...
The students themselves determine the topic “how” (how I taught the lessons, how I did not want to go to school, how I overslept, etc.).
Compilation of fairy tale stories helps students to deal with the manifestation of their negative emotions, insecurity, fear, negative qualities of character.
WHAT'S IN MY HEART
Students are given hearts cut out of paper. The teacher gives the following assignment: “Guys, sometimes adults say that they are “easy on the heart” or “heavy on the heart”. Let's determine with you when it can be hard on the heart, and when it's easy, and what it can be connected with. To do this, on one side of the heart, write the reasons why your heart is heavy, and the reasons why your heart is light. In this case, you can color your heart in the color that matches your mood.
Diagnostics allows you to find out the reasons for the child's experience, to find ways to overcome them.
THERMOMETER
Before the diagnosis procedure, the teacher conducts a preliminary conversation with the students, during which he presents an object that is in every home. This is a thermometer. The teacher explains to the children that at a high temperature a person feels bad, anxious - 38, 39, 40, 41 (writes the numbers on the board). Normal human temperature is 36.6. He has no anxiety, everything is fine, he is doing well, he is healthy. A person's temperature can be 35. At this temperature, a person experiences weakness, fatigue, lack of interest and a desire to do something. After the explanation, the teacher invites the students to play such a game. He will name the subjects, and the guys will be offered G It is necessary to fantasize and name or write the temperature that they conditionally appear when naming this object. For example (Russian language -39, mathematics - 36.6)
This allows you to determine the degree of anxiety of younger students, which is associated with educational activities.
PAINTS
Students in the class receive a set of paints or felt-tip pens, as well as sheets of drawing paper. 10 circles are drawn on each sheet, the following school-related items are inscribed in each circle: bell, book, teacher, portfolio, class, physical education, school, lesson, homework, notebook. The task of the students is to color the circles in one color or another.
If a child paints objects dark or black, this indicates that he experiences negative emotions in relation to this object,
PHOTO
This technique is appropriate to use at the end of the school year in grade 1. They are invited to act as photographers - to take a picture of their class. To do this, each student receives a sheet of paper with squares (according to the number of students in the class). In these squares, students should place themselves and their classmates, as in a group photo. The student replaces each photo with the name of the child. The class teacher draws attention to where in the photo the student places himself, his friends, his classmates, with what mood he does the work.
MOOD
Students are given a list of the subjects they are studying. Next to each item are 3 faces (cheerful, sad, neutral). The student is given the right to choose the face that most often corresponds to the mood when studying this subject and emphasize it on the piece of paper. The technique allows you to see the student's attitude both to learning in general and to the study of individual subjects.
WIZARD
Students are invited to play wizards, each receives a magic wand and turns school items into various animals (at their discretion). For example, school textbooks are laid out on the table, the student comes to the table, touches the textbook with a magic wand, and it turns into ... Who? They must explain why they are turning the textbook into this particular animal. This technique makes it possible for the child to express his emotional experience associated with the study of each academic subject.
FOREST SCHOOL
Students are invited to dream up a little and go to the forest school on September 1st. After visiting the forest school, the guys should talk about what they saw there by answering the following questions:
1. What does the forest school look like?
2. What subjects are in the forest school timetable?
3. Who teaches the animals in the forest school?
4. What kind of teacher is he at the forest school?
5. What grades are given in the forest school?
6. How do the animals study at the forest school?
Fantasizing and composing a story about a forest school, the child conveys his feelings and his perception of the educational process that he experiences himself. If a child describes the forest school negatively, he signals to us about his problems and the failures of real school life.
WRITING
Students without prior preparation and special warning are invited to write an essay on one of the following topics (optional):
1.What do I know about Russian?
2. What do I know about mathematics?
3. My favorite subject
4. My favorite activity.
5. My saddest day at school.
6. My happiest day at school.
7. My day off.
8. What do I think about my studies at school.
9. How do I want to finish the school year.
10. My school difficulties.
Essays can be analyzed according to various criteria.
One of the criteria for analysis is the student's choice of the topic of the essay. If a student writes an essay and chooses a topic, “My saddest day at school,” then this topic or problem dominates all others, causes anxiety, and requires an immediate solution.
The most important thing is that the compositions of the children should not be left without the attention of an adult. Based on the results of work on the essay, it is possible to organize extracurricular work with students: individual consultation, educational assistance, mutual assistance, etc.
WHAT IS GOOD AND WHAT IS BAD
Students are asked to continue the sentence.
A good school is...
Bad school is...
A good class is...
Bad class...
A good student is...
A bad student is...
A good teacher is...
A bad teacher is...
A good lesson is...
Bad lesson is...
A good answer is...
Bad answer is...
NOMINATION
Students are invited to take part in the celebration of school subjects. To do this, it is proposed to distribute school subjects in the following nominations: - the most interesting subject;
The most useful academic subject;
The most unnecessary academic subject;
The most difficult academic subject;
The easiest academic subject;
The most fun subject ever.
Then students are invited to come up with another nomination and determine for themselves which subject can be attributed to this nomination. This technique allows you to study the learning priorities of students, determine the benefits of school subjects for students,
