Psychological and pedagogical support for the development of the intellectual potential of first-graders in educational activities. Features of psychological and pedagogical support for the development of preschool children

In Russia, the development of psychological and pedagogical methods for diagnosing developmental disorders has its own history. Need to develop detection methods mental retardation arose in children at the beginning of the 20th century. in connection with the opening in 1908 - 1910. the first auxiliary schools and auxiliary classes. A group of teachers and enthusiastic doctors (E.V. Gerrier, V.P. Kashchenko, M.P. Postovskaya, N.P. Postovsky, G.I. Rossolimo, O.B. Feltsman, N.V. Chekhov and others .) conducted a mass survey of underachieving students in Moscow schools in order to identify children whose underachievement was due to intellectual deficiency.

The study was conducted by collecting personal data about children, studying pedagogical characteristics conditions of home education and medical examination of children. During these years, researchers experienced great difficulties due to the lack of scientific medical and psychological data on mental retardation. Nevertheless, it should be noted, to honor domestic psychologists, teachers, doctors, that their work on examining children was distinguished by great thoroughness, the desire to exclude the possibility of errors in the establishment of mental retardation. Great care in determining the diagnosis was dictated mainly by humane considerations.

Questions of methods for examining children were the subject of discussion at the First All-Russian Congress on Experimental Pedagogy (December 26 - 31, 1910, St. Petersburg) and at the First All-Russian Congress on Public Education (December 13, 1913 - January 3, 1914, St. Petersburg). Although the majority of congress participants were in favor of using the test method for psychological research, great importance was attached to the method of observation, as well as to the physiological and reflexological methods. The question was raised about the dynamic unity of the methods of studying the child. However, the congresses did not resolve the disputes that arose around the question of research methods, which can be largely explained by the insufficiently scientific position that many psychologists, teachers and doctors took in those years.

Of interest is the method of studying children, created by the largest Russian neuropathologist G.I. Rossolimo. Being a supporter experimental studies in psychology, he advocated the use of test methods. G.I. Rossolimo made an attempt to create such a system of tests, with the help of which it would be possible to investigate as many individual mental processes as possible. G.I. Rossolimo studied (mostly through non-verbal tasks) attention and will, accuracy and strength visual perceptions, associative processes. The result was drawn in the form of a graph-profile, hence the name of the method - "Psychological profiles".

The full version of the G.I. Rossolimo contained 26 studies, each of which consisted of 10 tasks and lasted 2 hours, was carried out in three sessions. It is clear that such a system, due to its bulkiness, was inconvenient to use, so G.I. Rossolimo further simplified it by creating " Short Method study of mental retardation". This method was used regardless of the age of the subject. It included a study of 11 mental processes, which were evaluated on 10 tasks (total software tasks). The result was depicted in the form of a curve - "profile". In the Rossolimo methodology, an attempt was made to qualitatively and quantitatively assess the results of the child's work.According to the psychologist and teacher P.P.Blonsky, the "profiles" of G.I. Rossolimo are the most indicative for determining mental development.Unlike foreign tests, they tend to multidimensional personality characteristics.

However, the technique of G.I. Rossolimo had a number of shortcomings, in particular, an insufficiently complete selection of the studied processes. G.I. Rossolimo did not explore verbal-logical thinking children, did not give tasks to establish their learning ability.

L.S. Vygotsky noted that having decomposed the complex activity of the human personality into a number of separate simple functions and measuring each of them by purely quantitative indicators, G.I. Rossolimo tried to sum up completely incommensurable terms. Characterizing the test methods in general, L.S. Vygotsky pointed out that they give only a negative characterization of the child and, although they indicate the impossibility of his education in a mass school, they do not reveal what the qualitative features of his development are.

As already noted, most domestic psychologists, using tests, did not consider them the only universal remedy studying the personality of children. So, for example, A.M. Schubert, who translated the Binet-Simon tests into Russian, noted that the study of mental giftedness by their method by no means excludes psychologically correctly placed systematic observation and evidence of school success - it only supplements them. A little earlier, in characterizing various systems of tests, she also pointed out that only long-term, systematic observation can characterize a case, and only repeated and carefully conducted experimental psychological studies of mental abilities can be undertaken to help it.

The need to monitor children was pointed out by many researchers who dealt with the problems of mental retardation (V.P. Kashchenko, O.B. Feldman, G.Ya. Troshin, etc.). Particularly important are the materials of comparative psychological and clinical research normal and abnormal children, conducted by G.Ya. Troshin. The data obtained by him enrich not only special psychology, but also help in solving problems of differential psychodiagnostics. G.Ya. Troshin also emphasized the value of observing the behavior of children in natural conditions.

The first to create a special technique for conducting targeted observations was A.F. Lazursky is the author of a number of works on the study of the human personality: "Essays on the Science of Characters", " School characteristics", "Personality Research Program", "Personality Classification".

Although the method of A.F. Lazursky also has shortcomings (he understood the activity of the child only as a manifestation innate properties and proposed to identify these properties in order to build the pedagogical process in accordance with them), however, his works contain many useful recommendations.

The great merit of A.F. Lazursky was the study of the child in activities in natural conditions through objective observation and the development of the so-called natural experiment, which includes both elements targeted surveillance and special assignments.

The advantage of a natural experiment over laboratory observation is that it helps the researcher to obtain the facts he needs by special system classes in an environment familiar to children, where there is no artificiality (the child does not even suspect that he is being watched).

Experimental lessons were great scientific achievement in the study of schoolchildren. Characterizing them, A.F. Lazursky noted that an experimental lesson is such a lesson in which, on the basis of previous observations and analyzes, the most characterologically significant elements of a given subject are grouped, so that the individual characteristics of the students corresponding to them appear very sharply in such a lesson.

A.F. Lazursky created special program studying the individual manifestations of children in the classroom, indicating the manifestations to be observed and their psychological significance. He also developed plans for experimental lessons that reveal personality traits.

A special role in the development of scientific foundations for diagnosing children with developmental disabilities belongs to L.S. Vygotsky, who considered the personality of the child in development, inextricably linked with the impact that education, training and environment have on him. Unlike testologists, who statically ascertained only the level of development of the child at the time of the examination, L.S. Vygotsky defended a dynamic approach to the study of children, considering it necessary not only to take into account what the child had already achieved in previous life cycles but mainly - to establish the nearest possibilities of children.

L.S. Vygotsky proposed not to limit the study of the child to one-time tests of what he can do himself, but to follow how he will use the help, what, therefore, is the forecast for the future in his education and upbringing. He especially sharply raised the question of the need to establish the qualitative features of the course of mental processes, to identify the prospects for the development of the individual.

The provisions of L.S. Vygotsky about the zones of actual and immediate development, about the role of an adult in shaping the child's psyche are of great importance. Later, in the 70s. XX century, on the basis of these provisions, an extremely important method studies of children with developmental disabilities - "teaching experiment" (A.Ya. Ivanova). This type of experiment makes it possible to assess the child's potential, the prospects for his development, and to determine rational ways for subsequent pedagogical work. In addition, it is extremely useful in differential diagnosis.

The requirement of L.S. is very important. Vygotsky to study the intellectual and emotional-volitional development of children in their relationship.

In the work "Diagnostics of development and pedological clinic of difficult childhood" L.S. Vygotsky proposed a scheme for the pedological study of children, which includes the following stages.

Carefully collected complaints from parents, the child himself, the educational institution.
History of child development.
Symptomatology (scientific ascertaining, description and definition of symptoms) of development.
Pedological diagnosis (opening the causes and mechanisms of the formation of this symptom complex).
Forecast (character prediction child development).
Pedagogical or medical-pedagogical purpose.

Revealing each of these stages of the study, L.S. Vygotsky pointed out its most important moments. Thus, he emphasized that it is necessary not only to systematize the symptoms identified, but to penetrate into the essence of developmental processes. Analysis of the history of the development of the child, according to L.S. Vygotsky, involves the definition of internal connections between the parties mental development, establishing the dependence of one or another line of development of the child on the harmful influences of the environment. Differential diagnosis should be based on comparative study, not limited to the measurement of intelligence, but taking into account all the manifestations and facts of the maturation of the personality.

These provisions L.S. Vygotsky is a great achievement of Russian science.

It should be noted that in the difficult socio-economic situation in the country in the 20-30s. 20th century leading teachers, psychologists, doctors paid much attention to the problems of studying children. At the Children's Research Institute (Petrograd), under the direction of A.S. Griboyedov, at the Medical and Pedagogical Experimental Station (Moscow), led by V.P. Kashchenko, in a number of examination rooms and scientific and practical institutions among various studies in the field of defectology great place engaged in the development of diagnostic methods. It was during this period that active activity of pedologists was noted. They considered helping the school to study children as their primary task, choosing tests as a tool in this work. However, their efforts led to mass testing in schools. And since not all used test methods were perfect and not always used by specialists, the results were in many cases unreliable. Children who were pedagogically and socially neglected were recognized as mentally retarded and sent to auxiliary schools. The inadmissibility of such practice was pointed out in the resolution of the Central Committee of the All-Union Communist Party of Bolsheviks of July 4, 1936 "On Pedological Perversions in the System of People's Commissariat of Education." But this document was perceived as a complete ban on the use of any psychodiagnostic methods, and especially tests, when examining children. As a result, psychologists long years stopped their research in this area, which caused great damage to the development psychological science and practices.

In subsequent years, despite all the difficulties, enthusiastic defectologists, psychologists, and doctors were looking for ways and methods for more accurate diagnosis. mental disorders. Only in cases of pronounced mental retardation was it allowed to examine children in medical and pedagogical commissions (MPC) without trial teaching them at school. The IPC specialists sought to prevent erroneous conclusions about the child's condition and the wrong choice of the type of institution in which he should continue his education. However, the insufficient development of methods and criteria for differential psychodiagnostics, the low level of organization of the work of medical and pedagogical commissions adversely affected the quality of the examination of children.

In the 50s - 70s. 20th century the attention of scientists and practitioners to the problems of acquisition special institutions for the mentally retarded, and hence to the use of psychodiagnostic techniques, has increased. During this period, intensive research was carried out in the field of pathopsychology under the leadership of B.V. Zeigarnik, developed neuropsychological methods for studying children under the guidance of A.R. Luria. The research of these scientists has significantly enriched the theory and practice of experimental psychological study of mentally retarded children. Great merit in the development of principles, methods, ways of studying children in the recruitment of special institutions for mentally retarded children belongs to psychologists and teachers G.M. Dulne-vu, S.D. Zabramnaya, A.Ya. Ivanova, V.I. Lubovsky, N.I. Nepomnyashchaya, S.Ya. Rubinshtein, Zh.I. Shif etc.

In the 80s - 90s. 20th century the efforts of specialists in the development and improvement of organizational forms and methods of studying children with developmental disabilities who need special education and upbringing. Early differential diagnosis is carried out, psychological and diagnostic research methods are being developed. At the initiative of the educational authorities, the Council of the Society of Psychologists in 1971 - 1998. conferences, congresses, seminars on the problems of psychodiagnostics and staffing of special institutions for abnormal children are held. The Ministry of Education annually organizes training and retraining courses for personnel who directly carry out this work. Research in this area continues to this day.

Unfortunately, as V.I. Lubovsky (1989), far from all scientific statements and methodological approaches to the diagnosis of developmental disabilities developed by L.S. Vygotsky, S.Ya. Rubinstein, A.R. Luria and others are currently used, and the actual psychological diagnosis is carried out "on an intuitive-empirical level", depending on the experience and qualifications of specialists.

negatively affects results. diagnostic studies and the fact that psychologists began to arbitrarily use individual fragments of test batteries, individual tasks from classical tests(for example, from the Wexler test), without getting a complete picture of the development of the child.

At the present stage, the research of V.I. Lubovsky. Back in the 70s. 20th century he dealt with the problems of diagnosing mental development and put forward a number of important provisions designed to make the diagnosis more accurate and objective. Thus, noting the presence of general and specific disorders for each category of children with developmental disabilities, V.I. Lubovsky points to the prospects for the development of differential diagnostics, emphasizing the importance of combining a quantitative assessment of the level of development of mental functions with a qualitative, structural analysis - with the prevalence of the latter. In this case, the level of development of a particular function is expressed not only in conditional scores, but also has a meaningful characteristic. This approach seems to be very fruitful, although its real implementation will become possible after the painstaking work of scientists and practitioners in this direction.

The modern diagnostics of mental development is enriched by neuropsychological methods, which in last years became more and more widely used. Neuropsychological methods allow to determine the level of development cortical functions, help to identify the main radical of activity disorders. In addition, modern neuropsychological techniques make it possible to use a qualitative-quantitative approach, objectify the results, and identify the individual structure of disorders.

test questions

What social problems was due to the development of the first methods for diagnosing developmental disorders in children?
What contribution did A.F. Lazursky? What is a natural experiment?
What is the essence of L.S. Vygotsky about studying the "zone of proximal development" of children?
What trends in the study of children with developmental disorders have emerged in recent decades abroad and in Russia?
Why was the detection of mental retardation originally predominantly a medical problem?
When and in connection with what did the establishment of mental retardation become a psychological and pedagogical problem?

Literature

Main

Anastasi A. Psychological testing: In 2 books. / Ed. K.M. Gurevich. - M., 1982. - Book. 1. - S. 17-29, 205-316.
Introduction to Psychodiagnostics / Ed. K.M. Gurevich, E.M. Borisova. - M., 1997.
Vygotsky L.S. Diagnostics of development and pedological clinic of difficult childhood // Sobr. cit.: In 6 volumes. - M., 1984. - T. 5. - S. 257 - 321.
Gurevich K.M. On the individual psychological characteristics of schoolchildren. - M., 1998.
Zabramnaya S.D. Psychological and pedagogical diagnostics of mental development of children. - M., 1995. - Ch. P.
ZemskyX. WITH. History of oligophrenopedagogy. - M., 1980. - Part III, IV.
Lubovsky V.I. Psychological problems diagnosis of abnormal development of children. - M., 1989. - Ch. one.
Psychological diagnostics / Ed. K.M. Gurevich. - M., 1981. - Ch. thirteen.
Elkonin D.B. Some issues of diagnosing the mental development of children: Diagnosis learning activities and intellectual development of children. - M., 1981.

Additional

Lazursky A.F. O natural experiment// Reader by age and educational psychology/ Ed. I.I. Ilyasova, V.Ya. Laudis. - M., 1980. - S. 6-8.
Schools for mentally retarded children abroad / Ed. T.A. Vlasova and Zh.I. Shif. - M., 1966.

THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSIS OF DEVELOPMENTAL DISTURBANCES IN CHILDREN

The success of upbringing, education, social adaptation of a child with developmental disorders depends on the correct assessment of his capabilities and developmental characteristics. This task is solved by complex psychodiagnostics of developmental disorders. She is the first and very milestone in the system of measures providing special education, correctional-pedagogical and psychological assistance. It is the psychodiagnostics of developmental disorders that makes it possible to identify children with developmental disabilities in the population, determine the optimal pedagogical route, and provide individual psychological and pedagogical support for the child, corresponding to his psychophysical characteristics.

According to scientific center health of children of the Russian Academy of Medical Sciences, today 85% of children are born with developmental disabilities and poor health, of which at least 30% need complex rehabilitation. The number of children who require correctional and pedagogical assistance reaches 25% at preschool age, and according to some data - 30 - 45%; at school age, 20-30% of children need special psychological and pedagogical assistance, and over 60% of children are at risk.

The number of children with borderline and combined developmental disorders is increasing, which cannot be unambiguously attributed to any of the traditionally distinguished types of mental dysontogenesis.

For children with developmental disabilities in our country, special preschool and school educational institutions are open. They create educational conditions that should ensure the optimal mental and physical development of these children. These conditions primarily include an individualized approach, taking into account the characteristics of each child. This approach involves the use of special educational programs, methods necessary technical means education, the work of specially trained teachers, psychologists, speech pathologists, etc., the combination of education with the necessary medical preventive and therapeutic measures, certain social services, the creation of a material and technical base for special educational institutions and their scientific and methodological support.

Currently, there is a wide variety of special educational institutions. Along with specialized children's educational institutions (DOE) and special (correctional) schools of types I - VIII, in which children enter as a result of careful selection and in which special educational programs, approved by the Ministry of Education of the Russian Federation, non-state institutions are open, rehabilitation centers, development centers, mixed groups, etc., in which there are children with different disabilities, often of different ages, due to which the implementation of a unified educational program becomes impossible and the role of individual psychological and pedagogical support of the child increases.

At the same time, in mass kindergartens and secondary schools there is a large number of children who are disadvantaged in psychophysical development. The severity of these deviations may be different. A significant group consists of children with unsharply expressed, and therefore, difficult to detect deviations in the development of motor, sensory or intellectual sphere: with impaired hearing, vision, optical-spatial representations, musculoskeletal system, phonemic perception, with emotional disturbances, with shortcomings speech development, with behavioral disorders, with mental retardation, somatically weakened children. If, by the senior preschool age, pronounced mental disorders and (and) physical development, as a rule, are detected, then minimal violations long time are left without proper attention. However, children with similar problems experience difficulties in mastering all or some sections of the preschool program, as they are spontaneously integrated into the environment of normally developing peers without specially organized correctional and pedagogical assistance. Despite the fact that many of these children do not require special educational conditions, the lack of timely correctional and developmental assistance can lead to their maladjustment. Therefore, it is very important to timely identify not only children with severe developmental disorders, but also children with minimal deviations from the normative development.

The described trends in the education of children with developmental disabilities show that today the role of psychodiagnostics of developmental disorders is very large: timely identification of children with developmental disorders in the population is required; determination of their optimal pedagogical route; providing them individual support in special or educational institution; development of plans individual training and programs of individual correction for problem children in a public school, for children with complex developmental disorders and a severe degree of mental development disorders, for whom there are no standard educational programs. All this work can be carried out only on the basis of a deep psychodiagnostic study of the child.

Diagnosis of developmental deficiencies should include three stages. The first stage is called screening (from English. screen- sift, sort). At this stage, the presence of deviations in the psychophysical development of the child is revealed without an accurate qualification of their nature and depth.

Second phase - differential diagnosis developmental deviations. The purpose of this stage is to determine the type (kind, category) of developmental disorders. Based on its results, the direction of the child's education, the type and program of the educational institution are determined, i.e. the optimal pedagogical route, corresponding to the characteristics and capabilities of the child. The leading role in differential diagnosis belongs to the activities of the psychological-medical-pedagogical commissions (PMPC).

Third stage - phenomenological . Its purpose is to identify the individual characteristics of the child, i.e. those characteristics of cognitive activity, emotional-volitional sphere, working capacity, personality, which are characteristic only this child and should be taken into account when organizing individual correctional and developmental work with him. During this stage, on the basis of diagnostics, programs of individual corrective work with the child are developed. An important role here is played by the activities of psychological, medical and pedagogical councils (PMPC) of educational institutions.

For the successful implementation of the psychological and pedagogical diagnosis of impaired development, it is necessary to dwell on the consideration of the concept of "disturbed development".

Starting school is one of the most important moments in a child's life. This period is associated with large quantity different kind loads, which primarily include socio-psychological changes in the child's life - new relationships, new contacts, new responsibilities, new social role"student", with its pluses and minuses. The position of the student requires the child to be aware of his own role, and the position of the teacher, and the established distance in the relationship, and the rules by which these relationships are built. For a painless and successful entry into educational activities, the child must be healthy and comprehensively prepared.

A special role in the successful educational activity of first-graders is played by intellectual development, which occurs in a significant way in the learning process. It is at the early school age that learning activity becomes the leading one. From the moment the child enters school, it begins to mediate the entire system of his relationships. In the process of educational activity, the child masters the knowledge and skills developed by mankind. But he doesn't change them. It turns out that the subject of change in learning activity is himself.

Educational activity largely determines the intellectual development of children from seven to ten, eleven years old. On the whole, when a child enters school, his development begins to be determined by various types of activity, but it is precisely within the educational activity of a child of primary school age that the basic psychological neoplasms characteristic of him arise.

According to the concept of Elkonin D.B. and Davydova V.V., educational activity is a combination of the following components: motivational, operational-technical, control and evaluation.

The ultimate goal of learning activity is the conscious learning activity of the student throughout primary education. Learning activity, initially organized by an adult, should turn into an independent activity of the student, in which he formulates learning task, produces learning activities and control actions, evaluates, i.e. learning activity through the child's reflection on it turns into self-learning.

Of great importance for the intellectual development of younger students is the expansion of the scope and content of their communication with other people, especially adults who act as teachers, serve as role models and the main source of various knowledge. Collective forms of work that stimulate communication are nowhere more useful for general development and compulsory for children, as in primary school age.

When a child enters school, under the influence of learning, basic human characteristics are fixed and developed. cognitive processes(perception, attention, memory, imagination, thinking, speech). From "natural", according to Vygotsky L.S., these processes should become "cultural" by the end of primary school age, that is, turn into higher mental functions associated with speech, arbitrary and indirect. This is due to the fact that children are included in new activities and systems for them. interpersonal relationships requiring them to have new psychological qualities. General characteristics of all cognitive processes of the child should become arbitrariness, productivity and stability.

Attention in preschool age is involuntary. According to Ermolaev O.Yu., during the primary school age, in the development of attention, significant changes: the volume of attention sharply increases, its stability increases, switching and distribution skills develop.

Age patterns are also noted in the process of memory development. By the age of 6-7, the structure of memory undergoes significant changes associated with the development of arbitrary forms of memorization and recall. involuntary memory, which is not associated with an active attitude to current activity, turns out to be less productive, although in general this form of memory retains its leading position. essential role speech plays a role in the development of memory in younger schoolchildren, therefore the process of improving the child's memory goes in parallel with the development of speech. In the formation of internal means of memorization, speech plays a central role. Mastering various forms speech - oral, written, external, internal, by the end of primary school age, a child gradually learns to subordinate memory to his will, reasonably control the course of memorization, manage the process of storing and reproducing information. Perception at the age of 6-7 loses its affective initial character: perceptual and emotional processes are differentiated. In preschoolers, perception and thinking are closely interconnected, which indicates visual-figurative thinking, which is most characteristic of this age.

Accumulation to senior preschool age great experience practical action, a sufficient level of development of perception, memory, thinking, increase the child's sense of self-confidence. This is expressed in the setting of increasingly diverse and complex goals, the achievement of which contributes to the development volitional regulation behavior.

So junior school age is the most important step school childhood. The main achievements of this age are due to the leading nature of educational activities and are largely decisive for subsequent years of schooling. Therefore, it seems important to us to consider the features of the process of accompanying the development of the intellectual potential of first-graders in the process of educational activities.

Having analyzed various points view on the problem of psychological and pedagogical support in the education system, it can be summarized that psychological and pedagogical support is understood as continuous and holistic process studying the student's personality and its formation, as well as creating conditions for self-realization in all areas of activity and adaptation in society at all age stages of schooling, which is carried out by all subjects of educational educational process in different situations interactions.

For more effective development intelligence of a first-grader should be used and applied in pedagogical practice, psychological and pedagogical support for the development of the intellectual potential of first-graders in the process of educational activities.

Literature analysis showed that not all existing programs psychological and pedagogical support are not effective enough, which means that there is a need to create effective program psychological and pedagogical support, using the basis of existing ones.

Thus, the purpose of our study is to study the psychological and pedagogical support for the development of intelligence in first-graders.

In the empirical part of the study, we used the experimental method, which consists of three stages: the ascertaining stage, which forms the experiment, and the control stage of the experiment. The base for the study was MBOU secondary school No. 61 of the city of Bryansk. The study involved 56 students of the 1st grade.

At the first stage, we identified the level distribution of the development of intelligence among first grade students. To do this, we implemented the ascertaining stage of the psychological and pedagogical experiment using the "Analogy" test (Melnikova N.N., Poleva D.M., Elagina O.B.) to assess the level of intelligence. The results are shown in Figure 1.

Rice. 1. The results of studying the level of intelligence of first graders

As can be seen from the table, a low level of intelligence is observed in 48.2%. The obtained results give us grounds to speak about the insufficient formation of the system mental operations(comparison, analysis, synthesis, generalization, abstraction) in almost half of the first graders in our sample. Also, as can be seen from Figure 1, 25% of students have a high level, and middle level 26.7%. This may mean that they have higher intellectual data, and also had intensive preschool education.

At the formative stage of experimental activity, taking into account the data of the ascertaining experiment (the distribution of participants in the control and experimental sampling frame), and also on the basis of the theoretical analysis, we used the developed by Konyakhina V.N. psychological and pedagogical program of support for first-graders. In this program, a significant block is given to the development of intellectual potential.

At the third stage (control experiment), we implemented a set of methods for evaluating the effectiveness of the program of psychological and pedagogical support for the development of the intellect of first-graders. Analyzing the results of the development of intelligence, it should be noted that the level of intelligence in the control and experimental groups has almost the same indicators, among which a low level of intelligence prevails ("EG" - 43%, "KG" - 53%). However, after the formative experiment, changes are noted. The results are presented in Figure 2.

Rice. 2. Results of studying the level of intelligence of first-graders before and after the formative experiment

As can be seen from Figure 2, in the experimental group, the number of subjects with low level intelligence and the number of first-graders with high scores is increasing. At the same time, in the control group, the number of first-graders with a low level also decreases and increases with high and medium, but in insignificant indicators, which are clearly visible in Figure 2.

To determine the effectiveness of the psychological and pedagogical program to support the adaptation of first-graders, we used the method of mathematical and statistical data processing, comparison of average values using Student's parametric t-test. Statistical processing obtained data was carried out using the SPSS program.

Statistical indicators of the shift in values on the scales and indices of the methods used and tests at the stage control experiment are presented in table 1.

Table 1

Statistical indicators of the shift in values in the control and experimental groups
according to the test "Analogy" Melnikova N.N., Poleva D.M., Elagina O.B.

	Experimental group				Control group
	Averages		Student's t	p-significance level	Averages		Student's t	p-significance level
		after				after
Test results

As can be seen from Table 1, there are statistically significant differences in the level of intelligence in the experimental group (t = -5.22 at p =.000), and in the control group (t = -4.788 at p =.000). Despite the presence of significant differences in the two groups, the level of intelligence in the experimental group changed more qualitatively (up to 6.18; after 8.21). These results indicate that the formative experiment influenced the intellectual development of the first-graders in our sample. From the data obtained, it can be concluded that the program of psychological and pedagogical support for first-graders is effective for the development of the intellect of first-graders, since after its implementation the results in the experimental group changed, acquiring a positive trend.

Thus, we have studied the features of psychological and pedagogical support for the development of the intellect of first-graders in educational activities. A positive trend was found to increase the intelligence of first-graders participating in the program of psychological and pedagogical support for first-graders. The detected trend requires a deeper analysis, which will be one of the main issues of our further research.

Leading Methodist of the Department of Social and Pedagogical Support of the Department of Education of the Administration of Omsk Mozzherova Natalya Anatolyevna.

Based on the topic of psychological and pedagogical readings, the main issues that we will consider today are - features psychological development preschool children at different age stages, as well as a system of psychological and pedagogical support of the educational process.

The work of a teacher-psychologist of a preschool educational institution is impossible without knowledge theoretical foundations and patterns of development of a child of preschool age.

At preschool age, the foundations for the development of children are laid, and how we (educators, psychologists, educators, parents) develop children largely depends on their future fate.

Knowledge of the age characteristics of children is especially important for building psychological and pedagogical support of the educational process.

Of course, you know that periodization is based on theoretical justifications different authors, (let us briefly recall some of them) for example, L.S. Vygotsky defined age characteristics as the most typical for children of one age or another, indicating general directions development at some stage in life .

The formation of the child's personality occurs in his active activities. The author of this theory is A.N. Leontiev. The basis of this theory is the idea that on each age stage leading is certain activity (communication, play, teaching, work), which determines the main personality changes .

According to theoretical provisions, A.A. Bodaleva, A.A. Lomova, A.M. Matyushkin's organs, systems and mental functions of the child develop with different intensity and not in parallel. There are periods during which the body becomes especially sensitive to certain influences of the surrounding reality. Such periods are called sensitive .

Taking into account the above theoretical justifications is the main criterion for age periodization in Russian psychology.

Infant age (0 - 1 years);

Early childhood(1 - 3 years);

Preschool age (3 - 7 years).

(As we see on the slide)

According to periodization, preschool childhood considered a period of 3 to 7 years. precedes it infancy(from 0 to 1 year) and early age(from 1 year to 3 years). We will not touch on the period of infancy (from 0 to 1 year), I think the reason for this is clear, it is due to the fact that children of this age do not attend kindergarten.

Due to the fact that the system preschool education often includes nursery groups visited by children younger age from 1.5 to 2.5 years, let's touch on the features of their development. Consider the age characteristics of children early age.

From 1 year to 3 years

The most important mental neoplasm of early age is the occurrence speeches and visual action thinking. During this period, the formation active speech child and understanding of adult speech in the process of joint activities.

There is one well-known psychological tale about a boy who spoke at the age of 5. Parents knocked off their feet, taking him to doctors and psychics, but all their efforts remained in vain. And then one day, when the whole family sat down to dine, the child distinctly said: “I have nothing to eat!”. There is a commotion in the house, mom is fainting, dad does not remember himself from happiness. When the euphoria had passed, the child was asked why he was silent all this time. The kid quite reasonably answered: “Why did I need to talk? You all spoke for me…”

For the successful development of a child’s speech, it is necessary to stimulate the child’s statements, encourage him to talk about his desires. With development hearings and understanding messages, speech is used as a means of cognizing reality, as a way of regulating behavior on the part of an adult.

Attention, perception and memory young children are involuntary. Development perception occurs on the basis of an externally oriented action (in form, size, color), with a direct correlation and comparison of objects. A child can learn and remember only what he liked or was interested in.

Basic way of knowing child of the world around given age is a trial and error method.

Evidence of the transition from the period of infancy to the period early childhood is the development new attitude to the subject. which is beginning to be perceived as thing, which has a certain appointment and method of consumption . Game activity is subject-manipulative in nature.

By the age of three, primary self-esteem appears, awareness of not only one’s own “I”, but also that “I am good”, “I am very good”, “I am good and nothing else”, the consciousness of this and the emergence of personal actions moves the child to new level development. The crisis of three years begins - the border between early and preschool childhood. It's destruction, revision of the old system social relations . According to D.B. Elkonin, the crisis of highlighting one's "I".

L.S. Vygotsky described 7 characteristics of the crisis of 3 years: negativism, stubbornness, obstinacy, protest rebellion, despotism, jealousy, self-will.

The formation of the child's personality during the crisis of 3 years occurs in interaction with adults and peers. The crisis of 3 years resembles a small revolution. If we recall the signs of a revolution, it can be noted that some do not want to live in the old way, while others cannot accept the changes that are taking place. A very large role in this period is assigned to an adult, since the success of the child's development largely depends on him. It is the adult who determines the nature of the interaction, directs the act of communication, stimulates understanding of each other. And the formation of the child's self-awareness depends on how he reacts to the formation of "selfhood".

Reactions to "I myself" are of two types:

first- when an adult encourages the child's independence and, as a result, alleviate relationship difficulties .

In the second If an adult, despite qualitative changes in the child's personality, continues to maintain the same type of relationship, then there is an aggravation of relations, a manifestation of negativism.

The next period we will focus on is preschool childhood. Preschool childhood - big period in a child's life: it lasts from 3 to 7 years. At this age, in relation to others, the child develops his own position. The activity and tirelessness of the kids is manifested in the constant readiness for activity.

Consider the features of the development of children 3-4 years old.

At this age, the child perceives the object without trying to examine it. On the basis of visual-effective thinking, by the age of 4, children form visual-figurative thinking. Gradually there is a separation of the child's actions from specific subject. Speech becomes connected vocabulary enriched with adjectives. prevails recreating imagination. Memory are involuntary, and are characterized by imagery . Recognition prevails, not memorization. What is remembered well is what is interesting and emotionally colored. However, everything that is remembered remains for a long time.

The child is not able to keep his attention on one subject for a long time, he quickly switches from one type of activity to another.

Way of knowing- experimentation, design.

At 3-4 years old, children begin to learn rules of relationships in the group of peers.

The mental development of children 4-5 years old is characterized by the use of speech as a means of communication and stimulation, the expansion of the child's horizons, the discovery of new facets of the world around them. The child begins to be interested not just in any phenomenon in itself, but in the causes and consequences of its occurrence.

So main question child of this age "Why?". The need for new knowledge is actively developing. Thinking is visual. A big step forward is the development of the ability to build inferences, which is evidence of a separation of thinking from the immediate situation. In this age period, the formation of active speech of children ends.

Attention and memory continue to be spontaneous. The dependence of attention on emotional richness and interest remains. Fantasizing is actively developing. Way of knowing the surrounding world are the stories of an adult, experimentation. Game activity wears collective character. Peers become interesting as partners by story game gender preferences develop. Game associations become more stable.

At the age of five, six, the child's interest is directed to the sphere relationships between people. Adult grades are subject to critical analysis and compared with their own. By this period, the child accumulates a rather large store of knowledge, which continues to be intensively replenished. going on further development cognitive sphere preschool child. Starts to form figurative-schematic thinking , planning function of speech, there is a development purposeful memorization. Basic way of learning - communication with peers , independent activity and experimentation. Further deepening interest in a playmate, the idea in game activity becomes more complicated. There is a development volitional qualities, which allow the child to organize their attention in advance on the upcoming activity.

slide 13. Consider the age characteristics of children 6-7 years old

So, by the end of preschool age, the child knows what is "good" and what is "bad", and can also evaluate not only someone else's, but also his own behavior. Formed extremely important mechanism subordination of motives. The most powerful motive for a preschooler is encouragement, receiving a reward. Weaker - punishment, even weaker - own promise. Another one important line personal development - the formation of self-consciousness. By the age of 7, a child develops self-control and voluntary behavior, self-esteem becomes more adequate .

Based on the visual-figurative thinking children form elements of logical thinking. going on development inner speech . Way of knowing- independent activity, cognitive communication with adults and peers. peer perceived as an interlocutor, a partner in activities. By the end of preschool age, boys and girls do not play all the games together, they have specific games - only for boys and only for girls. The most important result preschool period is the readiness of children for schooling.

Based on the generalization theoretical approaches in solving the problems of readiness for school, a number of its features can be distinguished.

1. Desire study and attend school (maturation of the learning motive).

2. A fairly wide range of knowledge about the world around.

3. Ability to perform basic mental operations.

4. Achieving a certain level of mental and physical endurance.

5. Development of intellectual, moral and aesthetic feelings.

6. A certain level of speech and communication development.

Thus, psychological readiness to schooling develops throughout the child preschool childhood, i.e. from 3 to 7 years old and is a complex structural formation, including intellectual, personal, socio-psychological and emotional-volitional readiness.

Thus, the psychological and pedagogical support of preschool children is based on the psychological characteristics of children at each age stage of development, crisis periods as well as psychological changes. The problem of the implementation of developmental education can be solved through a clear understanding of the patterns of development of the child's personality, its sources and movement.

AT guidelines on psychological and pedagogical support of students in the educational process in the context of education modernization (letter of the Ministry of Education of the Russian Federation dated June 27, 2003 No. 28-51-513 \ 16) it says that:

The object of psychological and pedagogical support is educational process (educational process);

The subject of activity is the situation child development as a system of child relations:

With peace;

With others (adults, peers);

With myself.

aim psychological and pedagogical support for the development of the child in educational process is to ensure the normal development of the child (in accordance with the norm of development at the appropriate age).

Tasks of psychological and pedagogical support.

Prevention of child development problems;

Help (assistance) to the child in solving urgent problems of development, learning, socialization: learning difficulties, problems with choosing an educational and professional route, violations of the emotional-volitional sphere, problems of relationships with peers, teachers, parents;

Psychological support of educational programs ;

Development of psychological and pedagogical competence (psychological culture) of students, parents, teachers.

Let me remind you of the main directions of psychological and pedagogical work.

Directions of work on psychological and pedagogical support

- Prevention- this is one of the main activities that allows you to prevent the occurrence of certain problems. The peculiarity of prevention in preschool age is the indirect impact on the child through parents and caregivers.

- Diagnostics(individual, group (screening)). Taking into account the age characteristics, as well as the goals and objectives of the psychological and pedagogical support of the educational process in a preschool institution, we can single out the main areas that need to be accompanied in a preschool institution, and therefore diagnose them: firstly, since we monitor the child's developmental rate, and we know crisis periods and neoplasms of different age stages, we can identify problem areas, such as adaptation period to a preschool educational institution (from 1.5 years and older), because Children come to kindergarten at different ages. Escort crisis 3 years. We have already talked about it in detail. Tracking age neoplasms according to the main criteria for each age period, which have already been listed. As well as support school readiness. I would like to note that you have assistant teachers who also monitor the effectiveness of pedagogical activities.

An analysis of the reports of educational psychologists shows that in fact only 9% of specialists track the development and adaptation of children of the younger and middle group, 68% of educational psychologists monitor the developmental rate of children in the older group, and all -100% of specialists diagnose readiness to study at school.

- Consulting(individual, group), as a rule, it is carried out on the stated problems both with teachers and with parents.

- Developmental work

- Correctional work(individual, group).

If in the correctional and developmental work the specialist of the support system has a certain standard of mental development, to which he seeks to bring the child closer, then in the developmental work he focuses on the average developmental norms to create conditions in which the child will be able to rise to the optimal level. for him state of the art. The latter can be both above and below the average. The meaning of “correcting” deviations is assigned to corrective work, and the meaning of revealing the potential of the child is assigned to developing work. At the same time, developmental work is not just a training of a certain ability, but is focused on working with other factors that determine progress in educational work.

- Psychological enlightenment and education: the formation of psychological culture, the development of psychological and pedagogical competence of children, the administration of educational institutions, teachers, parents.

Approval of the paradigm of developing, student-centered education (and all of you have written developmental programs), tasks of increasing professionalism teaching staff require transition from the traditional model of psychological education to the model of development of psychological competence of teachers. (in our opinion we are talking about methodical function teacher-psychologist) It is necessary to move away from the model when the teacher-psychologist acts alone, it is necessary to unite the efforts of the entire teaching staff, and for this it is important to equip teachers with anthropo- and psycho-techniques that allow them to solve actual tasks development and education of the child, his education. The next line of work is

- Expertise(educational and curricula, projects, grants, educational environment, professional activities of specialists of educational institutions).

Today, in the system of psychological and pedagogical support, along with traditional views activities, such a complex direction as participation in the development (design) of programs for the development of educational institutions, as well as their psychological and pedagogical support, is implemented. In our city, in all preschool educational institutions, development programs have been developed and protected, in which educational psychologists play not the last, but the leading role.

First, they describe the block of psychological and pedagogical development program support.

Secondly, perform content review other blocks of the program with psychological point vision.

Program is a normative model joint activities people who determine the sequence of actions to achieve the goal. Therefore, its implementation requires a team of like-minded people, experts in their field. In a preschool educational institution, these are: a senior educator, a teacher-psychologist, teachers working in groups of children, honey. workers (speech therapists, defectologists, if any). "There is safety in numbers".

Early diagnosis and correction of developmental disorders;

Ensuring School Readiness

At the institutional level the task of psychological and pedagogical support of the educational process is Team work all specialists ( optimally combined into a service, council, etc.) to identify problems in development children and providing primary assistance in overcoming difficulties in learning, interacting with teachers, parents, peers. On the given level preventive programs are also implemented, covering large groups of students, expert, advisory, educational work is carried out with the administration and teachers.

The system of psychological and pedagogical support is based on:

Firstly, the age characteristics of children on different periods development;

Secondly, psychological and pedagogical areas of activity.

Psychological and pedagogical support today is not just the sum of various methods of correctional and developmental work with children, but acts as complex technology , a special culture of support and assistance to the child in solving the problems of development, education, upbringing, socialization.

This suggests that a specialist in psychological and pedagogical support not only knows the methods of diagnosis, counseling, correction, but also has the ability to system analysis problem situations, programming and planning activities aimed at their resolution, co-organization for this purpose of the participants in the educational process (child, peers, parents, teachers, administration) (Essentially, to be a manager).

Building effective system support will allow solving the problems of development and education of children within the educational environment of the institution, avoiding unreasonable redirection of the child's problem to external services.

Thus, it should be concluded that the intensive development of the theory and practice of psychological and pedagogical support in recent years is associated with the expansion of ideas about the goals of education, which include the goals of development, education, ensuring the physical, mental, psychological, moral and social health of children. With this approach, psychological and pedagogical support can no longer be considered as a “service sector”, “service department”, but acts as an integral element of the education system, an equal partner of structures and specialists of a different profile in solving the problems of training, educating and developing a new generation.

Today, at the psychological and pedagogical readings devoted to the problem of building a system of activities, taking into account age characteristics, we have the opportunity to get acquainted with the experience of working on psychological and pedagogical support for preschool children, taking into account age characteristics.

Psychological and pedagogical support for preschool children at different stages of development

Leading Methodist of the Department of Social and Pedagogical Support of the Department of Education of the Administration of Omsk Mozzherova Natalya Anatolyevna.

Based on the topic of psychological and pedagogical readings, the main issues that we will consider today are the features of the psychological development of preschool children at different age stages, as well as the system of psychological and pedagogical support of the educational process.

The work of a teacher-psychologist of a preschool educational institution is impossible without knowledge of the theoretical foundations and patterns of development of a child of preschool age.

At preschool age, the foundations for the development of children are laid, and how we (educators, psychologists, educators, parents) develop children largely depends on their future fate.

Knowledge of the age characteristics of children is especially important for building psychological and pedagogical support of the educational process.

Of course, you know that periodization is based on the theoretical justifications of various authors, (let us briefly recall some of them), for example, L.S. Vygotsky defined age characteristics as the most typical for children of one age or another, indicating general directions of development at some stage in life.

The formation of the child's personality occurs in his active activities. The author of this theory is A.N. Leontiev. The basis of this theory is the idea that at each age stage the leading one is certain activity(communication, play, teaching, work), which determines the main personality changes.

Taking into account the above theoretical justifications is the main criterion for age periodization in Russian psychology.

Infant age (0 - 1 years);

Early childhood (1 - 3 years);

Preschool age (3 - 7 years).

(As we see on the slide)

Due to the fact that the preschool education system often includes nursery groups attended by young children from 1.5 to 2.5 years old, we will touch on the features of their development. Consider the age characteristics of young children.

From 1 year to 3 years

The most important mental neoplasm of early age is the occurrence speeches and visual action thinking. During this period, the child's active speech is formed and the adult's speech is understood in the process of joint activity.

Basic way of knowing a child of the world around at this age is a trial and error method.

Evidence of the transition from infancy to early childhood is the development new attitude to the subject. which is beginning to be perceived as thing, which has a certain appointment and method of consumption. Game activity is subject-manipulative in nature.

By the age of three, primary self-esteem appears, awareness of not only one’s own “I”, but also that “I am good”, “I am very good”, “I am good and nothing else”, the consciousness of this and the emergence of personal actions moves the child to a new level development. The crisis of three years begins - the border between early and preschool childhood. It's destruction, revision of the old system social relations. According to D.B. Elkonin, the crisis of highlighting one's "I".

L.S. Vygotsky described 7 characteristics of the crisis of 3 years: negativism, stubbornness, obstinacy, protest rebellion, despotism, jealousy, self-will.

Reactions to "I myself" are of two types:

first- when an adult encourages the child's independence and, as a result, alleviate relationship difficulties.

The next period we will focus on is preschool childhood. Preschool childhood is a long period in a child's life: it lasts from 3 to 7 years. At this age, in relation to others, the child develops his own position. The activity and tirelessness of the kids is manifested in the constant readiness for activity.

Consider the features of the development of children 3-4 years old.

At this age, the child perceives the object without trying to examine it. On the basis of visual-effective thinking, by the age of 4, children form visual-figurative thinking. Gradually, the child's actions are separated from a specific object. Speech becomes coherent, the vocabulary is enriched with adjectives. prevails recreating imagination. Memory are involuntary, and are characterized by imagery . Recognition prevails, not memorization. What is remembered well is what is interesting and emotionally colored. However, everything that is remembered remains for a long time.

The child is not able to keep his attention on one subject for a long time, he quickly switches from one type of activity to another.

Way of knowing- experimentation, design.

At 3-4 years old, children begin to learn rules of relationships in the group of peers.

Therefore, the main question of a child of this age "Why?". The need for new knowledge is actively developing. Thinking is visual. A big step forward is the development of the ability to build inferences, which is evidence of a separation of thinking from the immediate situation. In this age period, the formation of active speech of children ends.

Attention and memory continue to be spontaneous. The dependence of attention on emotional richness and interest remains. Fantasizing is actively developing. Way of knowing the surrounding world are the stories of an adult, experimentation. Game activity is collective. Peers become interesting as partners by story game gender preferences develop. Game associations become more stable.

At the age of five, six, the child's interest is directed to the sphere relationships between people. Adult assessments are critically analyzed and compared with their own. By this period, the child accumulates a rather large store of knowledge, which continues to be intensively replenished. There is a further development of the cognitive sphere of the preschool child. Starts to form figurative-schematic thinking, planning function of speech, there is a development purposeful memorization. Basic way of learning - communication with peers, independent activity and experimentation. Further deepening interest in a playmate, the idea in game activity becomes more complicated. There is a development of volitional qualities that allow the child to organize their attention in advance on the upcoming activity.

slide 13. Consider the age characteristics of children 6-7 years old

So, by the end of preschool age, the child knows what is "good" and what is "bad", and can also evaluate not only someone else's, but also his own behavior. An extremely important mechanism is being formed subordination of motives. The most powerful motive for a preschooler is encouragement, receiving a reward. Weaker - punishment, even weaker - own promise. Another important line of personality development is the formation of self-awareness. By the age of 7, a child develops self-control and voluntary behavior, self-esteem becomes more adequate.

Based on the visual-figurative thinking children form elements of logical thinking. going on development of inner speech. Way of knowing- independent activity, cognitive communication with adults and peers. peer perceived as an interlocutor, a partner in activities. By the end of preschool age, boys and girls do not play all the games together, they have specific games - only for boys and only for girls. The most important result of the preschool period is the readiness of children to study at school.

Based on the generalization of theoretical approaches to solving the problems of readiness for school, a number of its features can be distinguished.

A strong desire to learn and attend school (maturation of the learning motive).

A fairly wide range of knowledge about the world around.

Ability to perform basic mental operations.

Achieving a certain level of mental and physical endurance.

Development of intellectual, moral and aesthetic feelings.

A certain level of speech and communication development.

Thus, the psychological readiness for schooling is formed in the child throughout the entire preschool childhood, i.e. from 3 to 7 years old and is a complex structural formation, including intellectual, personal, socio-psychological and emotional-volitional readiness.

Thus, the psychological and pedagogical support of preschool children is based on the psychological characteristics of children at each age stage of development, periods of crisis, as well as psychological neoplasms. The problem of the implementation of developmental education can be solved through a clear understanding of the patterns of development of the child's personality, its sources and movement.

In the methodological recommendations on the psychological and pedagogical support of students in the educational process in the context of the modernization of education (letter of the Ministry of Education of the Russian Federation dated June 27, 2003 No. 28-51-513 \ 16) it says that:

The object of psychological and pedagogical support is educational process (educational process);

The subject of activity is the situation child development as a system of child relations:

with others (adults, peers);
With myself.

Tasks of psychological and pedagogical support.

prevention of child development problems;

assistance (assistance) to the child in solving urgent problems of development, education, socialization: educational difficulties, problems with choosing an educational and professional route, violations of the emotional-volitional sphere, problems of relationships with peers, teachers, parents;

psychological support of educational programs ;

development of psychological and pedagogical competence (psychological culture) of students, parents, teachers.

Let me remind you of the main directions of psychological and pedagogical work.

Directions of work on psychological and pedagogical support

Prevention- this is one of the main activities that allows you to prevent the occurrence of certain problems. The peculiarity of prevention in preschool age is the indirect impact on the child through parents and caregivers.

Diagnostics(individual, group (screening)). Taking into account the age characteristics, as well as the goals and objectives of the psychological and pedagogical support of the educational process in a preschool institution, we can single out the main areas that need to be accompanied in a preschool institution, and therefore diagnose them: firstly, since we monitor the child's developmental rate, and we know crisis periods and neoplasms of different age stages, we can identify problem areas, such as adaptation period to a preschool educational institution (from 1.5 years and older), because Children come to kindergarten at different ages. Escort crisis 3 years. We have already talked about it in detail. Tracking age neoplasms according to the main criteria for each age period, which have already been listed. As well as support school readiness. I would like to note that you have assistant teachers who also monitor the effectiveness of pedagogical activities.

An analysis of the reports of educational psychologists shows that in fact only 9% of specialists monitor the development and adaptation of children in the younger and middle groups, 68% of educational psychologists monitor the developmental rate of children in the older group, and all -100% of specialists diagnose readiness for schooling .

Consulting(individual, group), as a rule, it is carried out on the stated problems both with teachers and with parents.

Developmental work

Correctional work(individual, group).

Psychological enlightenment and education: the formation of psychological culture, the development of psychological and pedagogical competence of children, the administration of educational institutions, teachers, parents.

Approval of the paradigm of developing, student-centered education (and all of you have written developmental programs), the tasks of improving the professionalism of teaching staff require a transition from the traditional model of psychological education to the model of development of psychological competence of teachers. (in our opinion, we are talking about the methodological function of a teacher-psychologist) It is necessary to move away from the model when a teacher-psychologist acts alone, it is necessary to combine the efforts of the entire teaching staff, and for this it is important to equip teachers with anthropo- and psychotechnics that allow solving urgent problems of development and child upbringing and education. The next line of work is

Expertise(educational and training programs, projects, manuals, educational environment, professional activities of specialists of educational institutions).

Today, in the system of psychological and pedagogical support, along with traditional activities, such a complex direction as participation in the development (design) of programs for the development of educational institutions, as well as their psychological and pedagogical support, is being implemented. In our city, in all preschool educational institutions, development programs have been developed and protected, in which educational psychologists play not the last, but the leading role.

First, they describe the block of psychological and pedagogical development program support.

Secondly, perform content review other blocks of the program from a psychological point of view.

early diagnosis and correction of developmental disorders;

school readiness

At the institutional level the task of psychological and pedagogical support of the educational process is the joint activity of all specialists ( optimally combined into a service, council, etc.) to identify problems in development children and providing primary assistance in overcoming difficulties in learning, interacting with teachers, parents, peers. At this level, preventive programs are also implemented, covering large groups of students, expert, advisory, educational work is carried out with the administration and teachers.

The system of psychological and pedagogical support is based on:

firstly, the age characteristics of children at different periods of development;

secondly, psychological and pedagogical areas of activity.

Psychological and pedagogical support today is not just the sum of various methods of correctional and developmental work with children, but acts as complex technology, a special culture of support and assistance to the child in solving the problems of development, education, upbringing, socialization.

This suggests that a specialist in psychological and pedagogical support not only knows the methods of diagnosis, counseling, correction, but also has the ability to systematically analyze problem situations, program and plan activities aimed at resolving them, co-organizing for these purposes the participants in the educational process (a child, peers, parents, teachers, administration) (Essentially, to be a manager).

Building an effective support system will allow solving the problems of the development and education of children within the educational environment of the institution, avoiding unreasonable redirection of the child's problem to external services.

Lysenko Nina
Features of psychological and pedagogical support for the development of preschool children

The problem is currently acute psychological and pedagogical support all participants in the educational process. This provision entails development and becomes an integral part of the activity preschool institutions. The main component for the implementation of the educational process is to create security developing environment and professional competence of teachers.

Getting acquainted with the numerous studies of Sh. A. Amonashvili, O. S. Gazman, A. V. Mudrik and others, one can trace in their works the problem of organization psychological and pedagogical support for the development of preschool children. Escort regarded as special a type of professional activity of an adult who tries to solve certain problems of the child's personality and his tasks. The child performs in pedagogical process as an object and subject of self-education and self-development. The object is not the child himself, but his qualities, modes of action the conditions of his life.

The dictionary of the Russian language S. I. Ozhegov has the following definition: “ Escort- to follow along with someone, being nearby, leading somewhere or following someone.

M. R. Bityanova is considered « escort» as a movement with the child and next to, or in front, to answer the questions that have arisen. The teacher tries to listen to his interlocutor and tries to help with advice, but does not control him.

L. G. Subbotina combines psychological and pedagogical components. Under « psychological and pedagogical support of students» Subbotina L. G. understands the holistic and continuous process studying the student's personality, its formation, creating conditions for self-realization in all areas of activity, adaptation in society at all age stages of education at school, carried out by all subjects of the educational process in situations of interaction” . Getting acquainted with the work experience of L. G. Subbotina, to see that the interaction of the subjects of the educational process, implementing student-centered learning, is characterized by the following peculiarities;

1 equality psychological positions of subjects of interaction regardless of social status;

2 equal recognition of each other's active communicative role;

3 psychological each other's support.

The main direction for the formation of the foundations psychological and pedagogical support professional activity of the educator has become a personality-oriented approach, which makes it possible to choose methods for high level professional development. Target psychological and pedagogical support for the development of a preschooler- help realize your capabilities knowledge, skills and abilities for successful achievement in various types activities.

For the creations of social psychological conditions for successful upbringing and development of the child in his age periodization is necessary to psychological and pedagogical support acted as a system of professional activity. Escort understood as a system of professional activity different specialists to create conditions for making optimal decisions in various situations of life choice.

Accompanying the child in the process of preschool training involves the implementation of the following principles:

Following the natural development of the child at this age stage of his life.

Accompaniment relies on mental, personal achievements which the child really has and constitute the unique baggage of his personality. Psychological the environment does not carry influence and pressure. Priority of goals, values, needs development inner world of the child.

Orientation of activities to create conditions that allow the child to independently build a system of relations with the world, people around him and himself, to make personally significant positive life choices.

Escort requires so that the teacher can master the technique of communicating with the child, moving with him, being close, sometimes a little ahead. Watching our children, we, teachers, notice their successes, help with examples and advice to solve the problems that they encounter on their life path.

Psychological and pedagogical support educational process can change preschooler, but only an individual approach should be applied.

intensive development of the theory and practice of psychological and pedagogical support associated with an expanded understanding of the goals of education, which includes the goals development, education, provision of physical, mental, psychological, moral and social health children. With this approach psychological and pedagogical support acts as the main element of the education system, in solving the problems of training, education and development of a new generation.

Bibliography.

1. Ozhegov S. I. Dictionary of Russian language: OK. 57000 words / Ed. L. Skvortsov. "Onyx-LIT", "Peace and Education" 2012

2. Order of the Ministry of Education and Science of the Russian Federation of July 20, 2011 N 2151 "On approval of federal state requirements to the conditions for the implementation of the main general education program preschool education"

3. Subbotina L. G. Model of interaction between subjects of the educational process in psychological and pedagogical support students // Siberian psychological journal. 2007. № 25.

Related publications:

Consultation "Model of psychological and pedagogical support for the professional growth of teachers" In the context of modernization in the system of Russian preschool education, the development of human resources is the most important direction activities.

Diagnostics as a form of psychological and pedagogical support for participants in the educational process One of the important components of the basic component of the activity of a teacher - a kindergarten psychologist is screening diagnostics.

Individual route of psychological and pedagogical support of an artistically gifted child Individual route Psychological and pedagogical support for an artistically gifted child ___ Senior group.

Individual route of psychological and pedagogical support of a capable pupil INDIVIDUAL ROUTE OF PSYCHOLOGICAL - PEDAGOGICAL SUPPORT OF A CAPABLE STUDENT OF THE PREPARATORY FOR SCHOOL GROUP "RAINBOW" MDOU.

Individual route of psychological and pedagogical support of a pupil with developmental difficulties INDIVIDUAL ROUTE OF PSYCHO-PEDAGOGICAL SUPPORT OF A STUDENT HAVING DEVELOPMENTAL DIFFICULTIES IN THE II JUNIOR GROUP "RAINBOW".

Portal for the student. Self-training

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