A sample of writing a psychological profile of a student. Template "psychological characteristics of the student"

Title: “Characteristics of a student” - a selection of psychological and pedagogical characteristics (more than 50 pieces), as well as instructions and recommendations for writing your own characteristics.
Year of publication: 2009 - 12
Format: doc to rar. archive
Number of pages: many
Size: 5.2 MB
Good quality

Characteristics of the student- one of the most popular documents in the work of a class teacher, head teacher, educational psychologist or social educator.

Used in educational practice characteristics are divided into three main types - psychological, pedagogical and psychological-pedagogical. In this collection we have collected all three types of characteristics, as well as samples, templates and recommendations for writing them.

In the archive, which is available for download via the link located at the end of this article, you will find examples of ready-made characteristics for students of different classes, examples of positive characteristics for successful students and negative ones for weak ones, recommendations and templates for independently writing ha-ki of any type.

Total included in the selection more than 70 ready-made characteristics + forms, templates and recommendations for writing them.

In most cases, the specification includes the following sections:

1. General information about the student. (Last name, first name, patronymic, age, what grade he is in, nationality, information about parents, etc.).
2. State of health and physical development.
3. Conditions of family education.
4. Student interests.
5. Intellectual development.
6. Features of temperament.
7. Strong-willed qualities.
8. Communication skills in relation to the class staff and teachers.
9. Level of aspirations and self-esteem
10. Moral and ethical qualities
Conclusion.

Pedagogical and psychological characteristics (more than 70 pcs.)
The article “How to correctly write a profile for a student (school, college, university)? "
Psychological and pedagogical characteristics of a student’s personality. Methodical instructions. (21 pages)
Scheme for compiling the psychological and pedagogical characteristics of a child for admission to school
Template “Characteristics of a schoolchild”
Brief description of a “difficult” child
Scheme for compiling psychological and pedagogical characteristics.
Map of psychological characteristics of personal development of a teenager
Blank diagram “Student Characteristics”.

In total more than 100 documents!

Sample characteristics:

Sample psychological characteristics of a first-grader:

Characteristics of a 1st grade student

General information about the student:
FULL NAME. student: Mikhail K.
Date of birth: 09/19/2003

Child's family:
Family composition: social orphan, orphanage resident

Health status: normal

Complaints from the class teacher: during lessons he is involved in extraneous matters, wandering around the class. Main time educational process can run around the classroom, crawl under tables, climb into boxes. Behavior is often inappropriate: screams without visible reasons. Does not assimilate program material, does not keep up with the overall pace of the class, and has difficulty learning.

During the psychological examination of K.M., the following features were noted:
Makes contact with difficulty; isolation and passivity are observed. Shows no interest in communication, contact is superficial. Cognitive interest unstable to the assigned tasks, the scope of sustainable performance is narrowed. The reaction to comments is present, but expressed in a weak form. Study skills are developed to a very low degree. Reading technique is also very poor. Questions regarding awareness of the surrounding world are often answered incorrectly (the amount of knowledge about the surrounding world does not correspond to the age norm; this knowledge is fragmentary and unsystematic).

Characteristics of verbal intelligence:
Needs simplification of questions and assignment instructions. Dialogue speech poorly developed. Conceptual lexicon poor; has difficulty explaining abstract concepts. The general outlook is limited, knowledge about the world around us is fragmentary and unsystematic. The skill of performing simple counting operations is poorly developed, it is difficult to perform arithmetic tasks for addition and subtraction.

Emotionally – volitional sphere : active, active, motor disinhibition observed.

Attention: attention is superficial, quickly depleted.

Memory: the level of memory development is low (the volume of short-term RAM is narrowed), however gross violations no memory detected.

Thinking: visually effective. At psychological examination identified low level verbal-logical and visual-figurative thinking. Experiences difficulties in establishing logical connections.

Performance: low

Nature of activity: activity is unstable. In the situation of conducting an examination, inhibition is noted (slowness, rigidity mental processes; does not complete some tasks or completes them slowly, thinks for a long time, is silent, refused to do the “graphic dictation”, then started doing it); in other individual situations (the educational process and during breaks), disinhibition is observed (the child is active).

Learning ability: low, does not use enough help.

In order to provide comprehensive psychological, medical and pedagogical support for the child, K. Mikhail is sent to clarify the diagnosis and prescribe adequate treatment.

Teacher-psychologists MOU secondary school No.

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Sample: pedagogical characteristics for an average student

Pupils of 10 “G” school No. 192, Minsk
Kharchuk Anna Sergeevna
date of birth 01/09/1990,
living at the address:
st. 50 years of Victory 18-73
phone 000-01-20

Anna Kharchuk has been studying at school No. 196 since the first grade under a 12-year education program. During her studies, she established herself as a student with average abilities. The average grade is 5-6.

Completes homework regularly.

Anna has quite developed study skills and skills. Vocabulary and literacy levels correspond to age norms. Oral speech predominates over written language. Occasionally gets distracted in class, average level of learning educational material, interested humanities, loves to read books. Anna knows how to plan educational work, highlight the main thing in educational material and systematize it.

There are no absences from classes without a good reason.

He does not create conflict situations in the classroom, but strives to be the center of attention of others. Anna shows interest in school and class activities and takes part in them. Visits training courses in the College of Communications.

Anna is being brought up fully prosperous family. All conditions have been created for the child to develop as a person.

Director of secondary school No. 192

Cl. supervisor

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Characteristics for a 4th grade student:

Ivanov D. (11 years old)

Student 4 "a" class Municipal Educational Institution Secondary School No. Bobruisk, 08/05/98. born, living at the address: st. house apt.

Dmitry has been studying at secondary school No. for the third year. Grades 1-2 studied at secondary school no. The second class was duplicated.
Parents create conditions for the child's development. They constantly provide assistance in preparing homework. The boy is always well-groomed and prepared for school.

D. easily and quickly establishes contact, shows interest, willingly carries out instructions, and asks questions in case of misunderstanding.

The child experiences constant difficulties in learning, cannot cope with the educational material, and does not keep up with the general pace of the class.

Performance: extremely low; In class he often feels drowsy and complains of a headache. By the end of the lesson, the number of errors increases. Doesn't always understand the teacher's requirements.

Attention not stable enough, quickly depleted.

Memory does not correspond to conventionally accepted age standards.

Reading technique low. Reading unfamiliar words and words of complex structure - syllabic. He answers questions in monosyllables and does not give detailed answers. Cannot cope with tasks of increased difficulty. Doesn't have time to write assignments from dictation. He does not have time to complete tests together with the whole class and constantly needs individual help.

The teacher used various types of help to overcome the identified difficulties; the most effective was simplification and individualization of tasks (without time restrictions).

Learning ability: low, does not use enough help. Can perform a simple task according to a sample, however, knowledge transfer is difficult.

Thinking: visually effective. A psychological examination revealed a low level of verbal-logical and visual-figurative thinking. Experiences difficulties in establishing logical connections and generalizations.

Stock general ideas appropriate for age.

Disadvantages of the lexical and grammatical aspects of speech are noted. The boy is being brought up in a bilingual environment.
Extract from the protocol psychological research according to Wexler's method from 02/28/06.

The child is emotionally stable and very friendly. There are no comments regarding behavior at school. Relationships with peers are smooth.

Criticality: adequate (rejoices in approval, waits for it; corrects behavior in accordance with the remark).

In order to provide comprehensive psychological, medical and pedagogical support for the child, D. is sent to clarify the diagnosis and prescribe adequate treatment.

Teacher-psychologist
4th grade teacher

Pedagogical characteristics student

1. General information about the child and his family

FULL NAME. child. Date of Birth. Location. School, class. Family composition. Brief information about parents (or persons replacing them): Full name, place of work, position held. Social and living conditions of the family. Information from medical card child.

2. Schoolchild in the system of educational relations.

In family.

The child is psychologically protected, loved, and can count on moral support in the family; adults treat the child’s individual problems and characteristics with understanding, take them into account, are interested in his inner life, and enjoy authority with the child.

The child’s position in the family cannot be called prosperous; adults’ demands on him are contradictory; relationships develop depending on the situation (either too soft, permissive, or too picky and strict). The child is attached to only one of the parents, is hostile to other family members, insufficient attention is paid to the child, and the child has no sense of security in the family.

The child is superfluous in the family, the attitude towards him is indifferent, indifferent, sometimes cruel, no one is interested in his problems, the child’s individual characteristics are not realized or taken into account, others emotional connections not with any of the adult family members (indicate the reasons for alienation, conflicts, specific characteristics of the family, family relationships).

At school.

In the “student-teacher” relationship system.

The relationships of most teachers are built on mutual respect and trust.

Relationships of mutual respect and trust exist only with individual teachers; with others they are situational in nature.

Relationships with teachers do not work out.

Relations with individual teachers are of a conflictual nature (indicate the reasons for alienation and conflicts).

In the system of relations with classmates.

He communicates only with certain guys, relationships have not yet developed, and conflicts often occur.

Classmates treat him with disdain, he does not enjoy authority and trust in the student body (indicate the main reasons causing dysfunctional relationships and conflicts)

Personal qualities of the student that interfere with his social adaptation:

irresponsibility, dishonesty, selfishness, resentment, stubbornness, indiscipline, excessive pride, self-doubt, hot temper, lack of composure, rudeness, arrogance, greed, bullying, injustice, isolation, shyness, bad habits, bad inclinations.

The potential of the student’s personality as a support in correctional work:

Aspirations and interests, special (specific) abilities;

Personal qualities: kindness, responsiveness, honesty, integrity, frankness, fairness, responsibility, initiative, courage, perseverance, politeness, modesty, discipline, hard work, ability to yield, and other qualities.

3. Features of the student’s work activity

Awareness of goals and working conditions. The nature of planning work activities. The nature of carrying out assignments (at school, in the classroom, at home):

responsible and conscientious.

not responsible enough.

irresponsible (possible reasons).

4. Features educational activities

willingly goes to school, is interested in all subjects, strives to study better.

Teaching is perceived as a duty, with interest only in individual subjects.

There is no interest in studying yet, no favorite subjects.

Learns reluctantly, through coercion from adults.

5. Level of development of the main characteristics of educational activities

Cognitive activity:

Quite high in all lessons.

High enough only in some lessons.

Mostly average.

Short.

Independence:

Completes educational tasks mainly independently.

As a rule, he performs educational tasks while providing guidance.

By doing educational assignments he needs teaching assistance more often than other students.

Tempo:

Above class average.

Close to class average.

Below class average

Significantly lags behind the class average.

6. Student’s difficulties in studying academic subjects

(pedagogical symptoms of difficulties)

When teaching Russian:

Replacement of letters that are similar in articulation characteristics; omission of vowels, syllables. Difficulties in using the soft sign. Errors in determining the place of a sound in a word when isolating a word from a sentence, when determining the sequence of sounds in a word; when writing letters of similar outline, merging and splitting words, “mirror writing” of words. Letter height does not match working line. Sloppy writing. Distortion of handwriting.

When learning to read:

Difficulties in merging letters into syllables, syllables into words, loss of a line when reading, “mirror” reading, shuttle reading, “mechanical” reading, “guessing” reading. Limited vocabulary. Inability to highlight the main thing in what you read.

When teaching mathematics:

Lack of stable numeracy skills, if continued number series, in naming components arithmetic operations, when making comparisons, in formulating rules based on analysis, inability to assimilate reasoning patterns.

7. Pedagogical conclusions

Every class teacher is familiar with the task of compiling a psychological and pedagogical profile for students in his class. And you don’t want to come up with something new every time, it’s better to have ready-made template on the basis of which it is easy to prepare the necessary document.

The psychological and pedagogical characteristics of the student are written with maximum consideration of the individual aspects of the development of each child, describing him in detail psychological characteristics. This is explained by the fact that it plays a very important role in the educational process, significantly simplifying interaction teaching staff school with a student. Allows the teacher to get an initial idea of the student and choose the most beneficial strategy for interacting with him.

In addition, such characteristics may be required when transferring to another school or college; they are requested by the guardianship authorities, the police and the PDN, and the military registration and enlistment office.

Rules for conducting psychological and pedagogical examination

There are fairly clear rules for drawing up a student’s characteristics. One of the fundamental requirements for conducting psychological and pedagogical characterization is objectivity. It is equally important to carefully analyze the factors influencing a child’s development as a whole, taking into account the characteristics of the student. The child should be treated as delicately as possible, minimizing any coercion or pressure on him. Only in this case can a psychological and pedagogical characterization of a student or student be as objective and useful as possible.

The student's characteristics are written by the class teacher and signed by the school director. When writing a psychological profile of a child, you may need the help of a school psychologist, testing and diagnostic results.

How to write a reference for a student

Let's consider what a typical psychological and pedagogical profile drawn up for a secondary school student should look like. The content of the characteristic may depend on the person who requires it. The minimum volume of the characteristic is 800-900 characters, the maximum volume is not limited, and, as we said above, the characteristic can contain reports on work with the student, test results.

At the beginning, indicate the student’s last name, first name and patronymic, the class in which he is studying, and the characteristics of his health group.
If desired, you can also indicate the brightest external features. This data can be obtained by organizing a conversation with both the student himself and his parents.
It is equally important to indicate the composition of the student’s family, features of social status, and the quality of interaction.
After this, you can move on to studying the child’s personal characteristics, covering his attitude to school (hard work, perseverance, academic performance), to others (development communicative competencies, ability to communicate with peers and with adults). Data can be obtained both through observation and conversation with the child, and using projective techniques ( drawing tests etc.).
The psychological and pedagogical characteristics of a student should contain information about his resistance to stress, level of development of thinking and speech, emotionality, attention, and punctuality.
You need to specify how high social status child, whether he easily establishes social contacts.
At the end of compiling the characteristics, you need to summarize the development of the student and the correspondence of his level to age characteristics. Recommendations related to upbringing, training and further interaction with the child are given.

The characteristics that will be transferred to a third-party organization are written on school letterhead, with the date and signature of the person who prepared it and the signature of the school director at the bottom.

Sample characteristics for a student

You can view ready-made characteristics for a student on our website - select a sample characteristics below. Development will help to the class teacher quickly and efficiently draw up a character reference for a student. You can create a complete description according to the plan on this page.

Sample pedagogical characteristics for a primary school student

Sample characteristics for a primary school student from a teacher, required when passing a psychological and pedagogical commission at any level. The characteristics are written in two copies, signed by the teacher and the director, and the school seal is required.

Psychological and pedagogical characteristics surname first name.

Full Name:

Date of Birth:

Residence address: ………………….telephone….

School No. class

He has been studying at school No. since one year (retained for a repeat course in the class);

studied at school no.

Psychological characteristics cognitive processes

General motor skills are characterized by (in)sufficient voluntary control of movements, fine motor skills are well/weakly developed.

The perceptual function is not sufficiently developed, the child (not) experiences minor difficulties when acting according to a visual model/verbal instructions. Perception is better/worse developed than thinking.

Attention (un)sustainable and (not)exhaustible, reduced/within limits age norm arbitrariness, concentration and switchability.

Visual memory, short-term and long-term, (not) sufficiently developed. free short term memory(not) high. Medium/high/low level mechanical memory, logical memory level is lower/higher. When memorizing, he quickly gets tired/memorizes (small) large/medium amounts of text.

Visually effective and visual-figurative thinking developed better/worse than verbal-logical/corresponds to the norm for a given age.

(not) Disorders of oral speech development are detected, phonemic hearing. Articulation (“blurred”/pronunciation of sounds in syllables and words is unclear/agrammaticalisms are frequent/inconsistency).

The level of conceptual development and orientation in the surrounding world is (in)sufficient/appropriate for age.

In general, the child is characterized by (increased fatigue/unstable attention/predominance of inhibition processes over excitation processes).

Pedagogical characteristics of educational activities.

The child is studying in a mass class/is receiving individual instruction… for a year.

Literary reading. Reading rate ... words per minute (norm at the end of the first/second half of the year ... words). Reading (not) sufficiently conscious, but little expressive/not expressive/expressive), without/with compliance logical pauses and intonation at the end of the sentence. Makes many mistakes (the nature of the mistakes), (but does not) repeat them when re-reading the text. A detailed/brief/creative retelling of the text is difficult, omits details, descriptions, the story is little/quite emotional. He reads poems by heart with errors, (not) expressively enough. Gives complete/expanded/monosyllabic answers to questions, makes (minor) mistakes when establishing cause-and-effect relationships. Vocabulary is limited/age appropriate.

In the Russian language, he (doesn’t) know the rules well and (doesn’t) understand/doesn’t always understand how to apply them. Grapho-motor skills are (not) sufficiently developed, handwriting is different (careless/often very small/very large/uneven, (not) legible). The following errors appear in writing: (omissions and substitutions of letters (often similar in spelling or denoting similar sounds), unnecessary elements of letters, as well as their underwriting, agrammatism), which indicates a violation of the writing processes.

In mathematics, difficulties are caused by the development (graphical skills, counting skills, problem solving). Mathematical speech(not) formed slowly/in full. The greatest difficulties are caused by (the formation of computational skills, which are at a low/medium level (counts within 10 without relying on clarity); mechanical memorization of the multiplication/addition tables is more successful). The specific meaning of the operations of multiplication and division/addition and subtraction is realized only when visualization is used. When solving problems, difficulties arise (explaining the choice of action, writing down explanations, omitting names).

Completes homework (not) in full, but under the control of parents/independently.

The pace of work in the lesson is (in)sufficient/low/medium/high when performing simple (of the same type) tasks independently/collectively; exercises that require switching attention (do not) cause a decrease in pace. The child is little/active in lessons, creative tasks(not) of interest.

Learning motivation absent/low. Self-control is poorly developed/within the age norm/highly developed, skills independent work are formed in (in)sufficient volume/are formed with difficulty.

Relations with the teacher /calm/smooth/friendly; fulfills demands and instructions formally/willingly/sometimes reluctantly/with desire. He often reacts with restraint/(in)adequacy to comments and praise.

The child’s clothes are (un)tidy, writing instruments and educational items in good/(un)satisfactory condition.

The child is (little) sociable, is (un)friendly with other children, (does not) participate in group games/is often a leader. There are/are no friends outside of school, hobbies(…), at school he participates in clubs(…), he attends outside school(…).

Teacher______________/acting surname /

Director ____________/acting surname /

Characteristics of a difficult student

The characterization of a difficult student requires a special approach from the teacher who composes it. Not only psychological knowledge, but also the ability to analyze the situation with different sides, revealing the main reasons for his low academic performance or difficult education. The social environment has a great influence on this:

family influence (parents having addictions, criminal records, single-parent and large families, violence and conflicts in the family);
low material well-being in family;
the presence of seriously ill close relatives who are in direct contact with the child;
difficult life circumstances

An example of a characteristic for a difficult student

Characteristics of a student in __ class
MBOU SECONDARY SCHOOL

The year of birth,

residing at: _________________________

Ivan Ivanov has been studying at the Municipal Budgetary Educational Institution ________________ since __ grade. He has been on the school register since 2nd grade for violations of discipline. He was registered with the Commission on Minors' Affairs and Protection of Their Rights under the administration of the ________ district in 2016-2017 for causing harm to the health of a student at the _____________ school.

Composition of Ivan Ivanov’s family: mother – __________________ and father ____________________. The parents are currently living separately. Ivan lives with his mother in a rented apartment.

____________________'s mother works ________________ in _______________. The father does not participate in upbringing, does not help the family financially, and abuses alcohol.

Mother ____________________ answers the class teacher's calls, always comes to school at the invitation of the class teacher, teachers, and deputy directors, but does not always attend parent-teacher meetings. The mother overprotects Ivan, tries to satisfy all his needs and protects him from worries and efforts, and does not control Ivan’s academic work and behavior enough.

Ivan is outwardly neat, well dressed, has all the necessary school supplies and textbooks provided to him for use by the school.

Ivan's intellectual capabilities are low. The attitude towards studying is negative. Conditionally transferred to 6th grade from academic debt mathematics. Based on the results of the 1st and 2nd quarters of 2015-2016 school year had unsatisfactory grades in 6-9 subjects. Rarely does homework. He often reacts inadequately to teachers’ comments. In many lessons, he refuses to get a textbook, notebook, diary, or complete school assignments.

Conflictful, hot-tempered, unbalanced. Has high self-esteem. During the last two years of study, he committed numerous violations of discipline in the classroom and after school hours, rude attitude towards classmates. There was an obscene statement in a mathematics lesson, obscene language addressed to classmates.

Avoids participation in school-wide events. Performs public assignments under pressure. Treats public property with disrespect.

Shows interest in activities physical culture, is engaged in weightlifting at the physical education and health center in +______. E

Preventive conversations were held with Ivan Ivanov many times by the class teacher, members of the Prevention Council and the school administration. Preventative work was carried out with the student’s mother, who was repeatedly invited to conversations with the class teacher and the school administration on the issue of her son’s low academic performance, but changes in better side did not follow. During the 2014-2015, 2015-2016 academic year, it was considered at meetings of the small pedagogical council, pedagogical council, Prevention Council for academic failure and violations of discipline. Individual conversations were held with his mother and Ivan on numerous occasions regarding complaints about Ivan’s rough treatment of his classmates. The mother was recommended to strengthen control over Ivan’s academic performance and behavior. Mom listens to the comments of the class teacher, teachers, and deputy principals, but believes that the teachers do not pay enough attention to Ivan’s training and upbringing. ____________'s mother explains her rude treatment of classmates and other school students by saying that the children themselves provoke Ivan. Due to the fact that Ivan’s behavior in the classroom reduces the effectiveness of the teachers’ work, members of the class parents’ committee asked the school administration to take corrective action against Ivan Ivanov.

During the 2014-2015, 2015-2016 school year, the class teacher and deputy director for VR held conversations with Ivan about the inadmissibility of rude treatment of school students and the prohibition of fights.

He was not found guilty of vagrancy, theft, or consumption of alcohol or substances at school.

family characteristics of a student from a disadvantaged family

student ____ MBOU class _SOSH...,

The year of birth

The student has been studying at this school since _______ grade, since ______ year.

He was brought up in a single-parent large family. In addition to the student, there is ___________ in the family. Mother works day and night. Children can be left to their own devices. The student’s mother does not attend parent-teacher meetings, often for good reason (work shift). He comes to school when called by the class teacher and subject teachers. Can't cope with child's behavior.

The student completed the first half of the 2015-2016 academic year satisfactorily. For the first quarter I had an unsatisfactory grade in algebra. During his studies, the student shows weak abilities in many disciplines school curriculum due to the fact that he has absolutely no desire to learn. The student does not prepare homework and works in class only with repeated reminders from the teacher. May be rude to teachers. He doesn’t carry school supplies, explaining that he’s forgetful. The diary is not submitted to subject teachers for grading.

I had smooth, friendly relations with the class. Participated in cool events, competitions.

He attended the hockey section at the sports and sports complex, participated in district and regional competitions. IN this moment does not attend the section.

The student is physically healthy. Smokes.

Started to miss training sessions since ___________year. Since January 2017, I have attended only 4 lessons.

Currently not attending classes, but that's it school time is located in the school building. He is rude to teachers, technical staff, using obscene expressions. He disrupts classes during the second shift (runs into classrooms, knocks on doors), acts up in the corridors and the cafeteria. Doesn't respond to anyone's comments. The child developed a feeling of permissiveness.

The class teacher and deputy director for educational work, Deputy Director for educational work, social teacher.

But the student remains indifferent to his misdeeds, does not admit to anything, does not realize his mistakes.

Director of MBOU _________________

Classroom teacher _________________

Positive reference for a student

Psychological and pedagogical characteristics

per student... MAOU class.....

…… the year of birth,

residing at:…..

The student was born…..

General physical development - above average, strong physique, satisfactory health - I basic health group, has minor vision problems, wears glasses.

Lives in a family that consists of three people (mom..., dad..., student...). An apartment with all amenities, the student has her own room. A schoolgirl's responsibilities around the house include washing dishes, cleaning, taking out trash and other household chores. The parents are actively involved in raising the girl, they are always interested in her successes, and they themselves accept direct participation in school affairs.

In ...... he has been studying since the first grade. The class is large (... people). Several groups can be distinguished in it: leaders, preferred, elected, no rejected ones. The student can be classified as a preferred group, which is what the sociometric study showed. IN cool team the student enjoys a certain authority, this is determined by her academic performance (she studies “good” and “excellent”) and the ability to defend her point of view. Relations with classmates are friendly. He communicates equally easily with both boys and girls. In class he is friends with... I am satisfied with my position in the team. She values her stay at school, values communication most of all, as shown by the test to determine school motivation, and actively participates in all school activities. Relationships with teachers are trusting. The student willingly makes contact with teachers, tries to comply with subordination and generally accepted school rules.

The student has been studying without C grades since the first grade, is also a participant and winner of many school and distance Olympiads in various disciplines, and recently participated in such competitions as “Golden Fleece”, “British Bulldog”, “Native Word”, “Perspective”. He has certificates of merit, many commendations and awards in his portfolio. The level of knowledge in all subjects is approximately the same, shows great interest in biology, and masters the basics with equal success. educational program. The student is emotional, well-read, has a rich vocabulary, and knows how to correctly express her thoughts both orally and in writing.

He studies with interest, if questions arise, he always looks for answers to them, consults with elders, and studies extra after class. She treats praise and blame from teachers adequately; she understands that studying is a necessity for later life. According to the questionnaire, he has a “good” average level of school motivation, even slightly higher (close to high).

Able to be focused, long-term attention span, and manages time rationally. The level of voluntary attention is high, as shown by tachistoscopic testing.

The educational material is perceived intelligently and quickly, which is one of its strengths. Remembers quickly, voluntary memory prevails over voluntary (this was shown by the results of a study of voluntary and involuntary memory). Long-term memory. Masters the techniques of analysis and synthesis, successfully draws conclusions and generalizations, easily finds main idea and knows how to separate the priority from the secondary. Quickly looks for solutions when a problem arises. Moderately developed imagination, loves specifics, accuracy and certainty. Possesses the ability to learn: works independently with a book, makes plans, notes, memorizes the material.

He respects work and understands its significance and value. The student is interested in the social benefits of her work. She conscientiously completes all individual tasks and community work. Sometimes he is the initiator of any business, actively goes towards helping and organizing school events. Thanks to his household responsibilities, he possesses work skills at the highest level. He does any work carefully.

The student is interested in literature (likes to read works of art), music, sports, attends many school electives, such as speech culture and second foreign language. Swimming.

The student behaves calmly and reservedly. Follows his daily routine independently. Fulfills the demands of adults, even if there is no strong desire.

The student exhibits such traits as sensitivity, kindness, collectivism, conscientiousness, as well as perseverance and independence. The mood is often good, sometimes neutral and even.

The student has great potential and a huge amount of positive traits, which it is not yet able to fully realize. The ability to instantly get up to speed and adequately understand the task at hand makes it much easier to master the educational material. I relied on her for some questions in class, and my trust was justified. She was always active, thoughtful and interested. In the future, I consider it necessary to develop its potential through extracurricular activities. Also by various techniques develop it leadership skills, because she has great potential to become a leader in the class.

Psychological and pedagogical characteristics

Full Name:

Date of Birth:

student of ______________ class,

residing at:____________________________

He has been studying at school No. ______ since one year (retained for a repeat course in the class); before school I attended kindergarten ______________,

Psychological characteristics of cognitive processes

General motor skills are characterized by (in)sufficient voluntary control over movements, fine motor skills are well/weakly developed.

The perceptual function is not sufficiently developed, the child (does not) experience minor difficulties when acting according to a visual model / according to verbal instructions. Perception is better/worse developed than thinking.

Attention is (not) stable and (not) exhaustible, voluntariness, concentration and switchability are reduced / within the age norm.

Visual memory, short-term and long-term, is (not) sufficiently developed. Voluntary short-term memory is (not) high. Medium/high/low level of mechanical memory, level of logical memory lower/higher. When memorizing, he quickly gets tired/remembers (not) large/medium amounts of text.

Visual-effective and visual-figurative thinking are better / worse developed than verbal-logical thinking / correspond to the norm for a given age.

(not) Disorders of oral speech development and phonemic hearing are detected. Articulation (“blurred”/pronunciation of sounds in syllables and words is unclear/agramatisms are frequent/inconsistency).

The level of conceptual development and orientation in the surrounding world is (in)sufficient/appropriate for age.

In general, the child is characterized by (increased fatigue/unstable attention/predominance of inhibition processes over excitation processes).

Pedagogical characteristics of educational activities.

The child is studying in a mass class / is in individual education ... for a year.

Literary reading. Reading rate ... words per minute (norm at the end of the first / second half of the year ... words). Reading (not) sufficiently conscious, but little expressive / not expressive / expressive), without / with observance of logical pauses and intonation at the end of the sentence. Makes many mistakes (the nature of the mistakes), (but does not) repeat them when re-reading the text. A detailed / brief / creative retelling of the text is difficult, omits details, descriptions, the story is little / quite emotional. He reads poems by heart with errors, (not) expressively enough. Gives complete/expanded/monosyllabic answers to questions, makes (minor) mistakes when establishing cause-and-effect relationships. Vocabulary is limited/age appropriate.

By Russian language(doesn’t) know the rules well and (doesn’t) understand/doesn’t always understand how to apply them. Grapho-motor skills are (not) sufficiently developed, handwriting is different (careless/often very small/very large/uneven, (not) legible). The following errors appear in writing: (omissions and substitutions of letters (often similar in spelling or denoting similar sounds), unnecessary elements of letters, as well as their underwriting, agrammatism), which indicates a violation of writing processes.

By mathematics Difficulties are caused by the formation (graphical skills, numeracy skills, problem solving). Mathematical speech is (not) developed slowly/fully. The greatest difficulties are caused by (the formation of computational skills, which are at a low/medium level (counts within 10 without relying on clarity); mechanical memorization of the multiplication/addition tables is more successful). The specific meaning of the operations of multiplication and division/addition and subtraction is realized only when visualization is used. When solving problems, difficulties arise (explaining the choice of action, writing down explanations, omitting names).

Completes homework (not) in full, but under the control of parents/independently.

The pace of work in the lesson is (not) sufficient / low / average / high when doing simple (of the same type) tasks independently / collectively, exercises that require switching attention (do not) cause a decrease in pace. The child is little / active in lessons, creative tasks (do not) arouse interest.

There is no/low educational motivation. Self-control is poorly developed/within the age norm/highly developed; independent work skills are (in)sufficiently developed/developed with difficulty.

Relations with the teacher / calm / smooth / friendly; fulfills demands and instructions formally / willingly / sometimes reluctantly / with desire. He often reacts with restraint/(in)adequacy to comments and praise.

The child’s clothes are (not) neat, writing materials and school items are in good / (not) satisfactory condition.

The child is (little) sociable, is (not) friendly with other children, and (does not) participate in group games / is often a leader. There are no friends outside of school / there are hobbies (...), at school he participates in clubs (...), he attends outside school (...).

"_____"______________ ______of the year

Teacher______________/full name/

Director ____________/full name/

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Psychologistsstudent's characteristics

FULL NAME: Tarasova Anna Viktorovna

Age: 7 years.

School No. 5, 1st grade (attends school twice a week)

Health status: satisfactory, delay mental development, slight squint. (homeschooling recommended)

Diseases: cerebral palsy (in mild form).

Appearance: height - tall; physique - thin; face as a whole in general configuration: round; long brown hair (usually tied in a braid); forehead: its inclination (position) from the vertical: vertical. The forehead is medium in width, high in height; shoulders slumped; hunched back, protruding shoulder blades; gait is fast, shuffling; facial expressions are well expressed; animated gestures; speech is slightly slurred; the voice is strong and sonorous.

Methods: conversation with the teacher, with Anna; studying school documentation.

Conditions of family education

Family composition: mother Tarasova Galina Nikolaevna, 39 years old, profession pharmacist;

Elder sister Tarasova Natalya Viktorovna, 19 years old, student at the economics technical school;

Grandparents are pensioners and live together with their daughter and granddaughters in a three-room apartment.

Relationships in the family are normal, and there is consistency in the actions of adults in raising children.

Methods: Methods and techniques: study of school documentation, conversation with the teacher, parents; unfinished sentences (oral version)

“Unfinished sentences” technique

Purpose: To obtain additional information about the attitude of parents to children and children to parents,

Methodology: the student is asked to orally continue the spoken sentences, such as:

1) Mom often hugs me...,

2) I’m playing with my mother...,

3) Mom scolds me...,

4) My sister is with me...,

5) I love with my grandmother...,

6) My sister gets angry when...

According to this diagnosis, the average level of relationships in the family is noted; the older sister more often ignores Anna, citing a “lack of” time.

Activity junior school student

1. ) Educational activities: readiness for schooling; motives for learning and educational interests: Anna’s low level of school motivation was revealed, as evidenced by her reluctance to attend school; during lessons she often engages in extraneous activities, games, and experiences serious difficulties in learning: cannot cope with educational activities, Attitude towards school, learning and grades: she is often perceived as a hostile environment, sometimes refuses to complete assignments. Academic achievements(academic performance, knowledge, abilities, skills): observed in reading and drawing, more observed in these subjects high marks, in other subjects the performance is low. There is the presence of “school anxiety”.

Increased anxiety manifests itself in situations related to everyday activities, regime moments. Afraid to answer orally at the board.

IN general outline The student is emotional, impatient, and easily excitable. There is instability of attention, increased motor activity, and he cannot always control his behavior.

2.) Play activities: place in the student’s life; predominant and favorite games; preferred roles in them; relationships in play with peers and adults.

As in preschool age gaming activity occupies the main place in Anna’s life. Favorite games: mothers and daughters, store, hospital; loves to play hide and seek outside. The roles in the games are different. Relationships with peers in the game are difficult, due to Anya’s illness, most often children do not understand how she wants to play. Anna perceives her existing relationships with her peers very sensitively. She is much better at playing at home with her family, sometimes involving adult family members in the game.

3.) Labor activity: socially useful and domestic labor(permanent and situational orders): perceives it reluctantly, more often refuses to carry out orders or asks to carry them out later, citing fatigue. Motivation to work is average, attitude towards work; activity and ability to cooperate are demonstrated better with adults than with peers. Roles and functions in joint work activities: unable to complete complex assignments.

4.) Communication: great need for communication with peers, range of desired and real communication reduced, what causes dissatisfaction with communication, the nature of communication (dominance, desire for leadership, conflict). Achieves great success in communicating with adults; more inclined to communicate with children of the same sex, citing the fact that boys more often offend her and other girls.

Methods and techniques: observation of students in various types of activities and analysis of activity products; conversation; essay "My Family"

Methodology “Making a weekly schedule”

Goal: diagnostics of the student’s attitude towards specific academic subjects and to teaching in general.

Equipment: a sheet of paper divided into seven parts, where the days of the week are labeled.

Instructions to the subject. Let's imagine that we are in the school of the future. This is a school where children can make their own lesson schedule. Before you lies 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. You can write whatever lessons you want. This will be the weekly schedule for our school of the future.

Processing and analysis of results: there is a real schedule of lessons in the classroom. She compared this schedule with the schedule of the “school of the future” compiled by Anna. At the same time, I highlight those subjects, the number of which the subject has more or less than in the real schedule, which made it possible to diagnose the student’s attitude to learning in general, and especially to individual subjects, such as reading and drawing, these were the greatest number in Anya's schedule. It was clear that the student was not at all interested in such subjects as mathematics and the Russian language; mathematics was not at all indicated in her schedule.

Anxiety Questionnaire(Lavrentyeva G. P., Titarenko T. M.)

CHILD
1. Can’t work for a long time without getting tired
2. He has difficulty concentrating on anything.
3. Any task causes unnecessary anxiety.
4. Very tense and constrained while performing tasks
5. Feels embarrassed more often than others
6. Often talks about possible troubles
7. Typically blushes in unfamiliar surroundings
8. Complains about having bad dreams
9. Hands are usually cold and clammy
10. Stool upset is common.
11. Sweats a lot when excited
12. Doesn't have a good appetite
13. Sleeps restlessly, has difficulty falling asleep
14. He is timid and fears many things.
15. Usually restless and easily upset
16. Often can’t hold back tears
17. Doesn't tolerate waiting well
18. Doesn’t like to take on new things
19. Not confident in myself or my abilities

For each “yes” answer, 1 point is awarded.

High anxiety- 15-20 points

Average anxiety- 7-14 points

Low anxiety- 1-6 points

Anna was diagnosed with high anxiety (14 points).

The student as a member of the class team: a brief description of class (number of students, ratio of boys and girls): The class group of class 1A consists of 27 students, of whom 12 are boys and 15 are girls. Formal and informal group structures, psychological climate, interpersonal relationships, degree of team formation in the classroom: The children were united, received the main skills of being in a classroom team, and management skills. The children perceive well the guidance from the class teacher and respond adequately to comments from their elders and their classmates. They support each other in difficult situations. Boys don't bully girls. The children actively participate in class and school events, especially love the intellectual games “Field of Miracles”, quizzes, solving riddles, puzzles, crosswords, which end with tea parties, and love to perform. All the children try to take part in class and school events. 3 students attend music school, one of them is studying solfeggio.

General characteristics of the child’s relationship system in the classroom. Social contacts:

· with peers. Communication status: dependence on classmate Vladik Ryzhov (a child with pronounced aggressive behavior). Does not have close friendships with classmates. Prefers friends who like to play around, run, and play pranks. School team She is often perceived as a hostile environment, so Anya can sometimes show aggression.

· with adults. May exhibit a variety of communication signs: from subordination and shyness to impudence and impudence; reacts to teacher criticism passively and positively (understands the criticism, agrees with it, but does not correct shortcomings). Experiences problems in relationships with the teacher.

Inactively participates in class and extracurricular activities, likes sporting events and tea parties more.

Anna has a need to be a member of the class team; the need for recognition from classmates, but at the same time sometimes shows conflict towards classmates, which is caused by Anna’s illness.

Methods and techniques: observation of the class in a formal and informal setting, conversation with the class, essay “My Class”.

Personality structurestudent

1. ) Focus: dominant motives: play, social orientation; Predominant interests: gaming, reading, drawing. Shows sustained and broad interest in these types of activities, high degree activity.

Methods and techniques: conversation, questionnaire on the topic “interests”:

Interests

1. What do you like to do most? What else?

2. What do you want to know about? Why about this? What else?

3. What do you want to learn? For what? What else? Why? What for)?

4. What can you do? Who taught this?

5. What can you teach a friend?

6. What is the most interesting thing to talk about (in general, as well as with mom, dad, etc. - a list of possible interlocutors depending on the task)?

2.) Character: description of character traits by type of relationship (to oneself, other people, activities, things), character traits, type of accentuation.

Characteristics of types of personality accentuations(Anna Tarasova)

(according to K. Leonhard)

A. ) vindictive (stuck) - persistence of emotional states of anger or fear prevails, which lasts very for a long time, although no new experiences activate them.

b. ) Cyclical - change, alternating states of energy and depression.

V. ) Pessimist (dysthymic) - low core mood level, focused more on negative aspects life than on positive ones.

G. ) Exalted - sharp transitions from delight about joyful events to anxiety and despair about negative ones.

d. ) Anxious - anxiety, increased timidity and fearfulness.

e. ) Emotive - increased sensitivity and depth of experience in the field of subtle emotions associated with manifestations of sincerity, humanity and responsiveness; impressionability.

and. ) Extrovert - more focused on perceptions than ideas, can easily be influenced by the environment and external stimuli.

-Strong-willed character traits: activity is more pronounced in play activity. Indecisiveness; lack of independence in actions and instructions.

-Emotional Traits: impetuosity, impressionability, indifference, goodwill. Aggression sometimes manifests itself in communication with peers and adults; more often this behavior is self-defense; Anna does not know what to do if, for example, she was greatly offended by something, she does not know how to respond, and without noticing it, proceeds to aggressive actions.

-Intellectual traits: curiosity. In another classification, character traits by the nature of a person’s attitude to activity, other people, to himself and to things.

-In relation to a person towards other people: mostly sociable, friendly, sometimes aggressive.

-In relation to man and work: not hardworking; there is a very lack of initiative, very often does not know what to do in independent activity;but still she is persistent.

-A person's attitude towards himself: self-esteem, egocentrism is quite low, due to illness, often does not have an opinion, relying on the opinion of elders, in the majority the opinion of the mother.

-In relation to man and things: not very neat, but quite thrifty, a little sloppy, loves bright things and jewelry

Methods and techniques: characterization of types of personality accentuations (according to K. Leonhard), observation, conversation, generalization of independent characteristics.

3.) Self-awareness and management system: The self-concept is ambivalent (the simultaneous presence in the mind of opposing feelings that a person experiences towards himself). Self-esteem is often a little low.

Methods and techniques: observation, conversation;

survey"self-esteem":

1. What kind of boy (girl) do you think you are - good, bad, average? (Options: “What do you think you are”, “What do you think you are...?”). Why do you think so?

2. Why don’t you consider yourself...? (depending on the answer to the previous question, two more questions are asked regarding assessments that the child did not attribute to himself).

3. Who do you think thinks about you (appreciates you) the same way as you do? (How exactly does he evaluate? What does he think? Why do you think so?).

A simplified version of the question: “Does your mother also consider you good (“bad”, “average” - depending on the child’s answer)? Why do you think so? (depending on the task, the question can be asked regarding the assessment of the father, grandmother, grandfather, teacher kindergarten, brothers, sisters, peers, etc.)

4. Who do you think thinks about you (evaluates you) differently. how are you? How exactly? Why do you think so? (a simplified version of the question is similar to the previous one).

5. What do you like about yourself? What else? Why do you like it?

6. What don't you like about to yourself? What else? Why don't you like it?

7. What does mom (dad, etc.) like about you? Why do you think so?

8. What doesn’t your mom (dad, etc.) like about you? Why do you think so?

9. Why do mom (dad, etc.) praise you?

10. Why does your mom (dad): a) scold you: b) punish you?

4.) Level of aspiration: average, unstable.

5.) Abilities: general: for drawing, for reading. Giftedness: despite the diagnosis has good abilities to drawing, more often they manifest themselves in independent activities, when Anna draws on free topic.

Methods and techniques: analysis of school documentation and activity products (Anya’s drawings), observation (during a drawing, reading lesson) drawing of a person (up to 10 years old).

6. ) Temperament: Anna belongs to the melancholic type of temperament; properties of the highest nervous activity: weak, unbalanced, nervous processes sedentary; the speed of mental reactions is average, the strength of mental reactions is great. Introvert mentality is characterized by concentration on one's own inner world, isolation, contemplation, someone who is not inclined to communicate and has difficulty establishing contacts with the outside world. Rigid- honey. stiff, inflexible, due to muscle tension; psychol. not having sufficient adaptability or associated with insufficient adaptability, switchability of mental processes in changing environmental conditions. Excitability is high; the power of emotions is great; increased expression of emotions; tendency to emotional instability.

Methods and techniques: observation of the student in various types of activities and communication with peers and adults. The observation is accompanied by an appendix (table) for a more precise determination of temperament, an observation plan:

Studying a schoolchild's temperament by observation

Purpose: to determine the characteristics of the temperament of a primary school student.

1. How to behave in a situation where you need to act quickly:

a) is easy to put into operation;

b) acts with passion;

c) acts calmly, without unnecessary words;

d) acts timidly, uncertainly.

2. How does he react to the teacher’s comments:

a) says that he will not do this again, but after a while he does the same thing again;

b) is indignant at being reprimanded;

c) listens and reacts calmly;

d) is silent, but offended.

3. As he speaks with comrades when discussing issues that concern him very much:

a) quickly, eagerly, but listens to the statements of others;

b) quickly, with passion, but does not listen to others;

c) slowly, calmly, but confidently;

d) with great anxiety and doubt.

4. How to behave in a situation when you have to pass test, but it is not finished; or the test is passed, but it turns out that a mistake was made:

a) reacts easily to the situation;

b) is in a hurry to finish the work, is indignant about mistakes;

c) decides calmly until the teacher takes his work, says little about mistakes;

d) submits the work without talking, but expresses uncertainty and doubt about the correctness of the decision.

5. How does one behave when solving a difficult problem if it doesn’t work out right away:

a) quits, then continues working again;

b) decides stubbornly and persistently, but from time to time sharply expresses indignation;

d) shows uncertainty and confusion.

6. How does he behave in a situation when he is in a hurry to go home, and the teacher or class leader invites him to stay at school to complete some task:

a) quickly agrees;

b) is indignant;

c) stays and doesn’t say a word;

d) shows uncertainty.

7. How to behave in an unfamiliar environment:

a) shows maximum activity, easily and quickly receives the necessary information for orientation, quickly makes decisions;

b) is active in one direction, because of this he does not receive sufficient information, but makes decisions quickly;

c) calmly observes what is happening around him and is in no hurry to make decisions;

d) timidly gets acquainted with the situation, makes decisions uncertainly.

6 . Attention: Anna is prone to involuntary attention - focus mental activity without conscious volitional efforts, without preliminary installation and purpose. Has difficulty concentrating on required activity. Lack of voluntary attention makes it difficult for a student to learn.

Assessing the stability of attention using the correction test method

Equipment: standard “Corrective Test” test form, stopwatch.

Research procedure. A “Proofreading Test” form was issued and explanations were given according to the following instructions: “The letters of the Russian alphabet are printed on the form. Consistently examining each line, look for the letters “k” and “p” and cross them out. The task must be completed quickly and accurately.” (The subject begins to work at the experimenter’s command). After ten minutes, the last letter examined is marked.

Processing and analysis of results. The results in the test subject's proofreading form are compared with the program - the key to the test. Are being counted total letters looked at in ten minutes, the number of letters crossed out correctly during work, the number of letters that needed to be crossed out. The productivity of attention is calculated, equal to the number of letters viewed in ten minutes, and the accuracy calculated by the formula,

where K is accuracy, n is the number of letters that needed to be crossed out, m is the number of letters crossed out correctly during work.

14 letters that needed to be crossed out

7 letters crossed out correctly while working on letters.

Anna completed 50% of the task, which is not easy for her age (7 years), and it should be noted that Anya, having a diagnosis of cerebral palsy (in a mild form), showed good attention span, since learning is more difficult for her than for her classmates.

Methods and techniques: observation, Bourdon's proof test.

7. Perception: integrity - is distinguished by the independence of the formed whole from the quality of its constituent elements; comprehension is average, time perception is impaired (confuses day and evening, does not want to sleep at night, often falling asleep in the morning, which leads to great fatigue). Afraid of closed spaces, human perception; observation.

Prone to erroneous (illusory) perception actually existing reality.

Methods and techniques: observation, task: describe an object, conversation with Anna’s mother.

8.Memory: state of the art various types memory:

By criterion storage time information;

* short-term well developed

* RAM normal

* long-term: there is a high degree of forgetting of the necessary learning skills, which also leads to problems in learning at school.

* genetic: there are some habits acquired genetically from the mother.

Increased tendency to cram.

In figurative memory there is a tendency towards visual and gustatory type, he does not perceive information well by ear, visual aids are necessary.

Located to mechanical memory, in which the processes of memorizing, storing, recalling and recognizing information are based solely on repeated, mechanical, thoughtless repetition of the relevant material.

Methods: identifying the volume of surgical, brief and long-term memory; study of school class characteristics,

diagnostics of master memory type:

Progress of the task

The subjects are offered one by one four groups of words to memorize. The first row of words is read by the experimenter with an interval of 4 - 5 seconds between words (auditory memorization). After a ten-second break, students write down the words they remember. After some time, the subjects are offered a second row of words, which they read silently and then write down (visual memorization). After a ten-minute break, the third row of words is offered for memorization. The experimenter reads the words, and the students repeat them in a whisper and “write” them with their finger in the air (motor-auditory memorization), then write down those that they remember. After a break, words of the fourth row are presented for memorization. This time, the experimenter reads the words, and the students simultaneously follow the card and repeat each word in a whisper (visual-motor-auditory memorization). Next, the remembered words are written down.

Anna reproduced 80% of the words that she read and then wrote down, therefore, he high level development of visual memory).

9. Thinking: visual-figurative - typical for preschoolers and partly for younger schoolchildren; Anya is inclined to intuitive thinking, where the final result is achieved without knowledge or thinking through the intermediate stages. A predisposition to a particular method or way of thinking arises, a desire to follow a known system of rules in the process of solving problems - patterned thinking.

Methodology "Studying the speed of thinking"

Goal: determining the speed of thinking.

Equipment: set of words with missing letters, stopwatch.

Research procedure. Letters are missing from the given words. Each dash corresponds to one letter. In three minutes you need to form as many singular nouns as possible.

Processing and analysis of results, counting from the third level:

19-16 words - high level of thinking;

10-15 words - good;

5-9 words - average;

up to 5 words - low.

Using this technique, it was revealed that Anna is prone to average speed flow thought processes(5-9 words).

Methods: observation, analysis of activity products.

10. Speech: Speech intelligibility- syntactically incorrect construction sentences, incorrectly emphasizes some words using logical stress.

Expressiveness of speech- high emotional intensity is manifested. In terms of its expressiveness, Anna’s speech is bright, energetic, but when overworked, it suddenly becomes sluggish, poor, and small pauses appear.

Effectiveness of speech- does not provide great influence on the thoughts, feelings and will of other people, on their beliefs and behavior.

Average vocabulary, presence of speech “stamps”; expressiveness, emotionality; sexual characteristics. State of the art writing not high, as indicated by numerous spelling errors; there are shortcomings in oral speech: Anna pronounces some words poorly, pronounces them incorrectly (angry - angry) or does not pronounce them at all (stool - powder),

Methods: observation, conversation, analysis of activity products.

11. Imagination: agglutination - the connection of objects that are incompatible in reality, a high tendency to fantasize, manifestation in artistic activity. The generation of new ideas for the purpose of self-expression is expressed in originality, flexibility, emotionality; slope to accentuation - exaggeration of real existing objects or their parts (Pinocchio's nose). level of development of personality creativity.

Methods: “Completing the drawing of figures” (E. Torrence-O. Dyachenko), “Essay on the topic...” (“A fairy tale about...”), essays and drawings on a free topic.

12. Feelings and emotions: increased emotional excitability and instability emotional sphere; attitude to pedagogical influences: high tendency to mental states of anxiety, low tendency to aggressiveness. The same object can evoke inconsistent, contradictory emotions - ambivalence(duality) of feelings.

The following basic emotions corresponding to Anya’s character have been identified:

Joy-- a positive emotional state associated with the ability to sufficiently fully satisfy current need, the probability of which until this moment was small or, in any case, uncertain. education anxiety personality child

Astonishment-- not having a clearly defined positive or negative sign emotional reaction to unexpected circumstances. Surprise inhibits all previous emotions, directing attention to the object that caused it, and can turn into interest.

Suffering- a negative emotional state associated with received reliable or apparent information about the impossibility of satisfying the most important needs of life, which until that moment seemed more or less probable, most often occurs in the form of emotional stress.

Disgust-- a negative emotional state caused by objects (objects, people, circumstances), contact with which (physical interaction, communication in communication, etc.) comes into sharp conflict with the ideological, moral or aesthetic principles and attitudes of the subject. Disgust, if combined with anger, can interpersonal relationships motivate aggressive behavior, where attack is motivated by anger, and disgust is motivated by the desire to get rid of someone or something.

Fear-- a negative emotional state that appears when the subject receives information about a possible threat to his life well-being, about a real or imaginary danger. Unlike the emotion of suffering caused by direct blocking critical needs, a person, experiencing the emotion of fear, has only a probabilistic forecast of possible troubles and acts on the basis of this (often an insufficiently reliable or exaggerated forecast).

Shame- a negative state, expressed in the awareness of the inconsistency of one’s own thoughts, actions and appearance not only with the expectations of others, but also with one’s own ideas about appropriate behavior and appearance.

Methods and techniques: observation, story on a free topic, conversation with a student, questionnaire: Emotional sphere

1. What is the happiest day of your life?

2. What is the worst day of your life?

3. What are you most afraid of? Why?

4. What kind of dreams do you see - pleasant or scary? Which ones are bigger? Tell us about these dreams (pleasant and scary), what were they about?

13. Will: the level of development is not high; purposefulness: reflects only personal needs and interests. More often, indecision manifests itself in the endless struggle of motives, in constant revisions of an already made decision. Negative quality of Anna's will - stubbornness, only recognizes own opinion, own arguments and strives to be guided by them in actions and deeds, although these arguments are often erroneous. It also has the opposite quality of independence - suggestibility. A suggestible person easily succumbs to the influence of others, he does not know how to think critically about other people's advice, resist them, he accepts any other people's advice, even obviously untenable ones. Impulsiveness, the tendency to act on the first impulse, hastily, without thinking about one’s actions.

Methods and techniques: observation, study of the level of development of the child’s volitional habits (V. Yurkevich).

Anna Tarasova is characterized by such behavioral and personal nature, such as violation of discipline in lessons and during breaks, poor academic performance, low level of school motivation, which is influenced by the diagnosis of cerebral palsy (mild form) made to the student in early childhood.
In this regard, the child’s class teacher RECOMMENDED:

Draw up an individual work plan for family support, taking into account the individual characteristics of the family situation;

Every quarter, visit the child at home in order to study living conditions and study the situation of relationships between family members.

Monitor Anna’s employment during the holidays;

Relationships should be built on conviction, a calm, friendly tone of communication. Through personal example and repeated tactful repetition, instill in Anna the rules of behavior school life. Recommended correctional work on developing self-control skills, skills constructive interaction with peers. To provide knowledge on the rights of the child, the rights and responsibilities of schoolchildren, legal knowledge. Strictly monitor Anna’s academic performance, taking into account her physiological and psychological characteristics.

It is recommended for the child’s family and the class teacher to:

Establish a positive emotional background school-related - under no circumstances compare the child with other children in the class; Anna has developmental disabilities. Do not speak badly about the school, do not criticize teachers in the presence of the child, create in him a positive, positive attitude towards school.

Stimulate the child’s educational and cognitive activity through: creating situations of emotional experience, creating entertaining situations, situations relying on life experience, situations of success in educational and cognitive activities.

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