The work program of a teacher-psychologist

Leading goals in general educational program - creating favorable conditions for a full life of a child preschool childhood, the formation of the foundations of the basic culture of the individual, the comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for schooling, ensuring the safety of the life of a preschooler.

The humanistic goal of modern preschool education is to maximize the potential of the child's personality, to promote his full development in personal and cognitive terms, to create conditions for the full and maximum manifestation of the positive aspects of the child's individuality, the conditions for the maximum possible and effective amplification (enrichment) of his educational influences. Therefore, the support of a preschooler, as one of the priorities of the educational psychologist, should ensure the protection of the rights of children to development and education, to the preservation of psychological health.

Preserving and strengthening the health of pupils of preschool educational institutions is the main task of preschool institutions. In the Concept of preschool education, the solution of problems related to the protection and strengthening of the health of children is given a leading place. The importance of creating conditions that ensure both the physical and mental health of the child is emphasized.

Normative legal support of the activities of a teacher-psychologist.

• International acts in the field of protection of the rights and legitimate interests of the child.
• Law of the Russian Federation "On Education" dated January 13, 1996 No. 12 FZ.
• Law of the Russian Federation "On the education of persons with handicapped health ( special education)" from 02.06. 1999
• Law of the Russian Federation "On Basic Guarantees of the Rights of the Child in the Russian Federation" dated July 24, 1998 No. 124-F3 (as amended on July 20, 2000).
• Order of the Ministry of Defense of the Russian Federation "On approval of the Regulations on the service of practical psychology in the system of the Ministry of Defense of the Russian Federation" No. 636 dated 10/22/1999.
• Decree of the Ministry of Labor and Social Development of the Russian Federation No. 1 dated September 27, 1996 “On Approval of the Regulations on vocational guidance and psychological support of the population in the Russian Federation”.
• Decree of the Government of the Russian Federation No. 612 of June 26, 1995 “On Approval of the Model Regulation on an Educational Institution for Children in Need of Psychological, Pedagogical and Medical and Social Assistance”.
• Letter of the Ministry of Defense of the Russian Federation No. 70/23-16 of 04/07/1999 "On the practice of diagnosing the development of a child in the system of preschool education."
• Letter No. 20-58-07 IN / 20-4 of the Ministry of Defense of the Russian Federation dated January 22, 1998 “On speech therapists and educational psychologists”.
• Instruction letter of the Ministry of Defense of the Russian Federation No. 29 / 1886-6 of December 24, 2001 “On the use of the working time of a teacher-psychologist educational institution».

CODE OF ETHICS

The main ethical principles of the activity of a psychologist

Ethical principles are designed to ensure:

• solving professional problems in accordance with ethical standards;
• protection of the legal rights of people with whom psychologists enter into professional interaction: students, pupils, students, teachers, supervisors, research participants, and other persons with whom the psychologist works;
• maintaining trust between the psychologist and the client;
• strengthening the authority of the psychological service of education among students, pupils, parents and the pedagogical community.

The main ethical principles are:

1. The principle of confidentiality.

2. The principle of competence.

3. The principle of responsibility.

4. The principle of ethical and legal competence.

5. The principle of qualified psychology propaganda.

6. The principle of client welfare.

7. The principle of professional cooperation.

8. The principle of informing the client about the goals and results of the survey.

These principles are consistent with the professional standards adopted in the work of psychologists in the international community.

1. The principle of confidentiality

1. Information obtained by a psychologist in the course of work is not subject to conscious or accidental disclosure, and in a situation where it is necessary to transfer it to third parties, it must be presented in a form that excludes its use against the interests of clients.

2. Persons participating in psychological research, training and other activities should be aware of the scope and nature of information that may be communicated to other interested persons and (or) institutions.

3. The participation of students, pupils, parents, teachers in psychological procedures (diagnostics, counseling, correction, etc.) must be conscious and voluntary.

4. If the information received from the client is requested by the experts (to resolve the issue of the competence of the psychologist during his attestation), it must be provided in a form that excludes the identification of the client by the experts. To do this, all customer information is recorded and stored with strict confidentiality.

5. Reports on professional activity, the results of research and publications must be compiled in a form that excludes the identification of the client's personality by people around them who are not included in the circle of specialists working with this client.

6. The presence of third parties during diagnostics or counseling requires the prior consent of the client or persons responsible for him (in case the client is under 14 years of age).

7. The administration of the educational authority or educational institution, on the instructions of which a psychological examination is carried out, must be warned that it is subject to the obligation to maintain professional secrecy. In informing the administration of the results of the survey and his conclusion, the psychologist must refrain from communicating information that is harmful to the client and is not related to the educational situation.

2. The principle of competence

1. The psychologist clearly defines and takes into account the boundaries of his own competence.

2. The psychologist is responsible for choosing the procedure and methods of working with the client.

3. The principle of responsibility

1. The psychologist is aware of his professional and personal responsibility to the client and society for his professional activities.

2. In conducting research, the psychologist cares, first of all, about the well-being of people and does not use the results of the work to their detriment.

3. The psychologist is responsible for the observance of this Code of Ethics, regardless of whether he conducts psychological work himself or she goes under his direction.

4. The psychologist bears professional responsibility for his own statements on psychological topics made in the media and in public speeches.

5. A psychologist in public speaking has no right to use unverified information, to mislead people about his education and competence.

6. The psychologist may not inform the client about the true goals of psychological procedures only in cases where alternative ways to achieve these goals are impossible.

7. When deciding to provide psychological help for incapacitated persons (minors, persons in an acute stressful state, patients who at the time of treatment have a diagnosis of a mental disorder known to the psychologist, etc.), the psychologist is responsible for the consequences of the intervention chosen and used by him.

4. The principle of ethical and legal competence

1. A psychologist plans and conducts research in accordance with the current legislation and professional requirements for the conduct of psychological activities.

2. In case of discrepancy between the norms of this Code and the duties assigned to him by the administration of the educational institution, the psychologist shall be guided by the norms of this Code. Similar cases are brought to the attention of the administration of the institution where the psychologist works, and the professional psychological community (methodological association) or the regional scientific and methodological council of the practical psychology service.

3. The norms of this Code apply only to the professional relations of a psychologist with a client and other subjects of the educational process.

4. A psychologist may perform his duties as an official expert in accordance with the law. However, it is fully covered by the provisions of this Code.

5. The principle of qualified psychology propaganda

1. In any messages intended for people who do not have psychological education, redundant information that reveals the essence of the professional methods of his work should be avoided. Such information is possible only in messages for specialists.

2. In all reports, the psychologist must reflect the possibilities of the methods of practical psychology in accordance with the real state of affairs. You should refrain from any statements that may lead to unjustified expectations from the psychologist.

W . The psychologist is obliged to promote the achievements of psychology professionally and accurately in accordance with the actual state of science at the moment.

6. The principle of customer well-being

1. In his professional activities, the psychologist focuses on well-being and takes into account the rights of all subjects of the educational process. In cases where the duties of a psychologist conflict with ethical standards, the psychologist resolves these conflicts, guided by the principle of "do no harm".

2. A psychologist in the course of his professional activity should not allow discrimination (restriction of constitutional rights and freedoms of the individual) by social status, age, gender, nationality, religion, intelligence and any other differences.

3. In the professional activity of an educational psychologist, the rights and interests of the child as the main subject of the educational process are declared priority.

4. The psychologist adheres to a benevolent and non-judgmental attitude towards the client.

7. The principle of professional cooperation

1. The work of a psychologist is based on the right and duty to show respect for other specialists and their methods of work, regardless of their own theoretical and methodological preferences.

2. The psychologist refrains from public assessments and comments about the means and methods of work of colleagues in the presence of clients and examined persons.

3. If the ethical violation cannot be eliminated in an informal way, the psychologist can bring the problem to the discussion of the methodological association (MO), in conflict situations - to the ethics commission of the regional scientific and methodological council of the service of practical psychology of education.

8. The principle of informing the client

about the purpose and results of the survey

1. The psychologist informs the client about the goals and content of the psychological work carried out with him, the methods used and ways of obtaining information, so that the client can decide to participate in this work. In cases where a psychological procedure is carried out with children under 14 years of age, consent for the participation of the child in it must be given by the parents or persons replacing them.

2. In the process of professional activity, a psychologist expresses his own judgments and evaluates various aspects situation in a form that excludes the restriction of the client's freedom to accept independent decision. In the course of work on the provision of psychological assistance, the principle of voluntariness on the part of the client must be strictly observed.

3. The psychologist must inform the participants in psychological work about those aspects of the activity that may affect their decision to participate (or not participate) in the work ahead: physical risk, discomfort, unpleasant emotional experience, etc.

4. In order to obtain the consent of the client for psychological work with him, the psychologist must use understandable terminology and language that the client can understand.

5. The conclusion based on the results of the survey should not be categorical, it can be offered to the client only in the form of recommendations. Recommendations should be clear and not contain obviously unrealistic conditions.

6. During the examination, the psychologist should identify and emphasize the abilities and capabilities of the client.

Psychological - pedagogical support educational - educational process in the preschool educational institution.

The purpose of psychological and pedagogical support in the MKDOU d / s No. 4 "Alyonushka" is due to the state order for the results of educational work in the preschool educational institution in the context of the implementation of federal state requirements (FGT) and the needs of all subjects of the educational process. The needs of the individual in the process of psychological and pedagogical support are studied by the methods of psychological and pedagogical diagnostics. Based on the data obtained, the purpose and objectives of psychological and pedagogical support are specified.

Achieving the goals ensures the solution of the following tasks:

• Caring for the health, emotional well-being and timely comprehensive development of each child;
• Creation in groups of an atmosphere of a humane and benevolent attitude towards all pupils, which allows them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;
• To develop in children the ability to feel and understand other people: peers and adults.
• To deepen the content of work on self-disclosure and self-realization of teachers.
• Establish equal, partnership relations with the families of pupils.
• Maximum use of various types of children's activities, their integration in order to increase the efficiency of the educational process;
• Creative organization (creativity) of the educational process;
• The variability of the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child;
• Respect for the results of children's creativity;
• The unity of approaches to the upbringing of children in the conditions of a preschool educational institution and the family;
• Compliance with the work of the kindergarten and primary school continuity;
• Following the principle of integration of educational areas in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas;
• Compliance with the complex-thematic principle of building the educational process;
• Solving program educational tasks in the joint activities of an adult and children and independent activities of preschoolers, not only within the framework of directly educational activities, but also when conducting regime moments in accordance with the specifics of preschool education;
• Building the educational process on age-appropriate forms of work with children. The main form of work with preschoolers and the leading type of their activity is the game.

The position of a psychologist, teachers in accordance with these principles, allows you to be close to the child in difficult, critical periods, sensitively respond to problems, taking into account changes.

The main subjects of psychological influence:

• children;
• teachers;
• parents;

Realization of the goal of psychological and pedagogical support is achieved by the main functions: informational, guiding and developing.

Accompanying information functionconsists in a wide notification of all interested parties about the forms and methods of support. First of all, this concerns teachers, educators, the administration of the kindergarten and the parents of pupils participating in the program of psychological support. The information function ensures the openness of the maintenance process, which is consistent with the principles open education and, in turn, makes all stakeholders active participants (employees).

Guiding escort functionensures the coordination of all subjects of the educational process interested in accompanying in order to ensure the coordination of their actions in the interests of the child. At the same time, the guiding function provides that the leading (guiding) figure in these actions, due to his professional competence, becomes the teacher-psychologist of the kindergarten.

Developmental support functionsets the main vector for the actions of all services participating in the support system, which become services for the development of the child's personality. The developing function is provided by the activities of teachers, a teacher-psychologist, and other kindergarten specialists.

Functions of psychological and pedagogical supportIt is provided with support components, among which professional-psychological and organizational-educational ones stand out.

Professional psychological support component- represented by the systemic activity of a teacher-psychologist, who uses the principle of the relationship between diagnostic and correctional and developmental activities. In the practical activities of a teacher-psychologist, the child's personality is studied only for the purpose of providing psychological assistance. This position fulfills the most important imperative humanistic psychology: A child cannot be a means - he is always the goal of psychological support.

Organizational and educational componentprovides a single information field for all participants in psychological support, as well as its analysis and current assessment. This component is implemented in the activities of a teacher-psychologist, through the implementation of educational work with parents, teachers and the administration of the kindergarten, while using various forms of active semi-subjective interaction of all participants. Analysis and evaluation existing system escort does possible development and improvement of the system, ensuring it the most important characteristics– openness and developing character (synergy).

Principles of the model of psychological and pedagogical support:

• The principle of an individual approach to a child of any ageon the basis of unconditional recognition of its uniqueness and value.
• The principle of humanism, involves the selection and use of humane, personality-oriented methods based on universal human values psychological interaction. This principle is based on the idea of ​​pedocentrism, which implies putting the psychological support of the child at the forefront, its full acceptance and the position of facilitation of the teacher and psychologist.
• The principle of prevention: ensuring the transition from the principle of "first aid" (responding to problems that have already arisen) to preventing the occurrence of problem situations.
• Scientific principlereflects the most important choice of practical psychologists in favor of modern scientific methods of diagnostics, correction of the development of the child's personality. The implementation of this principle involves the participation of subjects of psychological support in experimental work, as well as in the creation and testing of self-created diagnostic and correction methods.
• The principle of complexityimplies the co-organization of various specialists, all participants in the educational process in solving the problems of support: educator, teacher-psychologist, social pedagogue, speech therapist teacher, administration and other specialists;
• The principle of "on the side of the child": the interests of the child are put at the forefront, the protection of his rights is ensured, taking into account the positions of other participants in the educational process;
• The principle of the active position of the childin which the main thing is not to solve problems for the child, but to teach him to solve problems on his own, to create abilities for the formation of the child's ability to self-development;
• Principles of collegiality and dialogue interactiondetermine the joint activity of the subjects of psychological support within the framework of unified system values ​​based on mutual respect and collegial discussion of problems arising in the course of program implementation.
• The principle of consistencyassumes that psychological support is continuous and is built as a systemic activity, which is based on internal consistency, reliance on modern achievements in the field of social sciences, the relationship and interdependence of individual components.
• Principle of rationalityunderlies the use of forms and methods of psychological interaction and necessitates their selection, taking into account the optimal complexity, informativeness and benefit for the child.

Levels of psychological and pedagogical support:

• individual;
• group;
• at the kindergarten level.

Accompanying forms:

• counseling;
• diagnostics;
• correctional and developmental work;
• prevention;
• education;

Areas of activity of a psychologist:

1. Psychological education.

Psychological education refers to the familiarization of adults (caregivers, parents) and children with psychological knowledge. In society, psychological knowledge is not widespread enough, psychological culture is not always expressed, which implies interest in another person, respect for the characteristics of his personality, the ability and desire to understand one's own relationships, feelings, and actions. In pedagogical teams, as well as in families, conflicts are possible, which are based on the psychological deafness of adults, the inability and unwillingness to listen to each other, understand, forgive, give in, etc. Therefore, it is important for a practical psychologist to raise the level of psychological culture of those people who work with children. The main meaning of psychological education is to acquaint educators, parents with the basic laws and conditions for the favorable mental development of the child, to popularize and explain the results psychological research, create a need for psychological knowledge and the desire to use them in working with a child or in the interests of developing one's own personality, as well as to achieve an understanding of the need for practical psychology and the work of a psychologist in kindergarten and other educational institutions. Psychological education can take the form of lectures, discussions, seminars.

1. Psychological prevention.

It is aimed at preserving, strengthening and developing the psychological health of children at all stages of preschool childhood. Unfortunately, while this side of the activity practical psychologist we are not developed. But this does not diminish her role. Psychological prevention assumes responsibility for the observance in the kindergarten (and other children's institutions) of the psychological conditions necessary for the full psychological development and formation of the child's personality at each age stage. Also, psychological prevention involves the timely identification of such features of the child, which can lead to certain difficulties, deviations in intellectual and emotional development, in his behavior and relationships.

3.Psychological diagnostics.

Psychological diagnostics - psychological and pedagogical study individual characteristics individuals for the purpose of:

1. identifying the causes of problems in training and development;
2. definitions strengths personality, its reserve capabilities, which can be relied upon during corrective work;
3. early detection of professional and cognitive interests;
4. definitions individual style cognitive activity, etc.

It is carried out in the form of planned diagnostics or diagnostics at the request of ... administration, teachers, parents and is considered as an important preparatory stage for individual and group counseling, psychological and pedagogical council, teachers' council ...

Psychological diagnostics of professional behavior ... is carried out by a psychologist either within the framework of a strategy of his own professional activity developed by him, or upon request ... and is performed in the form of a multi-positional analysis ... based on observations, video filming or other recording ...

4. Corrective work.

It is aimed at identifying the special educational needs of children with disabilities due to shortcomings in their physical and (or) mental development; implementation of individually oriented psychological, medical and pedagogical assistance to children with disabilities, taking into account the characteristics of psycho physical development and individual abilities of children (in accordance with the recommendations of the psychological, medical and pedagogical commission); the possibility of mastering the general education program for children with disabilities and their integration in an educational institution.

Directions of psychological and pedagogical support.

• Psychological and pedagogical support of the process of adaptation of young children.
• Psychological and pedagogical diagnostics of children early development.
• Psychological and pedagogical diagnostics of level determination mental development children.
• Psychological and pedagogical diagnostics of personal and emotional volitional sphere children.
• Psychological and pedagogical diagnostics of school maturity.
• Psychoprophylactic work with teachers and parents.

Psychological and pedagogical support includes:

• differentiated conditions ( optimal mode loads on children);
• psychological and pedagogical conditions (correctional and developmental orientation of the educational process; taking into account the individual characteristics of the child; compliance with a comfortable psycho-emotional regime);
• specialized conditions (promotion of the complex special tasks training focused on the special educational needs of children with disabilities; complex impact on children, carried out in individual and group correctional and developmental classes);
• health-saving conditions (health and protective regime, strengthening physical and mental health, prevention of physical, mental and psychological overload of children, compliance with sanitary and hygienic rules and norms).

Subjects of the system of psychological support and their characteristics.

The subjects of psychological support are understood as specialists, various services and the children themselves, actively interacting in the process of implementing the functions of psychological support within the framework of achieving common purpose activities. Given the active position of children in the process of accompaniment, they are also given a subjective function.

Brief description of the subjects of psychological support and their function in the field of support:

Kindergarten Administration.

The head of the kindergarten provides direct guidance in the system of psychological support:

• approves the plans, programs of the support system, normative documents regulating the activities of the subjects of the support system;
• controls the activity of the support system;
• provides material and moral incentives for support subjects based on the results of work;
• coordinates the interaction of all subjects of the support system;
• distributes responsibilities between the subjects of the support system.

A social pedagogue, a pedagogue-psychologist also participate in planning the activities of the support system.

Deputy Head of OIA:

• management of the psychological-medical-pedagogical council;
• organization of the conditions of the educational process (distribution of the load, drawing up the regulations for educational activities, etc.);
• implementation of control over the RPE (attendance at classes, individual consultations with teachers, monitoring of development, etc.);
• organization of production meetings, MO meetings, training seminars, etc.

Teacher-psychologist.

All activities within the support system are carried out in accordance with the official duties and areas of activity:

• counseling
• education;
• prevention;
• correctional and developmental activities;
• diagnostics;
• expertise.

1. Psychological - pedagogical examination children of early age.

• Determining the degree of adaptation of children.

Tools:

A scale for determining the emotional profile of preschoolers during adaptation in a kindergarten - M.I. Studenikin, Yu.A. Makarenko A.I. Barkan.

"Children of early age in preschool institutions." M., "Enlightenment", 1986. K.L. Pechera, L.G. Golubeva, G.V. Pantyukhin

Adaptation sheet (Appendix No. 1)

• Carrying out diagnostics - determining the level of neuropsychic development of children.

"Children of early age in preschool institutions." M., "Enlightenment", 1986. K.L. Pechera,

L.G. Golubeva, G.V. Pantyukhin

Diagnosis of neuropsychic development - K.L. Pechera, G.V. Pantyukhin map of the development of the child by epicrisis terms (Appendix No. 2)

• Presentation of results at pedagogical councils, meetings.

2. Psychological and pedagogical examination of the level of mental development of children.

• Carrying out diagnostics.

Tools:

"Psychological and pedagogical diagnostics of the development of children" / edited by E.A. Strebeleva. - 3rd ed. - M .: Education, 2007.

"Problem children: the basics of diagnostic and correctional work of a psychologist" / N.Ya. Semago, M.M. Semago.-M.2003.

"Diagnosis of the development of conceptual forms of thinking" / V.M. Astapov - M .: ARKTI, 2000.

Protocol for the examination of the child "Children's anxiety test" (Appendix No. 3)

Protocol for the examination of a child to the Methodology "Color Sociometry"

(Appendix No. 4)

(Appendix No. 5) Conclusion based on the results of a psychological examination

• Study of the features of cognitive activity and features of motor function.
• Acquaintance with the results of the administration, teachers, parents.
• Organization and implementation of corrective and developmental activities.
• Educational and consulting activities with teachers and parents.

3. Psychological - pedagogical examination of the personal and emotional - volitional sphere of children.

• Carrying out diagnostics.

Tools:

Methodology “Family Drawing” Homentauskas G.T.

“Anxiety test” R.Temml, M.Dorki, V.Amen

Methodology “Fears in houses” modification by Panfilova M.A.(deep diagnostics)

Questionnaire "Criteria for determining anxiety in a child" P. Baker, M. Alvord

Questionnaire for identifying anxiety in a child G.P. Lavrentieva and T.M. Titarenko

Methodology of “Emotional-color analogy” A. Lutoshkin(deep diagnostics)(Appendix No. 4)

• The study of the personal characteristics of students and the system of relationships.
• Acquaintance with the results of the administration, teachers, parents.
• Conducting remedial and developmental classes.
• Educational and consulting activities with teachers and parents.

4. Psychological and pedagogical examination of school maturity.

• Carrying out diagnostics.

"Diagnostics of a child's readiness for school" / Under the editorship of N.E. Veraksa.-M .:, 2007.

Psychodiagnostic examination (Methodology of L.A. Yasyukova)

Self-assessment technique "Tree" (J. and D. Lampen, modification by L.P. Ponomarenko)

Determining your emotional level about estimates (A.V. Zakharova)

Conversation about school (modified method of T.A. Nezhnova, A.L. Venger, D.B. Elkonin)

Visual-motor gestalt test L. Bender (Appendix No. 5)

• Study of the features of cognitive activity.
• Diagnostics of school motivation.
• Acquaintance with the results of the administration, teachers, parents.
• Organization and conduct of correctional and developmental classes.
• Educational and consulting activities with teachers and parents.

5. Educational and psychoprophylactic work with teachers and parents.

• Organization "Club for Parents".
• Organization of a permanent seminar for teachers on issues of modern pedagogical psychology.
• Maintaining an Internet blog, Internet pages for parents on education.

5.1.Psychoprophylactic work

Focused on development communication skills and social adaptation children, the development of cognitive and creative abilities in children, the development emotional sphere.

Work with children is carried out in the form of training exercises, group games are preferred.

Group psychoprophylactic classes:

Junior groups:

• adaptation of children;
• the child's awareness of his "I", the development of positive ideas about his appearance;
• development of general and fine motor skills, memory, imagination, spatial representations.

Middle groups:

• development of the emotional sphere, mental processes, motor skills;
• friendly attitude towards peers, a sense of belonging to a group;
• development of general and fine motor skills, memory, imagination, spatial representations;

Senior groups:

• communication skills;
• creative and cognitive abilities;
• emotional sphere (acquaintance with basic feelings);
• ability to differentiate emotional states.

Preparatory groups:

• readiness for school (personal and motivational);
• communication skills and social adaptation of children;
• ability to differentiate emotional states;
• creativity and improvement of cognitive processes.

Work with teachers is aimed at preventing emotional burnout, increasing efficiency in working with children and parents, professional and personal growth. It is planned and carried out in the form of consultations, trainings, joint meetings with parents and children.

Working with parents involves the prevention of maladaptive behavior in the family, the formation of benevolent trusting relationships with the child, and the focus on the formation of a full-fledged personality.

Psychological education

a teacher-psychologist takes part in parent meetings in order to discuss the specifics of teaching children in the preparatory group of preschool educational institutions, age characteristics of children 6-7 years old, parameters psychological readiness the child to study at school, informing about the work program of the teacher-psychologist in the group. At the final parent meeting, the results of the screening examination are discussed, recommendations are made to parents of future students.

Conversations with educators based on the results of diagnostic examinations contain recommendations for working with children in the development group.

During the academic year, psycho-educational work with parents is carried out through the design of poster material in the form of brochures and information sheets.

Expert work

1. Investigate the nature of the influence of the social situation of development on the characteristics of the child's psyche.

2. Participate in the development of a regulatory, legal and documentation base for the creation of a psychological, medical and pedagogical commission on the basis of a preschool educational institution to accompany children with special educational needs.

3. Participate in a comprehensive psychological and pedagogical examination of the professional activities of specialists from educational institutions, educational programs and projects, teaching aids, carried out at the initiative of educational authorities or individual educational institutions.

4. To study the effectiveness of the assimilation of the educational program by children. Make an analysis in accordance with the psychological characteristics of the child, give recommendations for optimizing the pedagogical process.

5. Participate in the formation of a subject-environment that meets the requirementszones of proximal development and current level of developmentchild (including young children).

6. Monitor compliance with preventive measures that help relieve psycho-emotional stress in children and staff - correction of household processes (organization of sleep, nutrition, optimization of motor activity, training of the body's thermoregulatory system).

7. Participate, together with educational authorities and teaching staff of educational institutions, in the preparation and creation of psychological and pedagogical conditions for continuity in the process of lifelong education.

Criteria for the effectiveness of the implementation of the model of psychological and pedagogical support.

The effectiveness of psychological support is determined in the process of monitoring the development of the personality of children and the formation of their skills.

The criteria for the effectiveness of support are:

Pedagogical efficiency, which is associated with the correspondence of the child's personality and the level of his achievements to the set pedagogical tasks in the context of the introduction of FGT. The following are considered and diagnosed as pedagogical tasks:

• active participation of children in the life of the preschool educational institution, initiative, creativity;
• conflict-free interaction with peers;
• no conflicts with teachers.

Psychological effectiveness:

• children's subjective feeling of comfort and confidence in preschool;
• adequate self-esteem;
• the formation of I - the concept of personality;
• optimal development of his abilities.

Enumeration of programs, technologies, benefits.

Programs technology benefits
Special programs	"From birth to school". Approximate basic general educational program of preschool education / ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva.-M.: MOSAIC-SYNTHESIS, 2010. "Problem children: the basics of diagnostic and correctional work of a psychologist" / N.Ya. Semago, M.M. Semago.-M.2003
Basic teaching aids	"Psychological and pedagogical diagnostics of the development of children" / edited by E.A. Strebeleva. - 3rd ed. - M .: Education, 2007. "Diagnostics of a child's readiness for school" / Under the editorship of N.E. Veraksa.-M .:, 2007. "Practical psychologist in kindergarten" / A.N. Veraksa, M.F. Gutorova.-M.:, 2011 Filicheva T.B., Chirkina G.V. Elimination of OHP in children preschool age.–M., 2005 "Special psychology" / edited by V.I. Lubovsky. M. 2005. Lyutova E.K. Monina G.B. "Psychocorrectional work". M.2000. Ilyina M.N. "Preparation for school". Petersburg, 2007. "Diagnosis in kindergarten." Rostov n / a: "Phoenix", 2004. Drobinskaya A.O. "Child with mental retardation". M.: School press, 2005. Panfilova M.A. "Game therapy of communication". M.2000. Alyabyeva E.A. "Psycho-gymnastics in kindergarten". M .: TC Sphere, 2003. Tkach R.M. "Fairytale therapy of children's problems". St. Petersburg. 2008 Khukhlaeva O.V. Khukhlaev O.E. "Path to my Self" M.2005 "Psychologist in a preschool institution" / edited by T.V. Lavrentieva.M. Obraztsova T.N. "Psychological games for children" M.2005 Artsishevskaya I.L. "The work of a psychologist with hyperactive children" Kataeva L.I. "The work of a psychologist with shy children" M.2005 Sharokhina V.L. "K / R classes in the younger group" M. 2007 Sharokhina V.L. “K/R classes in middle group» M.2004 Sharokhina "K / R classes in the senior group" M.2005 Kataev L.I. "K / R classes in the preparatory group" M.2005 Pgudkina I.S. "The work of a psychologist with problem preschoolers" M.2007 Ilyina M.V. "Development of verbal imagination" M.2005 Galanov A.S. "Mental and physical development of a child from 1 year to 3 years" M.2006 Galanov A.S. "Mental and physical development of a child from 3 to 5 years" M.2006 Shirokova G.A. "Handbook of a preschool psychologist" M. 2006 Shirokova G.A. "Workshop for child psychologist» Rostov n / a: "Phoenix", 2006 Rogaleva N.A. "Psychological club for parents in kindergarten" М.2010 Belova E.S. "The giftedness of the baby: to reveal, understand, support" M.2004
Didactic materials technical material	Card file of games for hyperactive children. Card file of games for the rallying of the children's team. Card file of games - greetings for a good mood. Card file of games for the development of self-confidence. The ABC of the development of the emotions of the child. Board games for the development of cognitive processes. Stimulus material for diagnostic and corrective methods and tests in accordance with age differentiation Questionnaire forms, questionnaire forms. Printed material.
Technical means	Record player A computer Printer

FORMS OF RECORDING ACTIVITIES AND REPORTING OF PSYCHOLOGIST TEACHERS

Teachers - psychologists working in educational institutions of various types and types, an educational institution for children, keep records of the work carried out in the following forms:

1. Work plan of a teacher-psychologist of an educational institution.

2. Conclusion based on the results of the conducted psychodiagnostic study.

3. Journal of psychologist consultations.

4. Journal of group forms of work.

5. Card of psychological - medical - social assistance to the child.

6. The program of work of a teacher - a psychologist with a group.

7. Corrective work.

8. The program of correctional and developmental classes.

10. Analytical report on the work of a teacher - psychologist.

Participation of a teacher-psychologist in the educational process

forms, methods of corrective work

Children	teachers	Parents
Observation and analysis of adaptive capabilities Diagnostics of the neuropsychic development of children of early and younger preschool age Diagnosis of age and individual characteristics at the request of parents, educators Organization of correctional and developmental work Conducting diagnostics to determine readiness for schooling Conducting developmental classes Organization of intellectual games "Field of Miracles", "Fairytale KVN"	Creation in groups of a psychologically comfortable subject-developing environment Participation in the work of problematic microgroups “One year before school”, “Steps of development” Participation in teachers' councils, PMPK, medical and pedagogical meetings Providing psychological support in research on self-education topics Developing and Participating in Integrated Lessons Providing assistance during the period of certification, competitions of educational skills.	Organization and participation in the work of the clubs "Soon to school", "School of young parents" Participation in thematic meetings in Parents' living rooms Providing support to parents with children with developmental problems Consulting Learning style family education Organization of joint parent-child activities, holidays.

List of corrective measures:

• examination of pupils;
• study of documents of medical specialists, collection of anamnesis;
• filling out speech cards and survey cards;
• survey of parents;
• diagnosis of children;
• choice of educational route;
• subgroup and individual work;
• parental counseling, individual interviews;
• counseling, seminars, master classes for teachers, a week of pedagogical excellence;
• meeting of the correctional service of the preschool educational institution;
• PMPK meeting;

Psychological and pedagogical support is organized from the moment the child enters kindergarten, he passes through the process of social adaptation. An interview is conducted with the mother of the child, the features of early development and upbringing in the family and possible risk factors in the anamnesis are revealed. The psychologist, together with educators of early age groups, analyzes the results of the diagnosis of neuropsychic development and develops recommendations for further developmental work with children.

Providing psychological support to preschool children of the following age groups consists of the following stages:

Observation of children in play, learning and free independent activities, diagnosis of the formation of age indicators of development

Conducting an individual study of the personal characteristics of children at the request of parents and educators

Inclusion of older preschoolers in group lessons with a preventive psychologist

Formation of children's psychological readiness for schooling.

In diagnostic and correctional work, the most typical problems of preschool children are highlighted, and the wishes of educators and parents are also taken into account. As the practice of the work of psychologists in kindergartens shows, these include:

1. Adaptation of the child to the preschool educational institution.

2. Diagnosis of the correspondence of the level of mental (mental) development of the child to the age norm.

3. Violation of behavior, personal development of some children (timidity, aggressiveness, tearfulness, etc.), communication problems.

4. Disorganization of children, violations of arbitrariness, inability to evaluate their actions.

5. Readiness of the child for school.

State of the artchildren of the younger groupit is advisable to determine mainly in children with cognitive impairments at the beginning and end of the school year, and in the middle to carry out correctional and developmental work. (If work with younger children is included in the work of a psychologist by the administration of the preschool educational institution).

In the middle groupwork is carried out with children who have significant and partial impairments in the cognitive and personal spheres. If necessary, you can plan a series of developmental activities with children to prevent the occurrence of typical disorders at an older age: the development of graphic skills, spontaneity, creative imagination, communication skills, and the child's self-confidence.

In senior and preparatoryto the school group, the psychologist tests children for readiness for school. After the diagnostics in these groups, corrective work is carried out with the involvement of parents, who are given appropriate recommendations. The result of corrective measures does not appear immediately, but after about 3 months or more, if the work is carried out regularly (1-2 times a week).

In the group preparatory to school, a parent meeting is held, where parents need to be introduced to the concept of the child’s psychological readiness for school, set up to provide constructive assistance to the child in case of difficulties and follow the recommendations of the psychologist and educator. Diagnosis is carried out twice a year (September-October and March-April) and in the presence of parents, which allows them to better understand the essence of the child's difficulties, helps to understand the child and provide him with the necessary assistance.

October

november

Filling in individual cards

Educational psychologist

Examination of children during the transition to a new age stage

Luscher color test

Toulouse-Pieron test.

September

May

Filling out PMPK protocols

Educational psychologist

Determination of the level of adaptability of early and younger age to the conditions of the preschool educational institution

Ronzhina A.S. Psychologist's classes with children 2-4 years old in the period of adaptation to remote control. – M.: Knigolyub, 2003.

November

Protocol of observations. Filling out help. Recommendations

Educational psychologist

Diagnosis of anxiety and the study of self-esteem and the level of claims of pupils

R. Temml, M. Dorki, V. Amen - M., 2002.

"Ladder" V.G. Shchur.

February

Mental health monitoring

Educational psychologist

Exploring the Components learning activities preparatory groups

N.E. Veraksa

Diagnosis of readiness of children for school-M.2007

September

October

Educational psychologist

Identification of the dynamics of development of pupils of certain mental functions

Astapov V.M. Diagnostics of the development of conceptual forms of thinking. – M.: ARKTI, 2000.

A.S. Galanov Psychodiagnostics of children. - M .: TC Sphere, 2002.

Rowena color matrices.

Developed by Izotova R.V. - teacher-psychologists of MBDOU "Kindergarten No. 15", Petropavlovsk-Kamchatsky

Agreed on City methodical association pedagogues-psychologists of the pre-school educational institution in Petropavlovsk-Kamchatsky

The work program is a normative and managerial document that characterizes the system for organizing the activities of a teacher. The work program shows how, taking into account the specific conditions, educational needs and characteristics of the development of pupils, the teacher creates an individual pedagogical model of education in accordance with the requirements of the Federal State Educational Standard.

The methodological basis of the work program is a detailed long-term planning.

The basis for the development of the Work Program are:

• Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation", Article 48, Clause 1, which states: “Pedagogical workers are obliged to carry out their activities ... in accordance with the approved work program;
• GEF DO determines the structure of the program, namely, 3 mandatory sections

Working programm characterizes the system of organizing the professional activities of a teacher-psychologist in a particular preschool institution. Determines the content and scope of activities in each direction (diagnostics, correctional and developmental work, education, etc.). Shows how, taking into account the specific conditions, educational needs and characteristics of the development of pupils, a teacher-psychologist provides psychological support for the educational process.

Development of the Work Program

The work program is drawn up on academic year, taking into account the needs and characteristics of the preschool educational institution.

The design of the content of the program is carried out individually by each teacher in accordance with the level of his professional skills and the author's vision of the content.

The program must be reviewed by the Pedagogical Council and approved by the head.

Structure of the Work Program

Title page.The title page should contain the full name of the preschool institution (top of the page). Below "REVIEWED at the pedagogical council, protocol No., date"; and also "APPROVED by the head (full name), signature, seal." The academic year for which the Work Program was drawn up is indicated, and the full name of the teacher-psychologist

one . Target Section

2. Content section

3. Organizational section

Applications to the program(attached as separate files)

1. Target section

Explanatory note. Here it is necessary to indicate which program of preschool education the preschool educational institution implements. Explain that the work program of the educational psychologist is based on the Educational preschool programs and taking into account GEF DO. And also to prescribe that Working the program determines the content and structure of the activity of a teacher-psychologist in all professional areas (psychoprophylaxis, psychodiagnostics, psychocorrection, psychological counseling and education, expert work) in the process of implementing the educational process with children, parents of pupils, teachers and administration of the preschool educational institution.

Legal basis(list of regulatory documents)

Goals and objectives of the activity teacher-psychologist for the academic year

Features of DOO. Here it is necessary to indicate how many groups are functioning, what direction. The age contingent of pupils and their characteristics (HIA, early age, etc.). Designate the psychologist's workload (1 rate) and the main focus of the activity, based on the needs of the preschool educational institution and the capabilities of the psychologist himself.

2. Content section

Description of directions of activity. Here it is necessary to prescribe the goals, the specific content of the types and forms of work in each direction

Psychological diagnostics

Purpose: to obtain information about the level of ......

Types are indicated diagnostic work, as well as diagnostics on request

Psychological prevention

Purpose: to prevent the occurrence of possible problems in the development of ......

Work in this direction is described: analysis medical records, work on the adaptation of the subjects of the educational process, etc.

Correctional and developmental work

Purpose: creation of conditions for the disclosure of the child's potential, correction of deviations in mental development.

It should be noted that the guidelines for carrying out correctional and developmental work are targets GEF DO. Specify that it is possible to work on request

Consulting work

Purpose: optimization of the interaction of participants in the educational process and the provision of psychological assistance to them……

Prescribe what kind of advisory work will be carried out - individual, group, planned and on request

Psychological education

Purpose: to increase the psychological competence of teachers, parents ....

Prescribe in what form: round tables, parent meetings, ps corners

Expert work

Participation in PMPK. Attending classes, open events. Examination of the activities of a group or pupil . Participation in the work of conflict commissions, etc.

Organizational and methodological work.List all forms of this type of work

3. Organizational section

Long-term plan for 20__/20__ academic year(in tabular form, as written in previous years)

Material and technical equipment. Presence of an office and its equipment. Provision of practical and teaching materials and allowances. And so on. If there is no separate room, then how are group forms of work organized in the preschool educational institution, individual, etc.

List of diagnostic complexes. Either ready-made factory standardized complexes, or compiled by a psychologist independently on their basis

List of correctional-developing / preventive programs, available in the psychologist's office

Annexes to the Program

These are separate applications - files that are included as work progresses

• Schedule
• Parental Consent
• Lists of children
• Lists of children with disabilities (conclusions of the PMPK and recommendations)
• Diagnostic programs by age groups
• Programs of correctional and developmental work
• Materials of psychological education
• Reports on teachers' councils

Working programm

psychologist teacher

municipal budgetary

preschool educational institution

"Kindergarten"

EXPLANATORY NOTE

Introduction

The work program of the teacher-psychologist MBDOU "Kindergarten No. 16069" was developed in accordance with federal law of the Russian Federation dated December 29, 2012 N 273-FZ "On Education in the Russian Federation"; Federal state educational standards ( Order of the Ministry of Education and Science of the Russian Federation of October 17, 2013 N 1155 "On approval of the federal state educational standard preschool education”); with the requirements of SanPin 2.4.1.3049-13 ("Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations"); regulatory legal acts regulating the activities of a teacher-psychologist of an educational institution. The program is designed in accordance with the main general education program MBDOU "Kindergarten No. 160", developed on the basis of an exemplary basic general educational program of preschool education "From birth to school" (under the editorship of N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva), local acts of the institution.

The work program determines the content and structure of the activity of a teacher-psychologist in the main activities of a teacher-psychologist in a preschool educational institution:

Psychological education - the formation of the need for psychological knowledge among pupils and their parents (legal representatives), among teachers and the head of the educational institution, the desire to use them in the interests of their own development; creation of conditions for the full-fledged personal development of pupils at each age stage, as well as in timely warning possible violations in the formation of personality and the development of intelligence.

Psychological prevention - prevention of the occurrence of maladaptation phenomena of pupils in an educational institution, the development of specific recommendations teaching staff, parents (legal representatives) to provide assistance in matters of education and development.

Psychological diagnostics

Psychological correction and development - active influence on the process of personality formation in childhood and the preservation of its individuality, carried out on the basis of the joint activities of a teacher - a psychologist, and other specialists.

Advisory activities - assistance to pupils, their parents (legal representatives), teachers and other participants in the educational process in matters of development, education and training through psychological counseling.

Counseling is carried out by a psychologist group form, as well as individually.

Protecting and strengthening the mental health of children is one of the priorities development of MBDOU and is considered as a condition for the implementation of the main general educational program of a preschool institution.

Phenomena inner life child under the age of 7. And the subject is the protection and strengthening of the psychological health of the child in the pre-school educational institution in the types of activities corresponding to preschool age (game, visual activity, construction, perception of a fairy tale, etc.).

The purpose of the activity of the teacher-psychologist of the preschool educational institution, implemented in this work program, is the protection and strengthening of the mental health of children based on the creation of psychological conditions for their achievement of personal educational results in the process of mastering educational areas.

The tasks of the teacher-psychologist of the preschool educational institution:

Determination of individual educational needs of children;

Prevention and overcoming of difficulties in the development of preschoolers;

Creation of appropriate psychological conditions for the successful development of educational areas by preschoolers.

The conceptual foundations of the program are the principles defined by the GEF DO:

Childhood diversity support;

Preservation of the uniqueness and intrinsic value of preschool childhood as milestone in the general development of man;

Full living by the child of all stages of preschool childhood, amplification (enrichment) child development;

Creation of a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations;

Assistance and cooperation of children and adults in the process of children's development and their interaction with people, culture and the world around them;

Introducing children to socio-cultural norms, traditions of the family, society and the state;

Formation of cognitive interests and cognitive activities the child through his inclusion in various activities;

Accounting for the ethno-cultural and social situation of children's development.

Respect of teachers for the human dignity of pupils, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;

The use in the educational process of forms and methods of working with children that correspond to their psychological age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown in the development of children);

Building an educational process based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development;

Support by teachers of a positive, friendly attitude of children to each other and the interaction of children in various activities;

Support for the initiative and independence of children in activities specific to them;

Opportunity for children to choose materials, types of activities, participants in joint activities and communication;

Protection of children from all forms of physical and mental violence (Law of the Russian Federation "On Education", art. 34, p. 1.9);

Building interaction with the families of pupils in order to implement the full development of each child, involving pupils directly in the educational process.

Age features and neoplasms of preschool childhood

Preschool age is a period of intensive formation of the psyche based on the prerequisites that have developed in early childhood.

Along all lines of mental development, new formations of varying severity arise, characterized by new properties and structural features. They occur due to such factors as speech and communication with adults and peers, various forms of cognition and inclusion in various types of activities (playing, productive, household).

Along with neoplasms, in the development of psychophysiological functions, complex social forms psyche, such as personality and its structural elements(character, interests, etc.), subjects of communication, cognition and activity and their main components - abilities and inclinations. At the same time, the further development and socialization of the child takes place, most pronounced at the psychophysiological level, in cognitive functions and psychomotor. New levels of mental functions are formed, which become inherent in new properties that allow the child to adapt to social conditions and the demands of life.

With the participation of adults who organize, control and evaluate the behavior and activities of the child, act as a source of diverse information, the child is included in social forms of life, in the processes of cognition and communication, in various activities, including play and initial forms of labor. Adults, parents, educators largely determine the originality and complexity of the mental development of a preschooler, since they include the child in different areas life, correcting the process of its development. The development of the mental organization of the preschooler as a whole at all its levels and in its various forms creates psychological readiness for the next - school - period of development.

Age 3 to 4 years Young children learn the skills of organized behavior in kindergarten, at home, on the street. They show attempts to pity their peers, Age 5 to 6 years

Children of the senior group can assign roles before the start of the game and build their behavior, adhering to the role. The speech that accompanies the real relationship of children differs from role-playing speech. Children continue to master social relations and understand the subordination of positions in various activities of adults. When distributing roles, conflicts may arise related to the subordination of role behavior.

This is the age of the most active drawing. The drawings acquire a plot character; the picture can be used to judge the gender and emotional state of the depicted person.

Constructive activities can be carried out on the basis of a scheme, by design and by conditions. Design appears in the course of joint activity.

The perception of color and their shades continues to improve, but also intermediate color shades; the shape of rectangles, ovals, triangles. Perceive the size of objects, easily line up - in ascending or descending order - up to 10 different objects.

Perception presents certain difficulties for preschool children, especially if they must simultaneously take into account several different and at the same time opposite signs.

At the senior preschool age figurative thinking continues to develop. Generalizations continue to improve, which is the basis of verbal logical thinking.

Imagination will to develop actively only if special work is carried out to activate it.

The transition from involuntary to voluntary attention begins.

Speech continues to improve, including its sound side.

Connected speech develops. Children can retell, tell from the picture, conveying not only the main thing, but also the details.

Achievements of this age are characterized by the distribution of roles in play activities; structuring the playing space; further development of visual activity, characterized by high productivity; application in the design of a generalized method for examining a sample; the assimilation of generalized ways of depicting objects of the same shape.

Perception at this age is characterized by the analysis of complex forms of objects; the development of thinking is accompanied by the development of mental means (schematized representations, complex representations, ideas about the cyclical nature of changes); the ability to generalize, causal thinking, imagination, voluntary attention, speech, the image of the Self develop.

Age 6 to 7 years

Preschool children begin to master complex interactions of people. The playing space is getting more complex. Children can comment on the performance of a role by one or another participant in the game.

The differences between the drawings of boys and girls become more pronounced. The image of a person becomes even more detailed and proportional.

With the right pedagogical approach children develop artistic and creative abilities in visual activity.

They are fluent in generalized ways of analyzing both images and buildings; not only analyze the main design features of various parts, but also determine their shape based on similarities with familiar ones voluminous objects.

Children continue to develop perception, but they are not always able to simultaneously take into account several various signs.

Figurative thinking develops, but the reproduction of metric relations is difficult. Skills of generalization and reasoning continue to develop, but they are still largely limited to visual signs of the situation.

The attention of preschoolers continues to develop, it becomes arbitrary.

As a result of properly organized educational work, preschoolers develop dialogic and some types of monologue speech.

In the preparatory school group, the preschool age is completed. His main achievements are related to the development of the world of things as objects of human culture; mastering the forms positive communication with people; the development of gender identification, the formation of the position of the student.

By the end of preschool age, the child has a high level of cognitive and personal development, which allows him to successfully study at school in the future.

CHAPTERI. CONTENT OF THE ACTIVITY OF THE TEACHER-PSYCHOLOGIST.

Psychological and pedagogical support of the educational process ensures the implementation of the Main educational program of the MBDOU "Kindergarten No. 269", based on the exemplary basic general educational program of preschool education "From birth to school" ("The program of education and training in kindergarten" edited by N.E. Veraksa , T.S. Komarova, M.A. Vasilyeva, 2012, 2nd edition, revised and supplemented; Moscow, Mosaic-Synthesis. Recommended by the Ministry of Education and Science of the Russian Federation).

The main activities of a teacher-psychologist

The main directions of the implementation of the educational program and the activities of a teacher-psychologist are psychological education, psychological prevention, psychological diagnostics, developmental and psycho-correctional work, psychological counseling. The proposed content of the activity of the teacher-psychologist of the preschool educational institution is specified in two planes - mandatory activities and additional.

Note: Each of the directions is built taking into account the age capabilities of children, the leading type of activity, is based on gaming technologies and techniques.

Direction "Psychological diagnostics"

According to the Federal State Educational Standard, VDOE assesses the development of children, its dynamics, including the measurement of their personal educational results. The teacher-psychologist assists teachers in the selection of diagnostic complexes and in conducting individual procedures within the framework of psychological and pedagogical diagnostics (or monitoring).

Participation of a child in psychological and pedagogical diagnostics (monitoring) is allowed only with the consent of his parents (legal representatives). The results of psychological and pedagogical diagnostics (monitoring) can be used exclusively for solving educational problems, namely:

Individualization of education (including support for the child, building his educational trajectory or professional correction of the features of his development);

Optimization of work with a group of children.

Psychological diagnostics - in-depth psychological and pedagogical study of pupils, determining the individual characteristics and inclinations of the individual, its potential in the process of education in a preschool educational institution, as well as identifying the causes and mechanisms of developmental disorders, social adaptation.

Psychological diagnostics is carried out by a psychologist both individually and with a group of pupils of the preschool educational institution.

Necessarily:

Diagnosis of pupils within the framework of the psychological, medical and pedagogical council (PMPk) of the preschool educational institution, in accordance with the regulation on PMPk.

Diagnosis of psychological readiness for schooling of children of the preparatory group.

Additionally:

Diagnosis of pupils of senior preschool age in order to determine the level of communicative and emotional development for organizing and coordinating work.

At the request of parents, educators, the administration of the preschool educational institution and personal observations, the psychologist conducts an in-depth diagnosis of the development of the child, children's, pedagogical, parental teams in order to identify and specify the problems of participants in the educational process.

Diagnostic complex*:

Psychologicalcharacteristic	Usedmethods
Social situation of development	Drawings Sociometry
Motivation	"Learning motivation of schoolchildren" Ginzburg M.R., Drawing "What I like at school" Conversations of Ginzburg M.R., Nezhnova T.A. Questionnaire Bozhovich L.S., Gutkina N.I.
criticality	"Sticks and dashes" by Ul'enkova
performance The pace of activity	Corrective samples
Features of perception	Method of T.N. Golovina (Draw the figures) Cubes of Koos. Segen board. Pyramids. Split pictures Kern-Jerasek test (I, II subtests)
Features of the development of attention	Bourdon test, Pieron-Ruzon test, Correction tests, Labyrinths, "Reproducing the arrangement of figures"
Memory Features	"10 words" A.R. Luria, Vygotsky's method of semantic memory Methodology "Memorizing pictures" (Yasyukova L.A.)
Features of thinking	Classification. Nonsense. Non-verbal tests of Veksler 4th extra (5th extra). Raven test. Simple analogies. complex analogies.
Awareness	Wexler verbal tests., "A test for diagnosing a child's awareness of social environment"(S.A. Matveeva, O.L. Razumovskaya), "Picture-dictionary test" (Razumovskaya O.L., Chirkov V.I.)
Features of constructive activity, graphic activity, drawing	Koos CubesDrawing Manipulation with Objects "Graphic Dictation" by Elkonin Kern Test - Jerasek
Features of the emotional sphere	observation. Projective drawing techniques (Non-existent animal, House - tree - man, Me and school, Cactus) "Ladder" (Shchur V.G.), "Test of anxiety" (R.Temml, M.Dorki, V.Amen) Battery of methods for the study of self-esteem Belopolskaya N.A. CAT, CAT, Lineogram
Features of the volitional sphere	Observation "Sticks and dashes" by Ul'enkova, Diagnostic games for arbitrariness (action according to instructions), "House" by Gutkina N.I.
Learnability	Ravenna test, Elkonin's Graphic Dictation Method "Beads" (Arginskaya I.I.)

Working diagnostic complex

A.A.Osipova, L.I.Malashinskaya Diagnosis and correction of attention

D. Veksler Methods of researching intelligence

Raven's intellectual-perceptual test

D.B.Elkonin Graphic dictation

The fourth extra

Kern-Jerasek test

N.I. Gutkina House

Methodology "Personification of motives"

Diagnosis of ADHD

Anxiety test R.Temml, M.Dorki, F.Amen

Graphic technique "Cactus" modification M.A. Panfilova

Test "Fears in the houses" modification by M.A. Panfilova

Test "Non-existent animal"

Test "Family Drawing"

Method "Ladder"

U.V. Ul'enkova Diagnosis of the intellectual activity of a preschooler

* The choice of tools for conducting psychodiagnostics is carried out by the psychologist independently, depending on the level of professional competence and the range of developmental tasks to be solved in accordance with the Federal Law N 636 of October 22, 1999 « REGULATIONS ON THE SERVICE OF PRACTICAL PSYCHOLOGY IN THE EDUCATIONAL SYSTEM OF THE RUSSIAN FEDERATION»

Direction "Psychoprophylaxisand Psychological education»

Psychoprophylaxis in the context of the ideas of the Federal State Educational Standard, DO acts as a priority area for the activity of a teacher-psychologist of a preschool educational institution (Burlakova I.A., Yaglovskaya E.K.).

Target: ensuring the disclosure of age opportunities, reducing the impact of risks on the development of the child, his personality (inclinations, interests, preferences), preventing violations in the development of personal and intellectual spheres through the creation of favorable psychohygienic conditions in the educational institution. Psychohygiene involves providing all participants in the educational process with psychological information to prevent possible problems.

In connection with the increase in the number of children with borderline and pronounced problems in mental development, the psychological service faces the task of promoting primary prevention and integration of these children into society.

For this, it is provided:

Necessarily:

1. Work to adapt the subjects of the educational process (children, teachers, parents) to the conditions of the new social environment:

Analysis of medical records (card "History of the development of the child") of newly arriving children to obtain information about the development and health of the child, identifying children at risk who require increased attention from a psychologist;

Group and individual consultations for parents of newly arrived children;

Informing teachers about the identified features of the child and the family, in order to optimize the interaction of participants in the educational process.

Monitoring regime moments, mass events in order to prevent deviations in behavior, identify pupils in need of psychological support.

2. Identification of cases of psychological distress of teachers and development, together with the administration, of ways to eliminate the causes of this condition in working situation.

Additionally:

Promoting a favorable socio-psychological climate in the preschool educational institution.

Prevention of professional burnout in the teaching staff.

Joint activities with newly arrived children in case of a threat of a severe degree of adaptation - adaptation games, finger gymnastics;

Psychological education

Target: creating conditions for increasing psychological competence teachers, the administration of the preschool educational institution and parents, namely:

Increasing the level of psychological knowledge;

Inclusion of existing knowledge in the structure of activities .

Psychological education of teachers and parents is based on the results of studying the specific features of a given preschool educational institution, taking into account the traditions and local conditions, the qualifications and characteristics of the teaching staff, the originality of the contingent of children and parents.

Necessarily:

teachers in the form of seminars, conferences, workshops by topic:

1. Psychophysiological characteristics of children of each age group.

2. Features of the teacher's work with problem children.

3. Styles of pedagogical communication, professional self-regulation.

4. Psychological foundations of interaction with the family.

Conducting systematic psychological education parents in the form of parent meetings, round tables, etc. with the obligatory consideration of the age of children and the relevance of the topics for parents by topic:

1. Adaptation of the child to the preschool educational institution.

2. Crisis 6-7 years.

3. Most typical mistakes family education.

4. Prevention unfavorable development the personality of the child: infantilism, demonstrativeness, verbalism, avoidance of activities, and so on.

5. Education of arbitrariness of behavior and controllability.

6. Psychological readiness for learning.

Additionally:

Update text information in group information corners; on information stands "Psychologist's Page"; on the DOU website.

Direction "Developmental work and psychological correction".

In the context of the Federal State Educational Standard, the activity of a teacher-psychologist is aimed at changing the internal psychological sphere pupils and is considered as developing. Developing classes are aimed at correcting certain shortcomings in the mental development of children. Psychocorrective technologies are included in the context of developmental work with preschoolers.

The subject of the activity of a teacher-psychologist in this area is not the correction of shortcomings in pupils, but the development of ways for them to self-regulate in a variety of educational situations that will help them become successful, achieve the required level of development of the educational program and, as a result, lead to positive changes in the field of existing developmental difficulties.

Target: creating conditions for the disclosure of the child's potential, correction of deviations in mental development, harmonization of the child's personality.

In the process individual support child and psychological support for a group of children of older preschool age, a teacher-psychologist is guided by the Regulations on the Service of Practical Psychology in the Education System of the Russian Federation. In the implementation of the practical direction of activity, it relies on the section V. Item 20.: "Plans and programs of developmental and psycho-correctional work are developed taking into account the age and individual characteristics of children, determined in the course of psychodiagnostic studies, and are strictly individual specific."

Corrective and developmental work is planned and carried out according to thematic plans (approved by the methodological council of the MBU DO PPMS-center, taking into account the specifics of the children's team (group) and the individual child.

In correctional work, the teacher-psychologist relies on the standards of mental development described in child, developmental and pedagogical psychology. Developmental work provides for an orientation towards middle-age developmental norms to create conditions in which the child can rise to the optimal level of development for him, which can be either above or below the average.

The object of correctional and developmental work is problems in the cognitive, emotional, motivational, volitional, behavioral spheres that ultimately affect the formation of life competencies in preschoolers and the development of the child as a whole. This work is carried out with children who are developing within age norm. If the identified deviations are expressed to a large extent, the child is sent for a consultation to the specialists of the city psychological-medical-pedagogical commission (MBOU TsKiK) based on the decision of the psychological-medical-pedagogical council of MKDOU. Further correctional and developmental work with these children is based on individual educational programs based on the conclusion and recommendations of the psychological, medical and pedagogical commission of the Central Children's and Children's Committee.

Necessarily:

Conducting correctional and developmental classes with children of the preparatory group, in order to form the prerequisites for educational activities (taking into account the results of intermediate diagnostics at the beginning of the school year).

Building an individual trajectory of the child's development in the process of counseling.

Psychological support of educational work

Joint activities with children of older groups in order to form and develop communication skills and the emotional sphere.

The system of developing classes is based on the sensitivity of personal development at each age stage.

Fig.1

Features of the development of each age of preschool childhood

The system of work with pupils includes 5 main stages

creation of a safe environment, unification, emotional rapprochement of children;

development of speech skills by training interhemispheric connections, fine motor skills;

development of the perception system;

development of social emotions and awareness of them at the bodily level;

development of social skills.

The system of developing activities is aimed at strengthening the child's self-confidence, understanding of their personal characteristics and opportunities in communicating with peers. Classes serve as a kind of psychological support and help the child in acquiring a positive experience of living together.

Tasks are realized through the play and creative activities of children. The game serves as a universal means of preventing and compensating for the child's psycho-emotional problems.

During joint activities with a psychologist, the child:

models relationships in a visual-effective form, begins to better navigate them;

overcomes personal egocentrism, begins to become more aware of himself, he develops self-confidence and the ability to act in communicative situations;

acquires positive experience joint action;

gradually masters new ways of behavior in problem situations, assimilates them.

The system of developing classes of a teacher-psychologist is based on methodological development Tarasova N.V. "Psychological preparation for children's school", programs of intellectual development classes Grigoryeva M.R.

The purpose of the program is to create conditions for intellectual development preschoolers, the development of the emotional-volitional sphere of preschool children.

Collaboration duration:

5-6 years - 20 minutes

6-7 years - 30 minutes

Direction " Psychological Counseling»

Target: optimization of the interaction of participants in the educational process and the provision of psychological assistance to them in building and implementing an individual program for the upbringing and development of the child.

Providing assistance in resolving the problem, when the person himself realized its existence. AT terms of preschool The teacher-psychologist provides age-related psychological counseling - counseling on the mental development of the child. The subject of the consultations is determined by the scope of professional competence of the teacher-psychologist of the preschool educational institution. If necessary, the educational psychologist guides the counselee to receive psychological assistance in the services of the city on the topic of the request.

Necessarily:

Advice on issues related to the optimization of the educational process in the preschool educational institution and the family in the interests of the child.

Advising on the upbringing of children with special educational needs and children with disabilities.

Additionally:

The psychologist can initiate group and individual consultations of teachers and parents.

The psychologist may initiate other forms of work with the staff of the institution for the purpose of personal and professional growth.

Forms and methods of psychological and pedagogical support - see Appendix.

Each of these areas is built taking into account the age capabilities of children, the leading type of activity and relies mainly on gaming technologies and techniques.

SECTION II. ORGANIZATION OF THE SYSTEM OF INTERACTIONS OF THE TEACHER-PSYCHOLOGIST

2.1. Interaction of a teacher-psychologist with specialists of a preschool educational institution in the context of the implementation of the Federal State Educational Standard

With the head of the DOE

Participates in the discussion of current areas of work of the educational institution, together with the administration plans its activities in order to achieve the goals and objectives set by the teaching staff.

Clarifies the request for psychological support of the educational process, for the forms and methods of work that will be effective for this educational institution.

Provides support in resolving disputes and conflict situations in the team.

Takes part in the placement of personnel, taking into account the psychological characteristics of teachers .

Provides reporting documentation.

Conducts individual psychological counseling (upon request).

Provides psychological safety all participants in the educational process.

Provides emergency psychological assistance in emergency and emergency situations.

Sosenioreducator

Participates in the development of the main general educational program of the preschool educational institution in accordance with the Federal State Educational Standard.

Analyzes the psychological component in the organization of educational work in the institution and makes proposals for improving the effective psychological support of the educational process.

Participates in the development of methodological and informational materials on psychological and pedagogical issues.

Develops programs to improve the psychological competence of participants in the educational process ( teaching staff, parents).

Participates in the activities of pedagogical and other councils of an educational institution, psychological and pedagogical consultations, creative groups.

Makes suggestions for improving the educational process in a preschool institution in terms of creating psychological comfort in it.

Acts as a consultant on the creation of a subject-developing environment.

Provides support in the development of ICT.

Represents the documentation of the established form (work plan, analytical references, analysis of work for the year).

Participates in the implementation and adaptation of new programs of work (FSES, multimedia technologies, ICT technologies)

With a tutor

Organizes and conducts consultations (individual, group, thematic, problem) on the development of children, as well as practical application psychology to solve pedagogical problems, thereby increasing their socio-psychological competence.

Provides assistance to educators in the development of an individual educational route for a preschooler.

Provides counseling to educators on the prevention and correction of deviations and disorders in the emotional and cognitive spheres in children.

Provides psychological support for the educational activities of the educator.

Participates in activities for the psychological preparation of children for school - educates educators on this topic.

With music director 1. Provides psychological support for children at holidays, during entertainment and leisure 2. Teaches children to identify, analyze and label their experiences, working on their emotional development, while listening to various musical works as part of developmental, preventive activities. 3. Provides advisory assistance in the development of scenarios, holidays, entertainment and leisure programs, distribution of roles.

2.2. Interaction with families of pupils

When analyzing the results of monitoring the contingent of families, it was revealed that children of MKDOU are brought up in families of different social status with different levels of education. These data are taken into account when organizing the interaction of a teacher-psychologist with the parents of pupils, which is aimed at creating a benevolent, psychologically comfortable atmosphere in the preschool educational institution, establishing mutual understanding and creating conditions for cooperation with parents.

The main forms of interaction with the family

Getting to know the family: questioning, consulting

Informing parents about the progress of the educational process: individual and group consultations, parent meetings, master classes, design of information stands, the site of the preschool educational institution, the production of memos, booklets.

The content of the areas of work with the family in educational areas

educational area "Physical development"

Explain to parents how the lifestyle of the family affects the psychomotor development of the child (consultation, memos).

Educate parents about factors affecting a child's mental health. Help parents to maintain and strengthen the mental health of the child (consultations, speeches at meetings).

Orient parents to read together with the child literature on the preservation and promotion of health, watching relevant feature films and animated films (site of the preschool educational institution).

Educational area "Social and communicative development"

To acquaint parents with the achievements and difficulties of public education in kindergarten (individual consultations). To draw the attention of parents to the possibilities of developing the communicative sphere of the child in the family and kindergarten.

Show parents the importance of mother, father, as well as grandparents, caregivers, children (peers, younger and older children) in the development of the child's interaction with society, understanding of social norms of behavior. Emphasize the value of each child for society, regardless of their individual characteristics and ethnicity (reminders).

To interest parents in the development of children's play activities, which ensure successful socialization, the assimilation of gender behavior (memos, information in group corners, the site of the preschool educational institution).

Support the family in building a child's interaction with unfamiliar adults and children in kindergarten (for example, at the stage of mastering a new subject-developing environment of a kindergarten, groups - when entering a kindergarten, moving to new group, change of educators and other situations - individual consultations).

To show parents the value of dialogic communication with the child, which opens up the opportunity for learning about the world around them, exchanging information and emotions. To develop communication skills in parents, using elements of communicative training at meetings. Encourage parents to help the child establish relationships with peers, younger children; to suggest how it is easier to resolve a conflict (controversial) situation (parent-teacher meetings, individual consultations).

Educational area "Cognitive development"

To draw the attention of parents to the possibilities of the intellectual development of the child in the family and kindergarten (reminders with educational games).

Orient parents on the development of the child's need for knowledge, communication with adults and peers. Draw their attention to the value of children's questions. (individual consultations, DOW website).

Educational area "Speech development"

Acquaintance with the possibilities of using finger games and gymnastics in the development of a child's speech (memos, individual consultations, parent meetings, website).

Educational area "Artistic and aesthetic development"

To reveal the possibilities of music as a means of beneficial effects on the mental health of the child. Using the best examples of family education as an example, show parents the influence of family leisure (holidays, concerts, home music playing, etc.) on the development of the child's personality, child-parent relationships (information stands, the site of the preschool educational institution).

3.2. The main directions of corrective work

The main task of correctional and pedagogical work is to create conditions for the comprehensive development of a child with disabilities in order to enrich his social experience and harmonious inclusion in a team of peers.

The main psycho-corrective tasks are most productively solved in specially organized activities in a psychological office, where the interior and environment contribute to development and correction with the help of lighting, design, games and manuals.

The cycle of classes "The ABC of emotions" (emotional development).

To ensure the optimal entry of children with SAD into the society of peers and adults, successful socialization, it is important to form positive emotional experience and constructive behavior skills in pupils of compensating groups. Therefore, with children of older groups of compensatory orientation, we consider it appropriate to conduct a cycle of classes on emotional development.

The purpose of the classes is to expand children's ideas about emotions, to strengthen emotional state pupils, the formation of communication skills.

To teach children to understand their own emotional state, express their feelings and recognize the feelings of other people.

To develop expressive movements of children, facial expressions, gestures, understanding of intonation.

To create conditions for the development of communicative abilities of preschoolers.

To acquaint children with ways of self-regulation, relaxation.

Cycle of classes "Development" (psychological preparation for school)

In the preparatory group, preschoolers need to develop the main components of school readiness, which is successfully implemented in developmental classes with the help of games, exercises and studies.

The purpose of the classes is to form the psychological readiness of children for successful schooling.

Form motives for learning activities.

To develop cognitive activity, to form the prerequisites for educational activities.

Improve the emotional and volitional sphere.

To promote the development of self-regulation.

Develop personal readiness.

Develop fine motor skills of the hand.

Thematic planning of the correctional and developmental work of a teacher-psychologist with pupils of compensatory groups, see Appendix.

SECTION IV. PERFORMANCE CRITERIA

EDUCATIONAL PSYCHOLOGIST

psychological and pedagogical support continuity content and forms of organization of the educational process at different age stages;

ensuring that the specifics of the age-related psychophysical development of pupils are taken into account in the implementation of the main general educational program;

achievement required level psychological and pedagogical competence of pedagogical and administrative workers, the parental community;

the formation of pupils' value attitudes towards a healthy and safe lifestyle in determining the final results;

providing differentiated and individualized education, including the implementation of individual educational routes and psychological support of the educational process;

functioning of a system for monitoring the abilities and abilities of pupils, identifying and supporting gifted children, children with special educational needs;

formation of communicative skills of pupils;

variability of levels and forms of psychological and pedagogical support for participants in the educational process (prevention, diagnostics, counseling, correctional, developmental work, education, expertise).

CHAPTER V . SOFTWARE AND METHODOLOGICAL SUPPORT OF PSYCHOLOGICAL SERVICE MKDO

List of programs and technologies	- "Program for preparing children for the school of children 5-7" Fedosova N.A. 2012 Zinkevich-Evstigneeva T.D. Fairy tale therapy training, 2002 Tarasova N.V. Psychological preparation for school of children with general underdevelopment speeches, Phoenix, 2014
List of benefits	"General psychology" Maklakov A.G. « Innovation processes in modern preschool education” Pyatkova L.P., Ushakova S.V. Educational program MBDOU No. 269 "The path to my self" Khukhlaeva O.V., Khukhlaev O.E., Pervushina I.M. “Getting ready for school” Lokalova N.P., Lokalova D.P. "Formation of the prerequisites for educational activities in older preschoolers" Nikolaeva E.P. "Exercises for every day: Logic for preschoolers" Tikhomirova L.F. "Learning to sympathize, empathize" Semenaka S.I. "Intellectual-developing classes with older preschoolers" Grigorieva M.R. "Scenarios for classes with preschoolers" Ul'eva E.A. "Development of children's creative thinking" Simanovsky A.E. "Development of children's logical thinking" Tikhomirova L.F., Basov A.V. "Education with a fairy tale" Fesyukova L.B. "Diagnosis of early childhood autism" Lebedinskaya K.S., Nikolskaya "Games-activities with the baby" Pilyugina E.G. “If you have a child with a motor” Fesenko E.V., Fesenko "Tests. Is your child ready for school? Ilyina M.N., Paramonova L.G., Golovneva N.Ya. "Development of perception in children: shape, color, sound" Bashaeva T.V. "Development of children's attention" Cheremoshkina L.V. "Classes for children with mental retardation" Rotar N.V., Kartseva T.V. "Psychological preparation of children for school with general underdevelopment of speech" Tarasova N.V. "Working with parents" Shitova E.V. "Psycho-gymnastics" Chistyakova M.I. "Whims and stubbornness" Pogudkina I.S. "Practical psychodiagnostics" Raygorodsky D.Ya Development of sensorimotor skills in children of senior preschool age” Lebedeva A.N. "Six-year-old children" Ulyenkova U.V. "Attention deficit hyperactivity disorder" Sirotonyuk A.L. 2003 "Is your child ready for school?" Vinogradova N.F., Zhurova L.E.1992 "A fairy tale in the sandbox" Chernyshova I.N., Kaushkal O.N. 2014 "Psychological club for parents" Rogalev N.A. 2010 "Game sessions with children and parent-child couples" by Gala N.Yu. "Game therapy of communication" Panfilova M.A.2000 "The program for the development of the emotional-volitional sphere" Chernyaeva A.V. 2013 “I want to know everything” Sevostyanova E.O. 2005 "Developing games-activities with children" Pavlova L.N. 2010 "Visiting Cinderella" Kalinina R.R. 2010 "12 exercises for a positive mood" Khazieva R.K.2011 "Development of cognitive activity in children" Konovalenko S.V. 1998 "Child Development" Ilyin M.N. 2004 "Development of imagination in children" Subbotina L.Yu.1997 "I don't want to go to school" Balysheva E.N. 2011 "Prevention school difficulties» Stepanova O.A.2003 "Development of fine motor skills of hands" Yanushko E.A. 2011 « Emotional Tales» Alyabyeva E.A. 2015 "Physical holidays in kindergarten" Shebenko V.N., Ermak N.N. 2000 "Correction of the development of the intellect of preschoolers" Sirotonyuk A.L. 2001 "Psychological games for children" Svetlanova I.A..2015 "Mathematics before school" Smolentseva A.A., Pustovoi O.V. 1996 "Logic and mathematics for preschoolers" Nepomnyashchaya R.L., Nosova E.A. 1997 "Training of independence in children" Sartan G.N. 1999 "Let's get acquainted" Pazukhina I.A. 2008 “Learning to understand each other” Gavrina S.E., Kutyavina N.L. 2001

This work program of a teacher-psychologist presents the technology of psychologization of the educational process in a preschool educational institution, developed in accordance with the Federal State Educational Standard.

Psychologization is the process of integrating psychological knowledge into education at all its levels:

At the level of consciousness and use of the educational environment;

The level of design, creation and use of the educational environment;

The level of relations through which the educational environment is mastered.

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Municipal budgetary preschool educational institution kindergarten of a general developmental type with priority implementation of activities for the physical development of children No. 5 of the working settlement of Khor of the municipal district named after Lazo of the Khabarovsk Territory

"ACCEPTED" "APPROVED"

on the pedagogical council Head of MBDOU

protocol No. _______ kindergarten No. 5 r.p. Khor

from "____" _____________ 2014 ___________ and V. Shchepilova

"___" _____________ 2014

WORKING PROGRAMM

psychologist teacher

for 2014-2019 academic year

Program developer:

Teacher-psychologist Gavrilova O.V.

2014

	Explanatory note
	Goals and objectives of the Work Program
	Principles and approaches to the formation of the Work Program
	Types of activities of a teacher-psychologist preschool educational institution
	Age characteristics of preschoolers. Children 3-4 years old
	Children 4-5 years old
	Children 5-6 years old
	Children 6-7 years old
	Workplace equipment
	Psychological diagnostics Second junior group
	middle group
	Senior group
	Literature

Justification of the work program

The construction of an educational program on the basis of the Federal State Educational Standard of Distance Education significantly increases the role of a teacher-psychologist in solving the problems of developing preschool education. Psychological support is necessary condition providing the solution of such tasks defined by the Federal State Educational Standard for Education, as the positive socialization of the child, his comprehensive personal moral and ethical and cognitive development, development of initiative and creative abilities.

The target center of preschool education is the child, and education is seen as a developing and developing system. The development of the child is perceived not as a side result of the work of the educator in the formation of pupils' knowledge, skills and abilities, but as a point of application of all the resources of preschool education.

The global idea of ​​modern changes in the field of preschool education is the psychologization of the system of preschool education, namely, bringing the practice of preschool education into line with those specific psychological characteristics of preschool age that determine its unique contribution to the overall cycle of mental development.

This work program of a teacher-psychologist presents the technology of psychologization of the educational process in a preschool educational institution, developed in accordance with the Federal State Educational Standard.

Psychologization is the process of integrating psychological knowledge into education at all its levels:

At the level of consciousness and use of the educational environment;

The level of design, creation and use of the educational environment;

The level of relations through which the educational environment is mastered.

Psychologization assumes that psychological knowledge is a means of solving a wide range of teaching, educational, developmental and correctional tasks.

The directions of psychologization are determined by the orientation towards the basic components of the educational process, assuming answers to the following questions:

Who is the subjects of the educational process: a child with educational needs; an educator acting under the influence of professional attitudes; parent requesting educational services based on their educational expectations;

What develops in the subjects of the educational process: value, cognitive, practical-activity;

Why the child masters educational areas, that is, what is their educational resource in relation to the formation of integrative qualities;

How the educational process is built, the selection of forms and methods for the design and implementation of individualized educational trajectories is ensured.

The main principles of psychologization of DO can be defined as follows:

1. Integration that ensures the completeness and integrity of the reflection of heterogeneous elements of reality in the mind of the child, which allows him to create new knowledge, and not just produce new knowledge received from an adult. In the work program, the principle of integration is realized through the interpenetration of different types of activity based on a qualitatively new design of pedagogical activity, which ensures the interconnection of developing, teaching and educational tasks in the diverse types of children's activities. The principle of integration is based on the proposition about the commonality of mental processes, the development of which is necessary for the successful implementation of any activity, and on ideas about the specifics of the development of a preschool child. The integration of different content, different types of children's activities and forms of organization of the educational process corresponds to the nature of perception, understanding, reproduction and transformation of reality, characteristic of preschoolers.
2. Variability in relation to educational programs and the freedom to choose an educational route, ensuring the individualization of the educational process, which constitutes the psychological and pedagogical foundations for a personality-oriented interaction between an adult and a child in the educational process.
3. The openness of the system of preschool education for enrichment with culture-forming components, which gives the results of education a culture-creating meaning. Enrichment of the content of child development through the development of cultural practices by the child, which acquires a culture-creating meaning for him. The assimilation of cultural practices by children leads to the differentiation of the spheres of the child's initiative: as a creative volitional subject, a creative subject, a researcher, a partner in interaction and an interlocutor. This approach makes it possible to form an important psychological neoformation of preschool age - a subjective position. An important point is the preservation of the subculture of childhood.

Realization field principles of psychologization is built in the triad: educational program - educational route - monitoring the quality of education.

Explanatory note

Coming to a preschool institution, the child enters a new step in his life path. Here he begins to actively develop in different areas. The child learns to be independent, communicate with peers, adults, learns to hold a pencil correctly, draw and even count - in a word, prepare for the next step in his life - school. But how difficult it all is in the eyes of a child! Our task is to help him as much as possible and to facilitate, from a psychological point of view, this not easy preschool age.

In our difficult information age, children are surrounded by a lot of different information, which they sometimes cannot cope with. Therefore, we, teachers, must help our younger generation, develop cognitive abilities in a timely manner and strengthen psychological health.

What is cognitive ability? These are thinking, perception, memory, attention and imagination. These are mental functions that develop from an early age and that a person uses throughout his life.

What is mental health? This term, "mental health" was introduced into the scientific lexicon by I.V. Dubrovina (Dr. psychological sciences, professor, academician of the Russian Academy of Education) and means the inseparability of the physical and mental in a person.

A psychologically healthy person is, first of all, a creative, cheerful, cheerful, open person who knows himself and the world around him not only with his mind, but also with feelings and intuition.

The key word to describe it is "harmony" or "balance". First of all, it is the harmony between the emotional and the intellectual, between

bodily and mental. As well as harmony between man and surrounding people, nature. According to I.V. Dubrovina, the basis of psychological health is a full-fledged mental development at all stages. Therefore, the timely development of the cognitive, motivational-need and emotional-personal spheres contributes to the psychological health of the child.

The activities of a preschool psychologist are aimed, on the one hand, at creating conditions for realizing the developmental opportunities of a child at preschool age, and on the other hand, at promoting the formation of those psychological neoplasms that will create the foundation for development in subsequent age periods of development.

The program of the teacher-psychologist of the Municipal Budgetary Preschool Educational Institution of a Kindergarten of a General Developmental Type with Priority Activities for the Physical Development of Children No. 5 of the Khor Workers' Village of the Municipal District named after Lazo, Khabarovsk Territory, was developed in accordance with the following regulatory documents in accordance with the entry into force of the Federal State Educational Standard:

Constitution of the Russian Federation, Article 43.72

Law of the Russian Federation "On Education in Russian Federation» dated December 29, 2012 No. 373-F3;

GEF DO from 17.10. 2013 No. 1155; - Convention on the Rights of the Child (1989);

Ethical code of a psychologist dated 14.02.2012 ; - SanPiN 2.4.1.3049-13; -Charter of MBDOU d / s No. 5 of October 22, 2013 No. 855; - The main educational program of the MBDOU kindergarten No. 5 r.p. Khor for the 2014-2019 academic year. from 22.08.2014

Program goal:

Protection and strengthening of children's mental health based on the creation of psychological conditions for their achievement of personal educational results in the process of mastering educational areas;

Program objectives:

1. Determining the educational needs of children;
2. Prevention and overcoming of difficulties in the development of preschoolers;
3. Creation of appropriate psychological conditions for the successful development of educational areas by preschoolers;
4. Development of the intellectual sphere;
5. Development of cognitive and mental processes (perception, attention, memory, thinking and imagination);
6. Development of the emotional sphere;
7. Teaching positive relationships and acceptance of others.

Principles and approaches to the formation of the Program:The program is built on the basis of the systematization of psychological and thematic material, which involves combining the main areas of work of the teacher-psychologist of the preschool educational institution, as well as on the positions of a humane-personal attitude towards the child, defined by the Federal State Educational Standard, and:

Corresponds to the principle of developmental education, the purpose of which is the development of the child;

Combines the principles of scientific validity and practical applicability (the content of the Program corresponds to the main provisions of developmental psychology and preschool pedagogy);

Complies with the criteria of completeness, necessity and sufficiency (allowing to solve the set goals and objectives using a reasonable "minimum" of the material);

Ensures the unity of educational, developing and teaching

goals and objectives of the process of education of preschool children, in the course of

implementation of which such qualities are formed that are

key in the development of preschoolers;

It is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of children, the specifics and capabilities of educational areas;

Based on the complex-thematic principle of building the educational process;

It involves the construction of the educational process on age-appropriate forms of work with children. The main form of work with preschoolers and the leading type of their activity is the game;

Promotes cooperation between children and adults and their interaction with people, culture and the world around them;

Introduces children to socio-cultural norms, traditions of the family, society and state;

It is built taking into account the observance of continuity between all age groups. preschool groups and between kindergarten and elementary school.

On the basis of his work program, the teacher-psychologist draws up an annual work plan, carries out long-term and calendar planning of his activities, taking into account the content of the educational program, the request of parents and the specifics of the educational needs of children.

Structure work program reflects all areas of activity of a teacher-psychologist.

Respect of teachers for the human dignity of pupils, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;

The use in the educational process of forms and methods of working with children that correspond to their psychological, age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown in the development of children);

Building an educational process based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development;

Support by teachers of a positive, friendly attitude of children to each other and the interaction of children in various activities;

Support for the initiative and independence of children in activities specific to them;

Opportunity for children to choose materials, types of activities, participants in joint activities and communication;

Protection of children from all forms of physical and mental violence (Law of the Russian Federation "On Education", art. 34, p. 1.9);

Building interaction with the families of pupils in order to implement the full development of each child, involving the families of pupils directly into the educational process.

Types of activities of a teacher-psychologist of a preschool educational institution:

1 . Consultative and educational work, the purpose of which is:

1.1. Improving the psychological culture of teachers and parents, the formation of a request for psychological services and the provision of information on psychological problems;

1.2. Optimizing the interaction of participants in the educational process and providing them with psychological assistance in building and implementing an individual program of education and development;

1.3.Formation among teachers of the need for psychological knowledge and the desire to use it in the interests of the child and their own development.

1.4.Working out joint sound advice in the main areas of work with children;

Assistance to the family in matters, if necessary, of choosing an upbringing strategy and methods of corrective education of the child.

2. Psychodiagnostic work, the purpose of which is to obtain information:

2.1. About the level of mental development of children

2.2. Identification of individual characteristics and problems of participants in the educational process.

2.3. Identifying the causes of deviant behavior

3 . Psychocorrectional, developmental, psychoprophylactic work:

3.1. Creation of conditions for the disclosure of the child's potential, correction of deviations in mental development;

3.2. The active influence of the teacher-psychologist on the development of the personality and individuality of the child;

3.3. Prevention of possible trouble in the mental and personal development of children and adults, to create psychological conditions that are most favorable for this development; 3.4. Creating conditions for the full mental development of the child at each age stage

4. Organizational and methodological work, the purpose of which is:

4.1. Analysis of scientific and practical literature for selection psychological tools and development of developmental and / or correctional and developmental programs.

1. Preparing for the consultation of educators

4.3. Preparation and design of information stands for parents.

4.4 Preparation information letters(reminders) for parents.

4.5. Analysis and processing of diagnostic results, drawing up recommendations for parents and educators.

4.6. The study of materials from periodicals, in order to prepare for individual or group counseling of parents / teachers.

4.7.Preparation of material for group / individual work with kids.

4.8. Preparation of psychological tools for examination, writing conclusions.

4.9.Filling out the reporting documentation of the teacher-psychologist.

4.10. Working with honey maps and psychological and pedagogical documentation.

5. Expert work:

5.1. Participation in the psychological, medical and pedagogical council of the kindergarten

5.2.Study of the efficiency of mastering the educational program by children.

Age features of preschoolers

Children 3-4 years old

Anatomical and physiological features.

Three years is a period of active contacts with the outside world. Children of this age are mobile, inquisitive; when communicating with adults and older children, their speech improves, mental reactions are developed that are adequate to the situation.

The main indicators of the physical development of the child at this age:

Height 96cm + 4.3cm;

Weight 12.5kg + 1kg;

Chest circumference 51.7cm+ 1.9cm;

Head circumference 48cm;

Number of milk teeth 16-20.

At this age, there is a further decrease in the rate of increase in body weight, its proportions change.

Intellectual activity becomes more complicated. After 3 years, the child begins to realize himself as a person, at this stage the coordination of movements continues to improve.

Children are characterized by emotional lability - rapid transitions from one emotional state to another: consent - to whims, joy - to resentment. The child clearly shows personality traits character.

Age 3-4 years is different rapid development motor activity, but the control over the adequacy of movements in children is low, which often leads to injuries.

The muscular system at this age is noticeably strengthened, the mass of large muscles increases.

The age of 3 years is the age when the child develops intensively mentally and new, previously absent features appear. The leading cognitive function is perception when a child absorbs everything new like a “sponge”. The leading activity is play. During this period, there is a transition from a manipulative game to a role-playing game.

Attention a child at this age is not sustainable. It is still difficult to direct it to the subject. But by the end of the year, everything changes. The child becomes less impulsive and can maintain active attention for 8 minutes.

Memory . Memory processes remain involuntary. Recognition prevails. The amount of memory essentially depends on whether the material is linked into a whole or scattered.

The child remembers well everything that is of interest to him, causes an emotional response. The information that he sees and hears is well absorbed. Motor memory is developed: what was associated with one's own movement is well remembered.

Thinking . At 3-4 years old, the child tries to analyze what he sees around him; compare objects with each other and draw conclusions about their interdependencies.

Compare and analyze younger preschoolers in a visual-effective way. But some preschoolers are already beginning to show the ability to solve problems by presentation. Children can compare objects by color and shape, highlight differences in other ways.

Imagination . This mental function in children of the fourth year of life is very poorly developed. It is easy to persuade a kid to act with objects, transforming them, but the elements of active imagination, when the child is fascinated by the image itself and the ability to act independently in an imaginary situation, are just beginning to form and manifest.

Speech children basically continues to be situational and dialogic, but becomes more complex and detailed. Vocabulary increases annually to an average of 1500 words. Individual differences range from 600 to 2300 words. The composition of speech changes: the proportion of verbs, adjectives and other parts of speech increases.

Children 4-5 years old

The rate of physical development of a child from 4 years to 6 years is approximately the same: the average increase in height per year is 5-7 cm, in body weight up to 2 kg. The height of four-year-old boys is 100.3 cm. By the age of five, it increases by about 7 cm. The average height of girls of four years old is 99.7 cm, five years old is 106.1 cm.

Development of mental processes.

This age is most clearly characterized by increasing arbitrariness, premeditation, and purposefulness of mental processes, which indicates an increase in the participation of the will in the processes of perception, memory, and thinking.

Perception . At this age, the child masters the methods of active knowledge of the properties of objects: measurement, comparison by imposing, applying objects to each other. Perception of sensory standards.

Attention . Increased attention span. The child can hold attention for up to 20 minutes. When performing any action, he is able to keep a simple condition in memory.

In order for a preschooler to learn to voluntarily control his attention, he must be asked to think aloud more.

Memory . At this age, the processes of first voluntary recall and then deliberate memorization begin to develop. In order to remember something, the child can now use some actions, such as repetition. By the end of the fifth year of life, there are independent attempts to elementary systematize the material in order to memorize it.

The amount of memory gradually increases, and a five-year-old child more clearly reproduces what he remembers. Children remember up to 7-8 names of objects.

Thinking . Imaginative thinking begins to develop. Children are already able to use simple schematic images to solve simple problems. They can build according to the scheme, solve labyrinth problems.

Problem solving can occur in visual-effective, visual-figurative and verbal plans. In children 4-5 years old, visual-figurative thinking prevails, and the main task teacher - the formation of a variety of specific ideas. Human thinking is the ability to communicate, so it is necessary to teach children to generalize.

Imagination continues to develop. Its features such as originality and arbitrariness are formed.

Speech attracts the attention of children and is actively used by them. The grammatical side of speech develops.

The vocabulary of children is enriched, the possibilities of using words are expanding.

Children 5-6 years old

Anatomical and physiological features.

The age of 5-6 years is called the “first traction”, when a child can grow up to 10 cm in a year. The height of the child is about 107 cm, and the body weight is up to 18 kg.

Development of mental processes.

In older preschool age, the cognitive task becomes actually cognitive. Not playful. He has a desire to show his skills, ingenuity. Memory, attention, thinking, imagination, perception continue to develop actively.

Perception continues to improve. They perceive the size of objects, easily line up in a row in size - increasing or decreasing up to 10 different objects.

Attention . The stability of attention increases, the ability to distribute and switch it develops. There is a transition from involuntary to voluntary attention. The volume of 6-7 objects by the end of the year.

Memory . At the age of 5-6 years, arbitrary memory begins to form. The child is able to memorize 5-6 objects with the help of figurative-visual memory. The volume of auditory verbal memory is 5-6 words.

Thinking . At the senior preschool age figurative thinking continues to develop. Children are able not only to solve the problem, but also to transform the object in their mind.

In addition, the ability to generalize is improved, which is the basis of verbal-logical thinking.

Imagination . The age of five is characterized by the flowering of fantasy. The child's imagination is especially vividly manifested in the game, where he acts very enthusiastically.

Speech continues to improve. Children use almost all parts of speech, are actively engaged in word creation. Vocabulary becomes richer: synonyms and antonyms are actively used. Connected speech develops.

Children 6-7 years old

Anatomical and physiological features.

At this age, the process of active maturation of the body takes place. On average, the height of a child is from 113 cm to 122 cm, and the weight is from 21 kg to 25 kg.

Areas of the brain are formed almost like in an adult. The motor sphere is well developed. Intensively develops coordination of the muscles of the hand. General physical development is closely related to the development of fine motor skills of the child. Finger training is a means of increasing the child's intelligence, developing speech and preparing for writing.

Development of mental processes.

The main need is communication. The leading activity is a role-playing game. The leading function is imagination. Age features:

1. The manifestation of the arbitrariness of all mental processes. But educational activities of the school type have not yet been formed.
2. Transition to primary school age.
3. The manifestation of the crisis 7 years (whims, clowning, demonstrative behavior).
4. Increased sensitivity.
5. Complete trust in an adult, acceptance of an adult's point of view. Treating adults as the only source of reliable knowledge.

Perception continues to develop.

Attention . The stability of attention increases up to 25 minutes, the amount of attention is 7-8 objects.

Memory . By the end preschool period the child develops arbitrary forms of mental activity. He knows how to consider objects, can conduct purposeful observation, arbitrary attention arises, and as a result, elements of arbitrary memory appear. Arbitrary memory manifests itself in situations where the child independently sets a goal: to remember and remember.

Thinking . The leader is still visual-figurative thinking, but by the end of preschool age, verbal-logical thinking begins to form. It involves the development of the ability to operate with words, to understand the logic of reasoning. Here, the help of adults will definitely be required, since the illogicality of children's reasoning when comparing, for example, the size and number of objects is known.

An older preschooler can establish causal relationships, find solutions to problem situations.

Imagination . The older preschooler has developed creative imagination. This period is sensitive for the development of fantasy.

Speech . The sound side of speech continues to develop, grammatical structure, vocabulary, related speech. As a result, correct organized work children are well developed dialogic and some types of monologue speech.

By the end of preschool age, the child has a high level of cognitive and personal development, which allows him to successfully study at school in the future.

Components of psychological readiness for schooling

AT modern psychology component extraction school readiness produced according to different criteria and on different grounds. Some authors (L.A. Wenger, A.L. Wenger, Ya.L. Kolominsky, E.A. Panko and others) follow the path of differentiation of the general mental development of the child into emotional, intellectual and other spheres, and, therefore, highlighting the intellectual, emotional, etc. readiness.

Other authors (G.G. Kravtsov, E.E. Kravtsova) consider the system of relationships between the child and the outside world and identify indicators of psychological readiness for school associated with the development of various types of relations between the child and the outside world. In this case, the main aspects of the psychological readiness of children for school are: arbitrariness in communicating with adults; arbitrariness in communication with peers; well-formed attitude towards oneself.

If possible, combining the above principles of differentiation of the components of school readiness, we can distinguish the following components.

personal readiness.

It includes the formation of a child's readiness to accept a new social position - the position of a student who has a range of rights and obligations. This readiness is expressed in the child's attitude to school, to educational activities, to teachers, to himself. Personal readiness also includes a certain level of development of the motivational sphere. Ready for schooling is the child whom the school attracts not from the outside (attributes of school life - a portfolio, textbooks, notebooks), but the opportunity to acquire new knowledge, which involves the development of cognitive interests. The future student needs to arbitrarily control his behavior, cognitive activity, which becomes possible with the formed hierarchical system of motives. Thus, the child must have a developed educational motivation. Personal readiness also implies a certain level of development of the emotional sphere of the child. By the beginning of schooling, the child should have achieved a relatively good emotional stability against the background of which the development and course of educational activity is possible.

Intellectual readiness.

This component of readiness assumes that the child has an outlook, a stock of specific knowledge. The child must have a holistic perception, elements theoretical attitude to the material being studied, generalized forms of thinking and basic logical operations, semantic memory. However, in general, the child's thinking remains figurative, based on real action with objects and their substitutes. Intellectual readiness also involves the formation of the child's initial skills in the field of educational activities, in particular, the ability to highlight learning task and turn it into independent goal activities. Summarizing, we can say that the development of intellectual readiness for learning at school involves:

• differentiated perception;
• analytical thinking (the ability to comprehend the main features and relationships between phenomena, the ability to reproduce a pattern);
• rational approach to reality (weakening of the role of fantasy);
• logical memorization;
• interest in knowledge, the process of obtaining it through additional efforts;
• mastery of colloquial speech by ear and the ability to understand and apply symbols;
• development of fine hand movements and hand-eye coordination.

Socio-psychological readiness.

This component of readiness includes the formation of qualities in children, thanks to which they could communicate with other children and teachers. The child comes to school, the class where the children are busy common cause, and he needs to have sufficiently flexible ways of establishing relationships with other people, he needs the ability to enter a children's society, act together with others, the ability to yield and defend himself. In this way, this component involves the development in children of the need to communicate with others, the ability to obey the interests and customs of the children's group.

Physical readiness.

It implies general physical development: normal height, weight, chest volume, muscle tone, body proportions, skin covering and indicators corresponding to the standards of physical development of boys and girls of 6-7 years of age. The state of vision, hearing, motor skills. The state of the child's nervous system: the degree of its excitability and balance, strength and mobility. General state health.

Speech readiness.

Formation sound side speech, vocabulary, monologue speech and grammatical correctness.

Emotional readiness.

It is considered formed if the child knows how to set a goal, make a decision, outline a plan of action, make efforts to implement it, overcome obstacles, and the arbitrariness of psychological processes is formed in him.

Forms of work with children within the framework of the program

Individual work:

The work consists in an individual approach to the child, taking into account his ZUN.

Closely related to interaction with parents. It is aimed at strengthening the relationship between parents and the child by means of performing joint tasks.

Group work:

In a preschool educational institution, the composition of groups depends on many factors, but since one of the tasks of this program is to create a favorable atmosphere and maximize interaction in the group, there is no division into subgroups. Therefore, the number of children in the group should not exceed 20 people, which corresponds to the maximum occupancy in the group.

The time allotted for group work in the educational process should not exceed 30 minutes for children 4-5 years old, 40 minutes for 5-6 years old, 45 minutes for 6-7 years old.

The program is structured as follows:

Primary diagnostics (beginning of the academic year);

Submission of thematic material in accordance with the general educational program of the preschool educational institution;

The sequence of topics with the consolidation of the material covered;

Intermediate diagnostics to identify the assimilation of the material covered;

Final diagnostics to identify the development of children in accordance with age.

The program is built taking into account the leading needs of each age and is based on the development of the leading mental process.

Tasks for the development of mental (cognitive) processes are built in accordance with the age and topics of educational activities.

Work is carried out in rooms (group rooms) in compliance with sanitary and hygienic norms and rules.

The principle of the psychological and pedagogical process:

1. benevolence
2. visibility
3. Ease of material supply
4. Developing and educational nature of educational material

Structure of each meeting:

1. design component. Includes: topic name; work goals; material used.
2. Main part. Includes: psycho-gymnastic studies, listening to stories, musical works; image of various emotions, feelings, moods; relaxation exercises; finger gymnastics; communication games; role-playing games; games and tasks aimed at developing arbitrariness, thinking, memory, attention; dramatization games.
3. reflective component. Includes debriefing of group work and farewell ritual.

Workplace equipment

(logistical and methodological support: the number of units of psychological literature assigned to the kindergarten, didactic games and manuals, diagnostic materials, programs, etc.):

1. Ergonomic equipment of the zone:

• Methodological literature in the amount of 58 units.

2. Diagnostic zone:

• Table, taking into account the growth for working with children for 4 places;

4 high chairs, taking into account the growth of children;

• Diagnostic cards of children;
• Diagnostic material, arranged by age of children in separate folders:

Folder “Diagnostics of children. Early age";

Folder “Diagnostics of children. Junior preschool age ";

Folder “Diagnostics of children. Middle preschool age”;

Folder “Diagnostics of children. Senior preschool age”;

Folder “Diagnostics of children. Preparatory group for school”;

Folder “Diagnostics of children. Ready for school"

Folder "Diagnostics. Projective Methods»

3. Advisory zone:

• Armchairs 2 pcs.;
• A special set of literature for parents and teachers in the amount of 35 books;

4. Play area:

• Carpet covering;
• Sand table;
• Dry shower;
• Wardrobe for toys;
• Didactic aids.

5. Working area of ​​the teacher - psychologist:

• Desk;
• Chair;
• Bookshelf;
• Copy machine;
• Methodical literature.

Psychological diagnostics

Second junior group

Educational area	Diagnostic options			The purpose of the methodology		Source
	Independence
	Needs
	Self-image
	Emotional-volitional sphere
	Game activity
	moral development
	Communication			Learn Communication Skills
Cognitive development	Perception			Reveal the formation of the perception of form and spatial relationships, the ability to analyze the location of figures in space; Identification of the level of development of holistic perception, the ability to visual synthesis, forms. color perception
	Thinking			Identification of the child's understanding of the instructions, the formation of the concept of magnitude; assessment of the level of development of visual-effective thought.
	Attention			Assessment of the degree of formation of attention, general awareness
	Memory			Assessment of the level of development of involuntary memory, understanding of instructions
Sphere of mental development		Diagnostic options	The purpose of the methodology			Source
Psychophysical development
	Individual-typological. indicators of motor activity			Assessment of motor activity
emotional development	Mental stress
	Emotional condition
	Emotional trouble					Pedagogical diagnostics in kindergarten. Auth. E.G. Yudina
	Emotional Features. side of child-parent interaction			Identification of features of emotional. side of child-bearing. Interactions (Questionnaire for parents, conversation)
personal development Communicative development	Awareness of moral standards
	Presented. About Me			Reveal the child's self-image		Diagnosis and correction of self-awareness of preschool children. compiled by O.V. Belanovskaya; Methods "photography", "DDCH", "Non-existent. animal"
	Gaming Skills Form of communication with an adult					Features of communication with a preschooler. Author E.O. Smirnova
	Style of pedagogical communication			Diagnosis of the style of interaction between the subjects of the educational process		Diagnosis
	Parental attitude			Identification of the parenting style of the child		Diagnostics in d / s, ed. E.A. Niche-poryuk
Age crisis 3 years	Independence			Diagnosis of independence		Comprehensive assessment of the results of mastering the program "From Birth to School". Second junior gr. auth.-stat. Yu.A. Afonkina
Subject of diagnostics	Methodology				Source
inclinations
Early displays of ability	Questionnaire for parents

middle group

Assessment of children's development, its dynamics, measurement of their personal educational results
Educational area	Diagnostic options			The purpose of the methodology		Source
	Independence			Explore manifestations of independence		Comprehensive assessment of the results of mastering the program "From Birth to School". Avg.gr. Yu.A. Afonkina
	Needs			Examine the manifestations of needs
	Self-image			Explore the content and awareness of self-images
	Emotional-volitional sphere			To study the features of the emotional-volitional sphere
				To study the features of emotional-volitional regulation in different types of activities
	Game activity			To study the formation of the structure of the role-playing game
	moral development			To study the emotional attitude to moral standards
	Communication Self-esteem			Learn Communication Skills
				To study the features of self-esteem in different types of activities
Cognitive development	Perception					Express diagnostics in kindergarten. auth.-stat. N.N. Pavlova, L.G. Rudenko
				Revealing the Persistence of Interest
	Thinking
	Attention
				Identification to establish the similarity and difference of objects
	Memory
	Imagination
	General awareness
	Motor skills			Identification of the state of motility
Identification of problems in the mental development of the child (at the request of parents)
Sphere of mental development		Diagnostic options	The purpose of the methodology			Source
Psychophysical development		General parameters of psychomotor development	Assessment of the development of general and specific motor skills			Assessment of the physical and neuropsychic development of children of early and preschool age. compiled by N.A.Notkina
			Assessment of motor activity
emotional development		Mental stress	Identification of signs of mental stress (questionnaire for parents)			Diagnosis of mental states of children. Author S.V.Velieva
		Emotional condition	Definition of emotional state			In the world of children's emotions. Auth. T.A. Danilina
		Emotional trouble	Definition of emotional distress			Pedagogical diagnostics. in d / s. Auth. E.G. Yudina
		Anxiety
		Emotional aspects of parent-child interaction	Questionnaire for parents
Personal (development		Awareness of moral standards	Assessing the awareness of the child's moral standards			Diagnosis of emotional and personal development of preschoolers. 3-7 years. Methodology "plot pictures" comp. N.D.Denisova
		Self-esteem
		Gaming Skills	Diagnosis of the level of formation of gaming skills
Communicative development			Studying the forms of communication between a child and an adult
Psychodiagnostic work to identify early signs of giftedness in children
Subject of diagnostics		Methodology			Source
inclinations		Monitoring children's activities			The development of artistic and creative abilities in preschoolers on the basis of integration. Auth. Yu.A. Afonkina
Early		Questionnaire for parents			Organization of the work of preschool educational institutions with talented preschoolers. Auth. Yu.A. Afonkina
imaginative creativity		"Finishing Shapes"
Verbal creativity		"Make up a story"			Psychology. Auth. R.S. Nemov

Senior group

Assessment of children's development, its dynamics, measurement of their personal educational results
Educational area	Diagnostic options			The purpose of the methodology		Source
Physical development	psychomotor development					Comprehensive assessment of the results of mastering the program "From Birth to School". Senior.gr auto-stat. Yu.A. Afonkina
				Definition of grapho-motor skills
				Definition of fine motor skills of the hand
Social and communicative development	Independence			Explore manifestations of independence
	Needs			Examine the manifestations of needs
	Self-image			Explore the content and awareness of self-images
	Emotional-volitional sphere			To study the features of the emotional-volitional sphere
				To study the features of emotional-volitional regulation in different types of activities
				To study the manifestations of volitional activity
				To study the features of awareness of emotional-volitional processes
	Game activity			To study the formation of the structure of the role-playing game
	moral development			To study the emotional attitude to moral standards
	Communication			Learn Communication Skills
				Identify the leading form of communication between the child and adults
	Self-esteem			Study the level of claims
				To study the features of self-esteem in various activities
Cognitive development	Perception			Assessment of the degree of formation of the perception of form and spatial relationships		Express diagnostics in kindergarten. auth.-stat. N.N. Pavlova, L.G. Rudenko
				Revealing the Persistence of Interest
				Identification of the level of development of holistic perception, the ability to visual synthesis
				Revealing the purposefulness of perception
	Thinking			Identification of the level of development of visual-figurative thinking, the ability to group pictures.
				Determine the ability to group objects according to their functional purpose Determine the child's ability to act according to the model, analyze space
				Revealing the level of logical thinking
				Identification of the child's ability to understand the plot, establish cause-and-effect relationships
	Attention			Assessment of the ability to understand instructions, stability, concentration, attention span
				Identification of the ability to establish the similarity and difference of objects based on visual analysis, the level of development of observation
				Assessment of the degree of development of observation, stability of attention
	Memory			Estimation of the amount of figurative memory
	Imagination			Assessment of the level of development of imagination, originality and flexibility of thinking
	General awareness			Identification of the general awareness of the child
	Motor skills			Identification of the state of motility
Identification of problems in the mental development of the child (at the request of parents)
Sphere of mental development		Diagnostic options	The purpose of the methodology			Source
Psychophysical development		General parameters of psychomotor development	Assessment of the development of general and specific motor skills			Assessment of the physical and neuropsychic development of children of early and preschool age. compiled by N.A.Notkina
		Individual-typological indicators of motor activity	Assessment of motor activity
emotional development		Mental stress	Identification of signs of mental stress (questionnaire for parents)			Diagnosis of mental states of children. Author S.V.Velieva
			Assessment of the degree of positive-negative mental state
		Emotional condition	Definition of emotional state			In the world of children's emotions. Auth. T.A. Danilina
		Emotional trouble
		Understanding emotions
		Anxiety	Determining the level of anxiety			Diagnosis of emotional and personal development of preschoolers 3-7 years old. compiled by N.D.Denisov (method. Zakharov)
		fears
Personal (development		Awareness of moral standards	Assessing the awareness of the child's moral standards			Diagnosis of emotional and personal development of preschoolers. 3-7 years. Methodology "plot pictures" comp. N.D.Denisova
		self-perception
		Self-esteem	Determining a child's self-esteem			Diagnosis and correction of self-awareness of preschoolers. Auth. O.V. Belanovskaya
			Determining the type of self-assessment
		Gaming Skills	Diagnosis of the level of formation of gaming skills			Diagnostics in d / s. Auth. R. Kalinina
		Claims
Communicative development		Relationship with parents	Studying the forms of communication between a child and an adult			Features of communication with preschoolers. Author E.O. Smirnova
			Definition of confidence in parental love			Diagnosis of mental states of preschool children. age. ed. S.V.Velieva
			The main mental states experienced by the child in the family
			Determination of the level of communication of the child with family members
			Determination of parental relationship to the child			Diagnostics in d / s. ed. N.A. Nicheporyuk (test questionnaire by A.Ya. Varga, V.V. Stolin)
		Relationship in the children's team	Exploring the free communication of children			Workshop on preschool psychology. Auth. G.A. Uruntaeva
			Expression of emotions in communication
Psychodiagnostic work to identify early signs of giftedness in children
Subject of diagnostics		Methodology			Source
inclinations		Monitoring children's activities			The development of artistic and creative abilities in preschoolers on the basis of integration. Auth. Yu.A. Afonkina
Manifestations of abilities in a child		Questionnaire for parents, conversation			Organization of the work of preschool educational institutions with talented preschoolers. Auth. Yu.A. Afonkina
imaginative creativity		"Finishing Shapes"			Diagnostics of mental development. Author T.D.Martsinkovskaya
Verbal creativity		"Make up a story"			Psychology. Auth. R.S. Nemov
Capabilities

preschool group

Assessment of children's development, its dynamics, measurement of their personal educational results
Educational area	Diagnostic options			The purpose of the methodology			Source
Physical development	psychomotor development			Determination of the features of the development of visual-motor regulation of actions			Comprehensive assessment of the results of mastering the program "From Birth to School". Preparatory. gr aut.-stat. Yu.A. Afonkina
				Determination of fine motor skills of fingers, sensorimotor coordination
Social and communicative development	Independence			Explore manifestations of independence
	Needs			Examine the manifestations of needs
	Self-image			Explore the content and awareness of self-images
				Explore the features of the self-concept
	Emotional-volitional sphere			To study the features of the emotional-volitional sphere
				To study the features of emotional-volitional regulation in different types of activities
				To study the manifestations of volitional activity
				To study the features of awareness of emotional-volitional processes
	Game activity			To study the formation of the structure of the role-playing game
	moral development			To study the emotional attitude to moral standards
	Communication			Learn Communication Skills
				Identify the leading form of communication between the child and adults
				To study the level of awareness of conflict situations and ways to resolve them
	Self-esteem			Study the level of claims
				To study the features of self-assessment of personal qualities
Cognitive development	Perception			Assessment of the degree of formation of visual-figurative representations, the ability to recreate the whole based on the visual correlation of parts			Express diagnostics in kindergarten. auth.-stat. N.N. Pavlova, L.G. Rudenko
				Revealing the Persistence of Interest
				Identification of the level of development of holistic perception, the ability to visual synthesis
				Revealing the purposefulness of perception
				Determine the ability to reproduce a holistic image of an object
	Thinking			Identification of the level of development of visual-figurative thinking, the ability to group pictures.
				Define generalization skill
				Identification of the level of logical thinking, analysis
				Identification of the child's ability to establish causal relationships
				Assessment of the formation of the ability to identify patterns and explain your choice
	Attention			Assessment of the ability to understand instructions, stability, concentration, attention span
				Identification of the ability to establish the similarity and difference of drawings based on visual analysis, the level of development of observation
				Assessment of the degree of development of observation, stability of attention
				Determination of the ability to focus on a sample, copy it as accurately as possible
	Memory			Assessment of the level of development of auditory short-term memory
	Imagination			Assessment of the level of development of imagination, originality and flexibility of thinking
	General awareness			Identification of the general awareness of the child
	Motor skills			Identification of the state of motility
Identification of problems in the mental development of the child (at the request of parents)
Sphere of mental development	Diagnostic options		The purpose of the methodology				Source
Psychophysical development	General parameters of psychomotor development		Assessment of the development of general and specific motor skills				Assessment of the physical and neuropsychic development of children of early and preschool age. compiled by N.A.Notkina
	Individual-typological indicators of motor activity		Assessment of motor activity
emotional development	Mental stress		Identification of signs of mental stress (questionnaire for parents)				Diagnosis of mental states of children. Author S.V.Velieva
			Assessment of the degree of positive-negative mental state
	Emotional condition		Definition of emotional state				In the world of children's emotions. Auth. T.A. Danilina
	Emotional trouble		Definition of emotional distress (questionnaire for parents)				Teacher. diag. in d / s. Auth. E.G. Yudina
	Understanding emotions		Determination of the child's understanding of the emotional state of the people around him				The emotional sphere of the child. Author E.I. Izotova
	Anxiety		Determining the level of anxiety				Diagnosis of emotional and personal development of preschoolers 3-7 years old. compiled by N.D.Denisov (method. Zakharov)
			Determination of manifestations of anxiety in various situations
	fears		Determining your child's fears
Personal (development	Awareness of moral standards		Assessing the awareness of the child's moral standards				Diagnosis of emotional and personal development of preschoolers. 3-7 years. Methodology "plot pictures" comp. N.D.Denisova
	self-perception		Determination of the child's ideas about the problem, attitudes towards oneself
	Self-esteem		Determining a child's self-esteem				Diagnosis and correction of self-awareness of preschoolers. Auth. O.V. Belanovskaya
			Determining the type of self-assessment
	Gaming Skills		Diagnosis of the level of formation of gaming skills				Diagnostics in d / s. Auth. R. Kalinina
	Claims		Determine the level of aspiration of the child, his motivational preferences				Children's practical psychology. ed. T.D.Martsinkovskaya
	Needs		Determining the personal needs of the child				Communication. Children 5-7 years old. N.F. Klyueva
	Motivation self-perception		Determination of motivational preferences Studying the features of the self-concept of the child				Children's practical psychology Avt.Martsinkovskaya
			The study of the child's ideas about himself, attitude towards himself				Diagnostics of emotional-personal development of preschoolers 3-7 years old. Compiled by N.D.Denisova
Communicative development	Relationship with parents		Studying the forms of communication between a child and an adult				Features of communication with preschoolers. Author E.O. Smirnova
			Definition of confidence in parental love				Diagnosis of mental states of preschool children. age. ed. S.V.Velieva
			The main mental states experienced by the child in the family
			Determination of the level of communication of the child with family members
			Determination of parental relationship to the child				Diagnostics in d / s. ed. N.A. Nicheporyuk (test questionnaire by A.Ya. Varga, V.V. Stolin)
	Relationship in the children's team		Exploring the free communication of children				Workshop on preschool psychology. Auth. G.A. Uruntaeva
			Expression of emotions in communication				Game therapy of communication. M. Panfilova (met. "Cactus")
			Determining the features of interpersonal relationships				Program "The ABC of Communication" by L.M. Shipitsin
			Evaluation of communicative activity
Psychodiagnostic work to identify early signs of giftedness in children
Subject of diagnostics		Methodology			Source
inclinations		Monitoring children's activities			The development of artistic and creative abilities in preschoolers on the basis of integration. Auth. Yu.A. Afonkina
Manifestations of abilities in a child		Questionnaire for parents, conversation			Organization of the work of preschool educational institutions with talented preschoolers. Auth. Yu.A. Afonkina
		Definition of types of abilities
imaginative creativity		"Finishing Shapes"			Diagnostics of mental development. Author T.D.Martsinkovskaya
Verbal creativity		"Make up a story"			Psychology. Auth. R.S. Nemov
Capabilities		Definition of artistic and visual skills and abilities			Development of skills and abilities in children based on the integration of preschool age. ed. Malanov S.V.
		Definition of speech abilities			The development of artistic and creative abilities in preschoolers
		Definition of combinatorial abilities
Psychological readiness for school
Purpose of diagnosis						Methodology		Source
Reveal the dominance of the game or cognitive motive						"Story"
Assess cognitive and learning motivation						"Internal position of the student"
To identify the child's ability to reproduce a visually perceived pattern, developmental features voluntary attention, sensory coordination and fine motor skills of the hand						"House"
Studying the ability to act according to the rule						"Yes and no"
Study of the child's learning ability, his ability to use new rules to solve problems						"Boots"
Study of the generalization process and the ability to establish cause-and-effect relationships, identifying the level of speech development						"Sequence of Events"
Phonemic hearing test						"Sound Hide and Seek"
Grade general background well-being of the child in kindergarten, determining the characteristics of the child's perception of the teacher and peers, measuring the psychological distance of relationships						Modification of the technique of Rene Gilles
Revealing the level of self-esteem						"Ladder"

Correctional and developmental programs used in the work

Purpose of the program	Program used, author	Purpose of the program
Stimulating the activity of children, encouraging them to get closer to each other, with surrounding adults	"The ABC of Communication". Development of the child's personality, communication skills with adults and peers; ed. L.M. Shchipitsina, O.V. Zashchirinskaya; "Childhood-press" St. Petersburg, 2010
	"Journey through magical land knowledge". Intellectual development classes with older preschoolers; ed. M.R. Grigorieva; "Teacher" Volgograd, 2009	Children of senior and preparatory groups (for group lessons)
Preparing for school: Intellectual readiness, formation of learning motivation, development of communication skills	"Professor Mind's Laboratory". Intellectual development classes with older preschoolers; ed. M.R. Grigorieva; "Teacher" Volgograd, 2009	Children of senior and preparatory groups (for group lessons)
Adaptation to school, prevention and psychocorrection of psychophysiological disorders	- "Play it!" author O.V. Petrushina; "Teacher" Volgograd, 2013; - "Forest School" fairy tale therapy classes; author M. Panfilova; "Catharsis" Moscow, 2012	Children 6-7 years old, including those with mental retardation (for group lessons)
Increasing the level of development of cognitive and creative abilities.	Program for the development of the cognitive sphere; ed. A.V. Mozheiko; "Sphere" Moscow, 2009	Children of senior and preparatory groups (for group lessons)
Awareness of one's emotional manifestations, harmonization of personality
Increasing the psycho-emotional stability, stabilization and structuring of the mental development of children	"Sun". Psychoprophylactic classes with preschool children; ed. T.P. Tryasorukova, "Phoenix" Rostov-on-Don, 2011	Children 4-7 years old (for private lessons)
Development and correction of the cognitive sphere, voluntary attention	Development of voluntary attention of children 5-6 years old; author Yu.E. Vepritskaya, "Teacher" Volgograd, 2011	Children 5-6 years old (for ind. classes)
Development and correction of the emotional-volitional sphere	Development of the emotional-volitional sphere of children 4-5 years old; author Yu.E. Vepritskaya, "Teacher" Volgograd, 2011	Children 4-5 years old (for private lessons)
Development of communication skills: tolerance, understanding one's actions	"Country of understanding." Development of communication skills. ed. R. R. Kalinina, "Rech" St. Petersburg, 2001
Development of imagination, formation of sign-symbolic activity	"ABC of Imagination" a system of classes for the correction of imagination; T.A. Shorygina "Book Lover" Moscow, 2010
Understanding the manifestations of one's own emotions and the emotions of others, the development of a child's empathy	"Development of emotions of preschoolers" author V.M. Minaeva; "Arkti" Moscow, 2001	Children 5-7 years old (for ind. classes)
Development of social and moral education	"Sociable Tales" av. T.A. Shorygina "Book Lover" Moscow, 2004	Children 5-7 years old (for ind. classes)
Development of cognitive and creative abilities	"Development of cognitive processes in preschool children" VV Krutitskaya; Handbook of the educational psychologist No. 5, 2013	Children 4-5 years old (for ind. classes)
Correction and development of damaged psychological mechanisms, the formation of complex processes based on simple full-fledged mental functions	"Correction of ZPR in children of senior preschool age" ed. T.V.Fadina "Nikolaev" Balashov, 2004	Children 6-7 years old with mental retardation (for ind. Classes)
Formation of psychological protection against neurotic factors (various types of anxiety and fears)	"Overcoming anxiety and fears"; ed. N.V. Ivanova; "Teacher" Volgograd, 2009	Children 3-7 years old (for ind. classes)

Literature:

1. Practical psychologist in kindergarten. A.N. Veraksa, M.F. Gutorova Ed. M.: MOSAIC-SYNTHESIS
2. Express diagnostics in kindergarten: a set of materials for teachers-psychologists of preschool institutions. Pavlova N.N. Rudenko L.G. Ed. M.: Genesis
3. 20 lexical topics: finger games, exercises for coordinating words with movement, riddles, nursery rhymes for children 2-3 years old A.V. Nikitina Ed. St. Petersburg: Karo
4. 33 lexical topics: finger games, exercises for word coordination with movement, riddles, for children 6-7 years old A.V. Nikitina Ed. St. Petersburg: Karo
5. Games for the development of fine motor skills of hands using non-standard equipment O.A. Zazhigina Izd.SPb.: OOO "PUBLISHING HOUSE" CHILDHOOD-PRESS "
6. Game therapy of communication: Tests and correctional games M.A. Panfilova Ed. M .: "Publishing house GNOM and D"
7. Moral education in kindergarten V.I. Petrova, T.D. Chair 2nd ed., corrected. and additional Moscow: Mosaic-Synthesis
8. Moral conversations with children 4-6 years old: Classes with elements of psycho-gymnastics G.N. Zhuchkova Ed. M .: "Publishing house GNOM and D"
9. Motor game training for preschoolers T.S. Ovchinnikova, A.A. Potapchuk Ed. St. Petersburg: Speech; M.: Sphere
10. M.I. Chistyakov "Psycho-gymnastics" ed. M.I. Buyanova 2nd and building, M .: Education: Vlados
11. Correction-developing classes: a set of activities for the development of imagination. Classes to reduce child aggression / comp. S.V. Lesina, G.P. Popova, T.L. Snisarenko. - Volgograd: Teacher
12. Sagdeeva N.V. Joint activities of parents with children in the preschool "Step towards". - St. Petersburg: OOO "PUBLISHING HOUSE" CHILDHOOD-PRESS", 2012
13. M.A. Panfilov "Forest School": Correctional fairy tales and a board game for preschoolers and junior schoolchildren. - M .: TC Sphere, 2002.