If you want to protect your child from difficulties in communicating with peers, with studies and to identify his strengths and abilities that require differentiated development, then the psychological diagnosis of children in the Socrates center will help you with this. Experienced Russian psychologists and teachers have been trained in French methods developed at the Institute of Cognitive Psychology in France. These innovative methods are highly informative both in preschool and school age. Center "Socrates" is always ready to help in a difficult situation!

Features of psychodiagnostics of children

Correct children's psychological diagnosis is unthinkable without deep knowledge of differential and developmental psychology. Therefore, it should be trusted only to professionals. They know that each age group needs a special approach and special research methods. So, the specialists of the Socrates Center, examining newborns and children under the age of 3 years, use:

• expert assessment of actions and behavior;
• observation;
• experiment in natural conditions.

As the child gets older, examination methods can be expanded. You can actively interact with it and engage in joint activities to increase the flow of information.

Another feature of children, important in psychodiagnostics, is that the solution of specific problems and the formation of specific skills and abilities occur at certain age periods. So, in order for a child to be able to learn successfully in the future, he must learn at an early age to observe objects and what is happening around him. Observation becomes possible at 3-5 months, when the muscles of the back and neck begin to actively develop.

When psychodiagnostics is indispensable

Diagnostics of the child's psychological readiness for the transition from one stage of development to another is always necessary. However, there are situations when the problem has already appeared and it is not worth pulling with its resolution, because. it will get even worse. Therefore, parents should be aware of these “alarm bells” and turn to specialists in time. Symptoms depend on age.

For children 3-7 years old, "alarming" signs are:

• denial of everything around;
• whims and persistent stubbornness;
• pugnacity and aggressiveness;
• fears present during the day and at night;
• delayed speech development;
• intellectual developmental delay;
• shyness;
• lack of interest in other children and various games;
• received injuries;
• frequent illnesses, especially colds;
• increased excitability and increased activity;
• unwillingness to communicate;
• destructive behavior - damage to clothes, household items, toys, etc.;
• sudden emotions incommensurable with external circumstances.

At the age of 7-12 years, the problems are mainly primarily related to the process of learning at school. Therefore, in order to avoid them, it is important to diagnose the psychological readiness of the child at the preschool stage. But if for some reason this is not done, then it is necessary to immediately suspect the problem that has arisen and contact the specialists at the Socrates center in time, who will help in any, even seemingly hopeless situation. So, parents should alert the following problems at the age of 7-12 years:

• difficulties in learning to write and read;
• underdevelopment of speech;
• difficult adaptation to school or other microsociety;
• unwillingness to attend school (gymnasium, lyceum);
• poor academic performance, especially if it was initially good and then declined;
• inability to organize your time and workflow;
• conflicts with peers;
• difficulty remembering;
• repeated episodes of lying;
• inability to concentrate and distraction;
• conflicts with parents;
• touchiness;
• frequent or severe mood swings;
• emotional lability - causeless laughter or tears;
• distrust of oneself or others;
• sudden/unreasonable fear or aggression.

How is the diagnosis in the center "Socrates"

Psychological diagnostics of the development of the child in the center "Socrates" consists of 3 meetings, each of which solves specific problems and achieves its goals. During the examination, our specialists use international-level tests that take into account the achievements of cognitive and experimental psychology, psychodynamics and neuropsychology.

First meeting

The first meeting is actually an outline of the main problem that worries parents (the child does not want to play or study, is not assiduous, is too active, etc.). Only at first glance, it is so simply formed. The specialist, at this stage, carries out its detailing - finds out under what circumstances this problem is observed, what affects its severity, what else it manifests itself in, etc. A series of leading questions help the clinical psychologist understand what is happening and what techniques need to be applied in order to find the right solution to the problem.

Second meeting

This is the most time-consuming stage of research for a psychologist. The child is required to complete a series of test tasks. Psychologists record everything that happens in the observation sheet. Nothing should escape the eye of a specialist - neither a word, nor a figure, nor a drawing, nor an action, nor an inaction, in one word “Nothing”.

At this stage, the psychologist processes the received data for 6-10 hours. This allows him to see not only the obvious personality traits, but also to notice those that are hidden in the depths. The result of the second stage is a psychological conclusion drawn up based on the results of the diagnosis. It usually has a length of about 20 pages. In conclusion, a complete psychological portrait of the child is presented, an analysis of his characteristics, detailed comments and practical recommendations that are important for parents and caregivers. The application contains scales, descriptions, drawings and other materials.

Third meeting

At this stage, the psychologist explains the received psychological conclusion to the parents in an accessible and detailed way - interprets the meaning of the indicators, shares his professional observations of the child's actions, identifies a range of topical problems, predicts the direction of development and education, recommends methods of education and communication that are acceptable for this child, gives recommendations for development abilities. During this stage, the main tasks and goals for the near future and methods for their solution are determined. After the third meeting, parents no longer see the problem, but the answer to the question. Now they know how to help a child reach their full potential.

Our services

Children's psychological diagnostics at the Socrates Center are based on the following tests:

• measuring the intelligence of children and adolescents;
• determination of features and tendencies of personal development;
• identifying abilities;
• diagnostics of violations of personal and intellectual development.

Psychological diagnostics of a child aged 5-7 in our center also includes determining his readiness for the learning process. Knowing this, parents will be able to navigate at what age to send their child to school and which educational institution to choose.

Also, our specialists will conduct a psychological diagnosis of parents. The results obtained will be compared with the results of the examination of children. Based on this, specific recommendations are issued regarding the correct upbringing in the family, and a forecast of possible problems is made.

On our website you can take an introductory version of the test to identify the abilities of the child. With its help, parents will understand in which direction they need to move in order to maximize their children's potential. However, this test does not replace the consultation of a psychologist, it provides only indicative information.

7. Methods of psychological diagnostics of the development of a child of early and preschool age

a) methods for diagnosing the development of household, labor, play and other types of activities;

It is especially important for entering school to have volitional manifestations of behavior and the development of the ability to arbitrarily regulate one's activities. In this regard, in the process of observation, special attention is paid to the study of volitional manifestations in the process of activity. Data analysis is carried out according to the scheme:

Does the child know how to keep and achieve the goals set by adults, as well as independently set a goal and be guided by it in action, achieve results. The reasons for not achieving the goal are analyzed.

Does the child know how to restrain his emotions (not to cry or get upset if it didn’t work out) and immediate desires (to engage when he wants to play, not to shout out the answer, but to wait until he is asked, etc.).

What volitional qualities are formed in a child:

¾ discipline: whether the child obeys the social rules of behavior and activity; whether he fulfills the requirements of an adult and how accurately he does it; what are the reasons for non-compliance with the requirements; how it reacts to requirements (performs immediately willingly and accurately; performs inaccurately, after reminders; does not comply, a negative reaction appears); how consciously the implementation of social rules of behavior and activity;

¾ independence: does the child know how to act without outside help (constantly; depending on the situation and types of activity (indicate which ones), does not know how);

¾ persistence: whether it can achieve goals, bring things to an end in a situation of failure, difficulties, obstacles;

¾ how it reacts to obstacles in activity;

¾ organization: whether the child is able to rationally organize his activities, to perform them with concentration;

¾ initiative: is the child able to perform activities on his own initiative; in what activities it manifests itself and how.

Based on the analysis of observational data, a conclusion is made about the development of volitional behavior, formed volitional qualities and habits. The accuracy of the child is noted when performing tasks and in appearance (whether he is neatly dressed, whether he looks neat, whether he strives to maintain a neat appearance and clothes).

b) methods for diagnosing the child's cognitive processes, etc.;

The acquisition of arbitrariness by cognitive processes begins in a child at about the age of three or four and is completed only by the end of adolescence. Therefore, when carrying out psychodiagnostics of preschool children, especially early ones, it should be borne in mind that test tasks should not require a highly developed voluntary control of their cognitive processes from the child.

The data are revealed in a conversation with the child, during which the general erudition of the child, the level of his knowledge and ideas about the world around him are determined. The conversation is built in a calm, confidential tone. In order to successfully conduct the survey and obtain reliable results, it is important to establish contact with the child during the conversation and gain his trust. If the child finds it difficult, it is necessary to cheer him up, you should also not express dissatisfaction or scold the child for the wrong answer.

Sample list of questions for discussion:

What is your name?

How old are you?

What are your parents' names?

What is the name of the city (village, village, etc.) where you live?

What pets do you know? And the wild ones?

At what time of the year do leaves appear on trees?

What remains on earth after rain?

How is day different from night?

Evaluation of the results: According to the results of the conversation, paragraph 3 of the protocol is filled out. The child receives 1 point for each correct answer. In pp. 1-4 the correct answer is considered correct, including when both abbreviations and names are called; in paragraph 5 - at least 2 wild and domestic animals are correctly named; in paragraph 6 - “in the spring”, “when the winter is over”, etc.; in paragraph 7 - “luzhn”, “dirt”, “water”, “slush”, etc .; in paragraph 8 “it is light during the day”, “the sun during the day, and the moon at night”, “they sleep at night”, etc.

The final level of assessment is determined on the basis of the summation of all points: 7 - 8 - high level; 5-6 points - average; And less - low.

c) methods for diagnosing speech development;

Data are revealed in the process of observing the speech of the child during the survey. The data is entered in paragraph 4 of the protocol, which indicates the existing violations of sound pronunciation. If necessary, the child is referred for a consultation with a speech therapist.

Evaluation takes place in the course of observing the child's speech during the examination. The speech of a child of 6-7 years old should be coherent, competent, emotionally rich. By this age, the child should begin to use complex and complex sentences along with simple sentences.

Methodology. "Name the words." The method presented below determines the stock of words that are stored in the active memory of the child. An adult calls the child a word from the corresponding group and asks him to independently list other words belonging to the same group.

"Tell by picture" technique. This technique is intended to determine the active vocabulary of the child. If he is from 3 to 4 years old, then the child is shown a series of pictures presented in fig. 27 and fig. 28. If the child's age is from 4 to 5 years, then he receives the pictures shown in fig. 29 and fig. 30. Next, the child is given 2 minutes to carefully examine these pictures. If he is distracted or cannot understand what is shown in the picture, then the experimenter explains and specifically draws his attention to this.

d) methods for diagnosing the child's personal development;

The study of the personality of a preschool child is in itself difficult for the reason that most of the known personality tests are intended for adults and are based on introspection inaccessible to the child. In addition, many personality traits that are subject to psychodiagnostics are not yet formed at preschool age and are unstable. Therefore, tests for adults in the psychodiagnostics of children most often cannot be used.

At the disposal of a child psychodiagnostic, either special children's versions of projective tests remain, like the methods described below for studying the motive for achieving success and anxiety, or the expert method, when using which adults who personally know the child well act as experts in relation to preschool children. Only in this way can we judge the qualities of the child's personality, which he himself is not aware of and are themselves still in the process of development.

The first method is designed to assess the level of development in children of the motive for achieving success. This motive is understood as the active desire of the child to succeed in various situations and activities, especially interesting and significant for him, and above all, where the results of his activities are evaluated and compared with the results of other people, for example, in a competition.

Method "Remember and reproduce the drawing." Method "Choose the right person - a test of children's anxiety." Method "What am I?". Methods for studying interpersonal relationships. Methods: “What is the child like in relationships with other people?”, “Choice in action”. Summing up and presenting the results of a psychodiagnostic examination of preschool children. Individual map of the psychological development of a preschooler. The final assessment of the level of psychological development of a preschool child.

e) methods for diagnosing the psychological adaptation of a child to a preschool institution;

The method of psychological and pedagogical assessment of the level of school maturity of a child makes it possible, with a fairly high degree of reliability, to assess the possibility of mastering the child's modern school curriculum. In the course of the study, the level of development of the basic mental processes of a child of 6-7 years of age and the amount of knowledge he has that are necessary for schooling are determined. In addition, in the process of monitoring the activities of a preschooler in the diagnostic lesson and outside it, as well as through the use of special methodological tools, the emotional and social readiness of the child to study at school is assessed. Thus, the proposed complex affects all the main components of a child's school maturity and can be used by school psychologists to work with children entering the 1st grade of a general education school.

f) methods for diagnosing the peculiarities of children's communication with peers and adults;

In the process of observation, the psychologist notes how sociable the child is, whether he easily makes contact, whether he takes the initiative to communicate. For a more subtle diagnosis of social maturity, you can use the methods proposed by G.A. Uruntaeva and Yu.A. Afonkina.

When analyzing the results, attention is paid not only to the nature of the answers, but also to the motivation. The data of observation, conversation and experiment are compared, and a conclusion is made about the level of social maturity of the child.

Based on the results of observation, the features of the child's emotional response to success and failure, the presence of impulsive emotional reactions, the child's interest in completing the task, etc. are determined and evaluated.

g) diagnostics of interpersonal interaction in kindergarten groups.

One of the most famous methods of psychological diagnostics of interpersonal relations belongs to R. Bailes, who developed a scheme that allows registering various types of interaction (interaction) in a group according to a single plan. Under this scheme, a trained observer can analyze each interaction in any small group against 12 measures, which are grouped into four more general categories: the area of ​​positive emotions, the area of ​​problem solving, the area of ​​problem posing, and the area of ​​negative emotions. Thanks to such a formalized observation procedure, it is possible to determine different levels of group dynamics, the status and role of participants in the interaction, etc.

A promising direction in the psychological diagnostics of interpersonal relationships is the observation of game imitation of a certain life situation. Observation of a person's behavior in a situational test makes it possible to diagnose it well in interpersonal relationships, to foresee their development in a real life situation. Thus, specially designed board games are used to assess compatibility, leadership, competition and cooperation in large interaction groups. For diagnosing interpersonal relationships, it is extremely important to highlight those individual personal properties of the participants in the interaction that manifest themselves and influence the processes of communication. For this purpose, tests and scales have been created to measure such properties as leadership style, authoritarianism, compatibility, anxiety, personal values, etc.

Knowledge and Internet technology. Each of these technologies underlies specific psychodiagnostic tasks that determine the key areas of work in the field of computer psychodiagnostics: 1. Designing psychodiagnostic methods within the framework of the traditional psychometric paradigm based on data analysis technology, within the psychosemantic approach based on subjective ...

In man in ancient times. It is appropriate to refer to psychodiagnostics the well-known statement of G. Ebbinghaus, which characterizes psychology as a whole: "It has a long past, but a short history." The formation of psychodiagnostics as a science is due to the development of experimental psychology, the measurement of mental phenomena. The beginning of psychodiagnostic research was laid by the works of F. Galton, J. ...

Psychological diagnostics of children of primary and secondary preschool age (3-5 years old)

The psychological examination of children in the preschool educational institution is carried out in two directions: 1) express diagnostics, carried out in order to study the characteristics of the mental development of all children attending a preschool institution; 2) in-depth diagnostics is carried out to clarify the psychological diagnosis for children included in the "risk" group and children with whom work is carried out at the request of parents or educators (in the latter case, the diagnosis is included in the counseling process).

A variant of the diagnostic complex for express diagnostics of children aged 3-5 years.

Perception

In the child's mind,

A) Mastering sensory standards (development of ideas about the varieties of external properties of objects - color, shape, size).

Diagnosis of the form - methods "Figures" - 3 years, "Box of forms" - 4 years.

Color diagnostics - methods "Rugs" - 3-4 years, "Beads" - 5 years.

Diagnosis of size - methods "Mugs" - 3 years, "Pyramid" - 4 years, "Inclusion in a row" ("Bowls") - 5 years.

B) Mastery of visual synthesis. Methodology "Cut pictures" - 5 years.

C) Mastering the actions of perception. Methodology "Design according to the sample" - 3-4 years.

Thinking

A) Visual-effective thinking (leading up to 3.5 - 4 years). Methods "Pyramid" - 4 years, "Design according to the sample" - 3-4 years, "Box of forms" - 4 years.

B) Visual-figurative thinking (begins to develop at the age of four). Method "Fish" - 5 years.

3. Imagination (begins to be creative by the age of 5).

Technique "Finishing figures" - 5 years.

4. Development of speech

Methods "Studying the vocabulary of children" - 3-4 years, "Studying the understanding of the meanings of words" - 3-4 years. The development of a coherent story is examined using the CAT technique (first 2 pictures).

5. Development of the game. Observation based on the "Criteria for the development of gaming activity" Elkonin D.B.

6. Diagnosis of personality development

A) The study of self-esteem. Method "Ladder" - modification for 3-5 years.

B) The study of the motivational-need sphere. Methodology "Goldfish" ("Three Wishes") - 3-5 years is designed to study the awareness of motivational preferences

C) Studying the features of emotional development. Methodology "Pictogram" - 4-5 years

Diagnostics of emotional-personal relationships

Methods "Two houses", "Secret" - 3-5 years

Etkind's technique "CTO" (color test of relations) - from the age of 4 - is intended to reveal an emotional attitude to various phenomena of life.

Diagnosis of relationships with adults and peers

A) Methodology "Study of children's ideas about parents" - 3-5 years.

B) Methodology "Studying the criteria for choosing a partner for communication." The method of conversation is used, in which the child is asked the questions “Who would you like to play with, draw, etc. with? Why? For 3-5 years old.

Psychological diagnostics of children of middle and senior preschool age (5-7 years old)

a psychological examination of children in a preschool educational institution is carried out in two directions: 1) express diagnostics, carried out in order to study the characteristics of the mental development of all children attending a preschool institution; 2) in-depth diagnostics is carried out to clarify the psychological diagnosis for children included in the "risk" group and children with whom work is carried out at the request of parents or educators (in the latter case, the diagnosis is included in the counseling process).

The main methods used by the teacher-psychologist are observation, testing, conversation, in addition, the products of the child's activity are studied. The Law of the Russian Federation "On Education" defines the freedom of choice by specialists and teachers of methods and means in working with participants in the educational process. Thus, the teacher-psychologist has the right to choose specific methods of psychological examination of children in preschool educational institutions.

The selection of diagnostic tools is carried out taking into account the age characteristics of the child, the proposed psychological diagnosis and educational programs, according to which a particular preschool educational institution works.

A variant of the diagnostic complex for express diagnostics of children aged 5-7 years.

Perception.

A) The study of visual synthesis. Method "Cut pictures" - 5-6 years (the number of parts of the cut picture increases from 2 to 6).

B) The study of mastering the actions of relating the properties of objects to given standards. Methodology "Standards" - 6-7 years.

2. Memory (The arbitrariness of memory is formed)

Methods "10 words", "10 objects".

Instruction: The child is invited to remember and repeat simple, unrelated words (chair, spring, mushroom, coat, soap, moon, fence, sled, earth, cat). Words should be read loudly, clearly, making small pauses. It is important that the room is quiet and that nothing distracts the attention of the child. After each test, you need to mark the words correctly named by the child.

After the child names the words that he remembered, the entire list is read out again. The child repeats those words that he has already named, and those that he still remembers. A total of 5 tests are carried out. If all 10 words are correctly named in the third or fourth test, the test can be stopped.

The sixth test is carried out after 30 minutes. There is no need to read the list again. If after a break the child cannot remember a single word, you can recall the first word from the list (when calculating the results in the sixth test, this word is not taken into account).

The child's responses are marked in a table and then plotted as a graph.

Evaluation of results

3 points - after the first listening, he names 3-4 words, with each subsequent test, the number of words gradually increases. After the fifth trial, he names all the words. After 30 minutes (test No. 6) forgets 2-3 words.

2 points - after the first listening, he names 2-3 words, with each subsequent test, the number of words gradually increases. After the fifth test, he names 8-9 words. After 30 minutes, he names 7 or more words.

1 point - after the first listening, he remembers no more than two words, and / or during subsequent repetitions, the number of named words turns out to be less than in previous samples (for example, sample No. 2 - 4 words, sample No. 3 - 2 words, etc.) , after the fifth repetition, he does not name all the words, and after 30 minutes - less than 7 words.

0 points - does not understand what is required of him, calls other words.

Thinking

A) visual-figurative thinking. Methods "Fish" - 5-6 years, "Schematization" - 7 years.

B) Logical thinking. Methods "Classification according to a given principle" - 6 years, "Systematization" -7 years, "Sequence of events" (Bernshtein A.M.)

"Classification of subject pictures"

Instructions: for the test, cards with images of objects familiar to preschoolers are selected in advance: carrot, notebook, apple, horse, wardrobe, hare, girl, cucumber, cow, earflap hat, table, pear, doctor, pen, pencil, coat, goat , dress, briefcase, hat, armchair, fox, boy, dog, bear, squirrel, scarf, sofa, cat, cabbage, tomato, orange, tram, bus, dump truck, Christmas tree.

The cards are laid out on the table. The child is invited to consider them, and then decompose into groups - suitable to suitable - and name the group in one word. After the cards are grouped, be sure to ask the child to explain why he combined the cards into this group, how they are similar.

Evaluation of results

3 points - the child correctly combines objects, correctly calls the generalizing word.

2 points - the child correctly combines objects, calls a generalizing word, but at the same time confuses concepts or gives inaccurate names.

1 point - the child correctly combines the objects, but cannot correctly name the formed group: either lists the objects, or recounts; replaces the name of the group with the name of one of the items or an indication of the action that this item produces; name the material from which objects are made.

0 points - the child does not highlight the essential features of objects of one class, cannot combine them into a group, call them with a generalizing word.

Imagination

Technique "Finishing figures" (determines the level of development of the imagination, the ability to create original images) - 5-7 years.

Attention

Methods "Correction test" (children's version) explores the distribution of attention - 5-7 years old, "Find differences" - explores the level of attention - 5-7 years old, "Yes and no" reveals the level of voluntary attention - 7 years old.

Speech development

Methods "SAT" - 5-7 years, "Sequence of pictures" - 6-7 years, "Make up a story" - 5-7 years (determine the development of a coherent story).

Game development

Observation based on the "Criteria for the development of gaming activity" by Elkonin D.B., Methods for monitoring gaming activities "Game room", "Free game" (games with rules, role-playing games, object-manipulative games). Observation technique Astapova V.M. "Diagnostics of the plot-role-playing game in children of senior preschool age".

Diagnostics of personal development

A) The study of self-esteem. Method "Ladder" - modification for 5-7 years.

B) The study of the motivational-need sphere. Methodology "Goldfish" ("Three Wishes") - 5-6 years is designed to study the awareness of motivational preferences.

C) Studying the features of emotional development. Methodology "Pictogram" - 4-5 years.

D) The study of various aspects of personality development. Projective methods "Non-existent animal", "My family".

The study of the emotional sphere

Methodology "Pictogram" (study of emotional states) - 5-7 years. Anxiety Research Methodology Authors: Teml, Dorki, Amen (to identify personal anxiety) - 5-7 years.

Diagnosis of emotional-personal relationships.

Methods "Two houses", "Secret" - 5-6 years, "Sociometry" - 7 years.

Game and communication as psycho-corrective methods

Game therapy is a method of psychotherapeutic influence on children and adults using the game. The game contributes to the creation of close relationships between group members, relieves tension, anxiety, fear of others, increases self-esteem, allows you to test yourself in various situations of communication, removing the danger of socially significant consequences.

A characteristic feature of the game is its duality, which is also inherent in dramatic art, the elements of which are preserved in any collective game.

The player performs a real activity, the implementation of which requires actions related to the solution of quite specific, often non-standard tasks.

A number of moments of this activity is conditional, which allows us to abstract from the real situation with its responsibility and numerous attendant circumstances.

The dual nature of the game determines its developmental effect. The psycho-correctional effect of playing lessons in children is achieved through the establishment of a positive emotional contact between children and adults. The game corrects suppressed negative emotions, fears, self-doubt, expands the ability of children to communicate, increases the range of actions available to the child with objects.

The distinguishing features of the development of the game are the rapidly changing situations in which the object finds itself after actions with it, and the equally quick adaptation of actions to a new situation.

The structure of children's play is made up of the roles assumed by the players; game actions as a means of realizing these roles; game use of objects - replacement of real objects with game (conditional); real relationships between the players.

The plot of the game is the area of ​​reality reproduced in it. The content of the game is what is reproduced by children as the main moment of activity and relations between adults in their adult life. In the game, the formation of the arbitrary behavior of the child and his socialization take place.

Play therapy is the interaction of an adult with a child on the latter's own terms, when he is given the opportunity to freely express himself with the simultaneous acceptance of his feelings by adults. Currently, the scope of play therapy has expanded significantly. There is experience in conducting short-term and long-term play therapy, as well as organizing play therapy in a small group of children in educational institutions.

General indications for game therapy: social infantilism, isolation, lack of sociability, phobic reactions, over-conformity and over-obedience, behavioral disorders and bad habits, inadequate gender-role identification in boys.

The main goals of corrective influence in psychoanalytic game therapy are:

1. Establishing an analytical connection, an emotionally positive contact between a child and an adult, which allows the game therapist to perform the functions of interpreting and broadcasting to the child the symbolic meaning of the children's game; take part in the child's play and organize in the game the actualization and playing of conflicts that are significant for the child.

2. Catharsis - a form of emotional response, leading to overcoming negative emotional experiences and liberation from them.

3. The game provides two opportunities for catharsis: the free expression of the child's feelings and emotions and the verbalization of feelings.

4. Insight is both the result and the mechanism of game therapy. As a result, insight can be defined as the child's achievement of a deeper understanding of himself and his relationships with significant others. Insight does not require interpretation, clarification on the part of the game therapist, but is achieved by the child suddenly. In childhood, insight is often non-verbal.

5. Research (testing) of reality. The process of research and testing by the child of various forms and methods of interaction with the world of people, interpersonal relationships.

6. The special atmosphere of personal security and trust that prevails in the classroom relieves the fears and anxiety of children before possible failures and sanctions. And encourage them to explore new ways of behaving and communicating with both adults and peers.

Thus, the game in psychoanalytic practice was considered as a symbolic activity in which the child, being free from pressure and prohibitions from the social environment with the help of toys, play actions with them and roles, expresses unconscious impulses and drives in a special symbolic form.

In the humanistic direction, play therapy gives the child:

1. freedom and independence in the study of a problem situation.

2. The ability to establish an emotionally warm relationship with a psychologist.

3. Makes it possible to form a reflexive-verbalizing type of behavior in a child.

The goals of correction, according to B.D. Karvasarsky and A.I. Zakharov, is the transfer of negative emotions and qualities of the child to the game image. Children endow the characters with their own negative emotions, character traits, transfer their shortcomings to the doll, which cause them trouble.

Play therapy is used in individual and group form.

The main criterion for preferring group play therapy is the child's social need for communication, which is formed at an early stage of child development. The conclusion that the child has a social need, which decisively determines the success of group therapy, is made on the basis of an analysis of the history of each case.

In the case when the child does not have a social need, a special task arises to form the need for social communication, which can be optimally solved in the form of individual play therapy. If a social need has already been formed, then the best form of correction of personal communication disorders will be group game therapy.

If for individual game therapy a super-deep degree of mental retardation of a child can act as a contraindication, then for group game therapy the circle of contraindications expands. These may be:

Pronounced childish jealousy, acting in the form of competition with siblings;

Explicit antisocial behavior that poses a threat to the safety of group partners;

Accelerated sexual development;

extreme aggressiveness;

current stress state.

In all these cases, group play therapy should be preceded by its individual form, which ensures the removal of acute symptoms and the preparation of the child for work in the group.

Group play therapy is a psychological and social process in which children naturally interact with each other, acquire new knowledge; not only about other children, but also about yourself. This method implies the game as a therapeutic process and is an effective means of correcting functional neuropsychiatric disorders, psychosomatic diseases and psychoprophylaxis.

Group play therapy is designed to: help the child realize his real "I", increase his self-esteem and develop potential, respond to internal conflicts, fears, aggressive tendencies, reduce anxiety and guilt.

In the process of interaction, children help each other to take responsibility for building interpersonal relationships, to gain experience in building relationships with other people in a mutually satisfying manner. By observing other children, the child gains the courage necessary to try to do what he wants.

Each child in the group should be given the opportunity to express themselves freely, without threats and ridicule, failure and rejection.

The difference in the age of children (meaning the psychological age) in the group should not exceed 12 months. The preschool and primary school age group should include children of different sexes (both boys and girls).

The activity of the game therapist is not aimed at the group as a whole, but at each of its members individually. The tasks of play therapy do not include the correction of the group as a social unit.

A.I. Zakharov. He developed indications and clinical and psychological criteria for the formation of a child psychotherapeutic group, explored the possibilities of combining family and group therapy, as well as the technique of play psychotherapy, which is part of a whole complex of various effects on a neurotic child, including family psychotherapy. The game is considered by him both as an independent method and as an integral part, combined with rational and suggestive psychotherapy.

In the organization of the therapeutic process A.I. Zakharov highlights the diagnostic, therapeutic and educational functions of the game. All three are interconnected and are realized both at the initial stage, in spontaneous play, and in directed play, which is usually an improvisation of some plot.

1. The diagnostic function is to clarify the psychopathology, characteristics of the child's character and relationships with others. Watching the game allows you to get additional information. In the game, the child at the sensorimotor level demonstrates what he has ever experienced. Sometimes such a connection is quite obvious, but sometimes it can be distant.

2. The therapeutic function of the game is to provide the child with emotional and motor self-expression, responding to tension, fears and fantasies. The game gives concrete form and expression to the inner world, makes it possible to organize your experience. For a child, the process of the game is important, not its result. He plays out past experiences, dissolving them in new perceptions and new forms of behavior. In the same way, he tries to resolve his problems and internal conflicts, to play out his predicament or embarrassment.

The results of the examinations show that during the game mental processes are strengthened and developed, frustration tolerance increases and adequate forms of mental response are created.

3. The educational function of the game consists in restructuring relationships, expanding the range of communication and life outlook, readaptation and socialization.

A.I. Zakharov identifies a number of rules, the observance of which is necessary in game therapy:

The game is used as a means of diagnostics, correction and training;

The choice of game topics reflects their significance for the psychologist and interest for the client;

Game management contributes to the development of children's independent initiative;

Spontaneous and directed games are two complementary phases of a single game process, in which the main thing is the possibility of improvisation;

The ratio of spontaneous and directed components depends not so much on the age of children as on their clinical features;

Directed impact on the client is carried out through the characters reproduced by him and the psychologist of the characters.

K. Leave described the following features of children's behavior during play therapy:

1-3 lessons. The child checks how the therapist relates to his actions, shows verbal, non-verbal and search activity, demonstrates a high level of anxiety.

4 - 6 lessons. Exploratory activity decreases, aggressive games and voice effects reach their peak.

7 - 9 classes. Aggressive manifestations decrease, creative play prevails, the peak of verbal information about the house, oneself, and the family.

10 - 12 lessons. Relationship building games reach their maximum development.

13 - 15 classes. Plotless games and non-verbal expression of anger reach a maximum, the number of verbal interactions increases.

Thus, game therapy is a method of psychotherapeutic influence on children and adults using the game. The game contributes to the creation of close relationships between group members, relieves tension, anxiety, fear of others, increases self-esteem, allows you to test yourself in various situations.

It is in the game that the child is free from coercion and pressure from an environment hostile to him, which means that he has wide opportunities for expressing unconscious inclinations, feelings and experiences that cannot be accepted and understood in the child’s real relationship with the world.

Art-therapeutic methods of psycho-correction at preschool age

Art therapy is a set of psycho-correctional techniques that have differences and features that are determined both by the genre belonging to a particular type of art, and by the direction, technology of psycho-correctional therapeutic use.

Since art therapy is provided by exposure to the means of art, its systematization is based primarily on the specifics of the arts. In turn, each type of art therapy is divided into subspecies.

1) Music therapy

Music therapy is a type of art therapy where music is used for healing or corrective purposes. Currently, music therapy is a whole psycho-corrective direction (in medicine and psychology), which is based on two aspects of influence: psychosomatic (during which a therapeutic effect on body functions is carried out) and psychotherapeutic (during which, with the help of music, deviations in personal development are corrected). , psycho-emotional state).

In many studies on music therapy (V.M. Bekhterev, S.S. Korsakov, I.M. Dogel, S.I. Konstorum, G.P. Shipulin, B.V. Asafiev, L.A. Madel, L. S. Brusilovsky, I.R. Tarkhanov, G.N. Kekhaushvili, A.N. Borisov, L.A. Baturina, I.V. Temkin, V.I. Petrushin, V.S. Shushardzhan) as manifestations of therapeutic and the corrective impact of this type of art therapy are the following:

* regulation of psycho-vegetative processes, physiological functions of the body;

* catharsis, regulation of psycho-emotional state;

* increase in social activity, acquisition of new means of emotional expression;

* facilitating the assimilation of new positive attitudes and forms of behavior, correction of the communicative function;

* activation of creative manifestations.

Receptive (passive) music therapy is characterized by the fact that the patient in the music therapy session participates relatively actively in direct action. There are two types of receptive MT: music-psychotherapy, music-somatotherapy.

Music and psychotherapy solves the problem of normalizing the psycho-emotional state. In turn, this direction provides psycho-correctional impact in three directions:

communicative (establishing contact between a psychologist, a psychotherapist and a patient);

reactive (the achievement of catharsis, cleansing from accumulated painful negative states in the process of musical perception);

regulatory (removal of neuropsychic stress, relaxation). Normalization of the psycho-emotional state through the perception of music is ensured by the way a person gets out of negative experiences, filling him with positive emotions, reconstructing his emotional state, cognitive sphere.

The perception of music can be expressed in various forms. For example, in the form of so-called "musical dreams", which are a variant of non-directive meditation. After listening to musical works of equal nature, a conversation is held with the patient about the content of what was “dreamed”, dialysis of the images that arose in a person (child) can show his condition, and then the dynamics of treatment and correction of the psycho-emotional state.

Another form of musical-corrective, therapeutic perception can be musical-figurative meditation, based on the beneficial effect on the psycho-emotional state of the patient of auditory images that have different emotional coloring. In this case, the listener, according to V.I. Petrushin, transfers his feelings and thoughts to the image of the hero, embodied by the composer, behind which one can see a specific person. In this case, non-verbal dialogic communication arises, to which the description of the method of therapy centered on the patient, developed in the concept of the humanistic approach of C. Rogers, fits.

A positive effect in therapeutic and corrective work is provided by vocal therapy. In the favorable impact of singing on a person, two aspects can be distinguished:

1. correction of the psycho-emotional state (L.S. Brusilovsky, V.I. Petrushin);

2. The healing and health-improving orientation of singing (V.S. Shushardzhan, A.I. Popov, E.V. Makarov).

The mechanism of the healing and healing effects of singing is based on the use of a system of active classical vocal training, the purpose of which is to increase the reserve capabilities of the human body, correct impaired functions. S.V. Shushardzhan, revealing the mechanisms of vocal therapy, notes that in the process of vocal therapy, the work of internal organs is stimulated due to active movements of the chest, diaphragm and abdominal muscles, as well as vibrational processes resulting from phonation. Corrective therapeutic effect is also provided in the process of "learning the basics of lower costal-diaphragmatic breathing, as the most physiological", which favorably affects the general condition of the human body. (Shushardzhan S.V. "Health by notes" 1994.)

Correction of the psycho-emotional state by means of vocal therapy is carried out both in individual (solo singing) and group (choir, ensemble) forms. A positive reconstruction of the psycho-emotional state by means of singing is carried out at a session of vocal therapy.

2) Dance therapy

Dance is a special form of movement, it is a musical and plastic art that reflects life in movement images. Dance therapy is based on the expression of certain feelings and experiences by the plasticity of the body. The main means of expressing these states in dance is pantomime, gestures, which constitute a special expressive language that conveys the inner state of a person. Due to the originality of the language, dance (according to the concept of K. Jung) is able to extract repressed desires, desires and conflicts of a person from the sphere of the unconscious and make them accessible for awareness and cathartic discharge. The basis of the application of dance therapy is the removal of muscle tension through dance, which appeared as a result of stress. The fact of the interaction of emotional manifestations with a change in muscle-physiological tone was noted in his studies by the well-known physiologist V.M. Sechenov. The use of movements in the correction of the patient's psycho-emotional states is based on the principle of a close relationship between emotional experiences and bodily tension, the theory of bodily therapy by W. Reich and A. Lowen. The essence of this theory lies in the fact that the mental traumas received by a person during his life are contained in the so-called muscular shell, which inhibits the impulse and free expression of emotions. There are seven main muscle segments: at the level of the eyes, mouth, neck, chest, diaphragm, abdomen and pelvis, in which various negative emotions are "clogged" - fear, anger, resentment. The removal of such physical tension in dance or in special rhythmic exercises creates a condition for the expression of feelings, thoughts and emotions of a person. A flexible disinhibited body is more capable of a wide range of emotional experiences and the release of negative emotions. Awareness of the capabilities of one's body in performing certain postures, movements, gestures means, at the same time, awareness of one's feelings.

3) Rhythmotherapy

Corrective rhythm is a type of active music therapy and kinesitherapy, which is based on the synthesis of music-rhythm-motor influence. The founder of the method of rhythmic gymnastics is the Swiss teacher, composer E. Jacques-Dalcroze (1865-1950), who singled out musical rhythm as a separate branch of musical pedagogy. And later, in 1926, in Russia, a therapeutic rhythm was created on its basis. E. Jacques-Dalcroze made music the regulator of movements, since it is in it that there is an ideal example of organized movement. Music regulates movement and gives clear representations of the relationship between time, space and movement. It is this breadth of manifestations of rhythm that underlies many directions in the use of rhythm. Rhythm acts as a universal cosmic category. The sense of rhythm is basically active in nature, always accompanied by motor reactions. The essence of motor reactions lies in the fact that the perception of rhythm causes a variety of kinesthetic sensations. This is a muscle contraction of the tongue, muscles of the head, jaws, toes; tension in the larynx, head, chest and limbs; simultaneous stimulation of antagonist muscles, causing a change in the phases of tension and relaxation without changing the spatial position of the organ. The use of the collective beginning of rhythmic lessons in the system of correctional work with the mentally ill and children with speech impairment was succeeded by V.A. Griner. A feature of corrective-rhythmic therapy is the presence of music, which is considered even without connection with movement as a healing factor. Its action will be more effective, as noted by V.A. Griner, I.S. Samoilenko, N.A. Vlasova, A. Florenskaya, E.V. Konorova, E.V. Chayanov and others, if rhythm as an organizing element of music is put in the basis of motor systems, the purpose of which is to regulate movements. Rhythm develops mental functions - such as attention (concentration, volume, stability, distribution), memory (visual, auditory, motor). That is why corrective rhythm is very widely used not only in neuropsychiatric clinics, but also in rehabilitation centers, as well as in special educational institutions for children with various developmental problems already from preschool age. One of the modern methods related to kinesitherapy is psycho-gymnastics (M.I. Chistyakova). It includes some game variants of psychotherapy, suggestive (based on suggestion), training, clarifying, activating psychomotor, sketches, exercises. games aimed at developing various aspects of the child's psyche. In terms of tasks and content, psycho-gymnastics is close to the program of rational-emotional education in the USA (A. Veron, 1983). The main goal of psycho-gymnastics is to teach a child to cope with life's difficulties. The child must realize that there is a connection between thoughts, feelings and behavior and that emotional problems are caused not only by situations, but also by their misperceptions. In the course of rational-emotional education, as well as in the process of psycho-gymnastics, children study various emotions, the ability to control them.

Thus, psycho-gymnastics is adjacent to psycho-corrective methods, the task of which is to maintain mental health and prevent emotional disorders in children.

Imagotherapy

Imagotherapy (from Latin imago - image) occupies a special place among the types of art therapy. Its basis is the theatricalization of the psychotherapeutic process (I.E. Volper, N.S. Govorov, 1973). Imagotherapy is based on theoretical principles about the image, as well as the unity of the personality and the image. In accordance with this, the tasks of imagotherapy are:

* strengthening and enrichment of emotional resources and communication capabilities;

* cultivating the ability to adequately respond to the occurrence of adverse situations, as well as the ability to play a role corresponding to the course of events - to take an adequate image and "leave" in this way from the deformed image of one's "I";

* development of the ability to creatively reproduce a specially shown "medical" image, which acquires independent significance in the improvement of the individual;

* training the ability to mobilize life experience at the right time, the development of strong-willed qualities, the ability to self-regulate;

* creation in the process of imagotherapy of a certain creative interest, enriching life with new content.

The achievement of the psycho-correctional effect in individual and group imagotherapy is ensured through the development and enrichment of the personality. For this, the creative activity of the individual is used (to varying degrees and at different stages of imagotherapy).

According to its organization, imagotherapy can be carried out in different forms:

* individual (using the retelling of a prose work; the transition of the story into a dialogue pre-planned by the psychologist, which in its content can reflect and develop the situation described, an improvisational dialogue on a given situation in a "director's game" with the characters in the "theater" on the table or on the screen);

Imagotherapy has various subspecies: puppet therapy, figurative-role drama therapy, psychodrama.

Puppet therapy is used in work with children and is based on identification with the image of a favorite character (fairy tale, cartoon, toy). This technique is used for various behavioral disorders, fears, difficulties in the development of the communicative sphere, etc. The technology of puppet therapy is that with a character dear to the child, a story associated with a traumatic situation is played out in faces in a “director's game”. It is necessary during the game to ensure that the staging of the story captures the child and he, sympathizing with the hero, identifies with him. As the plot unfolds, the emotional tension of the child should increase. To do this, the plot is built on an "increasing" basis, with the "unfolding" of the conflict at the end, reaching a maximum, is replaced by violent emotional reactions (crying, laughter), stress relief. After the “performance” is over, the child should feel relieved. It is very important that the theatrical action has a beginning, a culmination (when something threatens the hero) and a denouement (the hero wins). The end must always be positive. Thus, the technology of puppet therapy is expressed in an increase in the emotional stress that the child constantly experiences, to such an extent that it can pass into a new form - relaxation, catharsis. In the group form of imagotherapy stands out - figurative-role-playing drama therapy (role-playing and dramatization of the plot), where "reconstruction of the behavioral reaction" is carried out. The role - "healing image" - is selected taking into account individual, constructive forms of communication. Playing roles is aimed at destroying old pathological communicative-behavioral stereotypes. The correct selection of images is provided by preliminary psychological and pedagogical diagnostics.

Role-playing drama therapy helps to solve various problem situations. For example, when correcting reduced educational motivation in children, the game in the "school of animals" can be used, where children play the roles of students and teachers. The repertoire can include both specially composed plots and well-known fairy tales by A.S. Pushkin, A.N. Tolstoy, E.L. Schwartz and others.

Another type of theatricalization of the psychotherapeutic process is psychodrama. Its founder is the famous psychologist, psychotherapist J. Moreno (1892-1972). The essence of psychodrama: is that the "actors"-patients do not play ready-made roles, but freely, under the guidance of a psychologist, psychotherapist, play improvisation on the topic of a problematic, traumatic situation. At the same time, "actors" and "spectators" change places in the process of repeating improvisation. The result of psychodrama is catharsis, emotional upheaval and internal purification, processing of a traumatic situation, while catharsis extends to both the "actors" and the "spectators" of psychodrama.

isotherapy

One of the most common types of art therapy is isotherapy (drawing, modeling) - a therapeutic effect, correction through visual activity.

Isotherapy in the form of organization can be individual and group. In modern foreign and domestic isotherapy (V.E. Folke, T.V. Keller; R.B. Khaikin, 1977, M.E. Burno), there are areas of this method:

* the use of already existing works of fine art through their analysis and interpretation by patients;

* motivation for independent creative manifestations in visual activity.

Isotherapy is widely used in psycho-correctional practice in special psychology. The use of isotherapy in psychology is largely due to correctional and preventive tasks. Isotherapy gives positive results in working with children with various problems - mental retardation, speech difficulties, hearing impairment, mental retardation, autism, where verbal contact is difficult. In many cases, painting therapy performs a psychotherapeutic function, helping the child to cope with their psychological problems.

Visual-playing space, material, image in the drawing are for such children a means of psychological protection, which helps in difficult circumstances.

Drawing therapy, as O.A. Karabanov, is considered, first of all, as a projection of the child's personality, as a symbolic expression of his attitude to the world.

In this regard, an important and responsible task for a psychologist conducting isotherapy is the task of separating in a child's drawing those features that reflect the level of the child's mental development and the degree of mastery of the drawing technique, on the one hand, and the features of the picture, reflecting personal characteristics, on the other hand. another.

Characterizing the corrective orientation of the drawing therapy used in working with children, O.A. Karabanova defines its three fundamental differences from drawing lessons.

The first is related to the goals and objectives of drawing therapy: isotherapy is self-expression in drawing and modeling of a conflict situation, and in drawing lessons it is mastering the means and techniques of image. The second difference concerns the products of visual activity: in therapy with visual activity, the quality of a drawing is not an important criterion for its evaluation (the drawing has its own value associated with the sequence of stages in resolving the child's personal problems). In the classroom, the main thing in the analysis of the drawing is the measure and quality of the child's mastery of the system of visual means. The third difference is the difference between the functions of an adult in educational (didactic) and therapeutic drawing. In the classroom, these functions are reduced to the transfer of new ways and means of representation to the child and the organization of the process of their assimilation by the child. In isotherapy, a psychologist helps children to understand and resolve a problem situation, express it outwardly in a drawing (modeling) and determine a way out of it.

sand therapy

Sand often acts like a magnet on children. Before they have time to realize what they are doing, their hands themselves will sift through the sand, build tunnels, mountains, etc. (and if you add miniature figures, toys to this, then a whole world appears, dramas play out, and the child is completely immersed in the game. The very principle of sand therapy was proposed by Carl Gustav Jung. Sand has the property of passing water. In this regard, experts say that it absorbs the negative mind. Energy, interaction with it clears the energy of a person, stabilizes the emotional state. One way or another, observations show that playing in the sand has a positive effect on the emotional well-being of children and adults. the term psychotherapy.The fundamental idea of ​​sand therapy is formulated as follows: playing with sand provides the child with the opportunity to get rid of psychological trauma by transferring outside, to the plane of the sandbox, fantasies and forming a sense of connection and control over his inner urges.A child in the process of sand play has the opportunity to express his the deepest em emotional experiences, he is freed from fears and the experience does not develop into psychic trauma.

The tasks of sand therapy are consistent with the child's inner desire for self-actualization. In this sand therapy is focused on helping a small child:

Develop a more positive "I-concept";

Become more responsible in your actions and deeds;

Develop a greater capacity for self-acceptance;

Rely on yourself to a large extent;

Master a sense of control;

Develop sensitivity to the process of overcoming difficulties;

Develop self-esteem and gain confidence in yourself.

The purpose of such therapy is not to change or remake the child, not to teach him some special behavioral skills, but to enable the child to be himself.

Playing in the sand provides a means for resolving conflicts and conveying feelings. Toys equip the child with suitable means, since they are without a doubt the medium in which the child's self-expression can take place. In free play, he can express what he wants to do. When he plays freely, and not on someone else's orders, he performs a number of independent actions.

The forms and variants of sand therapy are determined by the characteristics of a particular child, the specific tasks of the work and its duration. In many cases, playing with sand acts as the leading method of corrective action (as, for example, when a child has emotional and behavioral disorders of a neurotic nature). In other cases - as an aid to stimulate the child, develop his sensorimotor skills, reduce emotional stress, etc. You can often use the sandbox as a psychoprophylactic educational tool.

The use of the sandbox is most suitable for working with preschool children. Often young children find it difficult to express their experiences due to insufficient development of the verbal apparatus, poverty of ideas or developmental delay, the proposed technique can be very useful. Non-verbal expression using a variety of objects of sand, water, as well as constructive and plastic materials is the most natural for them, which becomes especially significant if the child has certain speech disorders.

Each selected figure embodies a character that can interact with other characters. The child himself comes up with what they are talking about or doing something: sometimes he can invite them to join the game and speak on behalf of a character. In all cases, the child feels like the master of his little world and is the director of the drama, played out on a sand sheet. What used to be hidden in the depths of the child's soul comes to light: the characters of the game begin to move, expressing the most relevant feelings and thoughts for the child.

Playing on the sand with figures is especially fruitful in working with those children who cannot express their feelings in any way. Children with low self-esteem, increased anxiety and shyness usually willingly choose figures and switch their attention to them. Children with unstable attention are very expressive, games give them rich kinesthetic sensations. Aggressive children easily choose characters that symbolize the aggressor and the victim. Children who are experiencing psychological trauma find this game very useful for themselves, it helps them to relive the traumatic event.

In the process of conducting sand therapy, 3 stages of sand play are distinguished: chaos, struggle and conflict resolution.

At the stage of chaos, the child grabs a lot of toys, randomly arranges them on a sand sheet, often mixes them with sand. Such actions reflect the presence of anxiety, fear. Through chaos there is a gradual living of the emotional state and liberation from it. Repeated repetition of a psychologically traumatic situation allows you to change your emotional attitude towards it.

The struggle stage can be observed in difficult children. Internal conflicts, aggression, resentment, etc. are unconsciously transferred to the sand sheet. Creatures in the sandbox kill each other, fight, war. After a while, a hero or forces may appear that restore order and restore justice.

At the stage of conflict resolution, one can observe more prosperous pictures: peace of mind, a return to natural activities.

Sandplay cannot be interpreted. The psychologist must play the role of an attentive spectator. The position of a psychologist is an active presence, not a process leader.

‎

Memory test for children 6 - 7 years old. "Memorizing 10 words by A.R. Luria

The technique is designed to study the process of arbitrary memorization in children from 6-7 years old. The very course of memorization gives an idea of ​​the stability and concentration of attention, of working capacity, of the child's ability for rather boring purposeful activity. Conducted in silence. Stimulus material - 10 simple words that are not related to each other in meaning.

For example: 1) year, elephant, ball, soap, salt, noise, river, floor, spring, son or: 2) g ora, saw, rose, soap, leg, feather, glasses, river, sofa, bread

It is advisable to have several of these sets.

Instruction: "Now I want to check how you can remember words. I will tell you words, and you listen to them carefully and try to remember. Since no one remembers all the words the first time, I will read them to you several times. After each time you will repeat all the words you remember, in any order." Instructions for the 2nd presentation: "Now I will repeat the words again, and you remember and repeat after me everything that you remember, including those that you said last time." At presentations 3 and 4, it is enough to say "Listen again", at 5 - "Now I will read the words for the LAST time, and you will try to repeat more." In cases where the child reproduces words very slowly and uncertainly, you can stimulate him with the words "More! Try to remember more!". After memorization, the child is engaged in other tasks, and at the end of the study it is necessary to check how many words are left in his memory (delayed recall).

Normally, at the first presentation, 3-5 words are reproduced, at the fifth - 8-10. Delayed playback - 7 - 9 words. The results are entered in

STUDY PROTOCOL

№

Mountain

Saw

Rose

Soap

Leg

Feather

Glasses

River

Sofa

Bread

Additional words

Outcome

1

2

3

4

5

In one hour

Evaluation of results:

4 points - High level - memorized 9 - 10 words after the 5th presentation, 8-9 words with delayed playback.

3 points - Average level - memorized 6 - 8 words after the 5th presentation, 5 - 7 words with delayed playback.

2 points - Below average - remembered 3 - 5 words after the 5th presentation, 3 - 4 words with delayed playback.

1 point - Low level - remembered 0 - 2 words after the 5th presentation, 0 - 2 words with delayed reproduction, or at the age of 6-7 years does not make contact, or cannot organize himself to perform this activity.

Psychological children's diagnostics, tests‎

Psychological diagnostics and tests for children from 5 to 7 years old. (79)

The increasing interest of a 5-year-old child is directed to the sphere of relationships between people. Adult assessments are subjected to critical analysis and comparison with their own. Under the influence of these assessments, the child's ideas about the real I (what I am, what I am in terms of my parents' relationship to me) and the ideal I (what am I, how good can I be?) differentiate more clearly.

There is a further development of the cognitive sphere of the personality of a preschool child.

The development of arbitrariness and strong-willed qualities allow the child to purposefully overcome certain difficulties specific to the preschooler. The subordination of motives also develops (for example, a child may refuse to play noisily during the rest of adults).

There is an interest in arithmetic and reading. Based on the ability to imagine something, the child can decide simple geometric problems.

The child may already remember anything purposeful.

In addition to the communicative function, the planning function of speech develops, i.e. the child learns consistently and logically build your actions(formation of self-control and regulation), talk about it. Self-instruction develops, which helps the child in advance organize your attention on upcoming activities.

An older preschooler is able to distinguish the entire spectrum of human emotions, he has stable feelings and relationships. “Higher feelings” are formed: emotional, moral, aesthetic.

To emotional feelings can be carried:

- curiosity;

- curiosity;

- sense of humor;

- astonishment.

For aesthetic feelings can be attributed:

- sense of beauty;

- a sense of the heroic.

To moral feelings can be attributed:

- a sense of pride;

- a sense of shame;

- feeling of friendship.

Against the background of emotional dependence on the assessments of an adult, the child develops a claim to recognition, expressed in the desire to obtain approval and praise, to confirm his significance.

Quite often, at this age, children have such a trait as deceit, that is, a purposeful distortion of the truth. The development of this trait is facilitated by a violation of parent-child relationships, when a close adult blocks the development of a positive sense of self and self-confidence in a child with excessive severity or a negative attitude. And in order not to lose the trust of an adult, and often to protect himself from attacks, the child begins to come up with excuses for his missteps, to shift the blame onto others.

The moral development of an older preschooler during largely depends on the degree of participation of an adult in it, since it is in communication with an adult that a child learns, comprehends and interprets moral! norms and rules. The child needs to form the habit of moral behavior. This is facilitated by the creation of problem situations and the inclusion of children in them in the process of everyday life.

By the age of 7, children of senior preschool age have already formed a fairly high competence in various types of activities and in the sphere of relations. This competence is manifested primarily in the ability to make their own decisions based on existing knowledge, skills and abilities.

The child develops a stable positive attitude towards himself, self-confidence. He is able to show emotionality and independence in solving social and everyday problems.

When organizing joint games, he uses an agreement, knows how to take into account the interests of others, to some extent restrain his emotional impulses.

The development of arbitrariness and volitional beginning is manifested in the ability to follow the instructions of an adult, to adhere to the rules of the game. The child strives to perform any task with high quality, compare it with the model and redo it if something did not work out.

Attempts to independently come up with explanations for various phenomena indicate a new stage in the development of cognitive abilities. The child is actively interested in cognitive literature, symbolic images, graphic diagrams, makes attempts to use them independently. Children of older preschool age tend to predominate socially important motives over personal. In the process of assimilation of moral norms and rules, an active attitude to one's own life is formed, empathy and sympathy develop.

The self-assessment of a child of older preschool age is quite adequate, its overestimation is more characteristic than its underestimation. The child evaluates the result of the activity more objectively than behavior.

At the age of 6-7, visual-figurative thinking develops with elements of the abstract. Nevertheless, the child still experiences difficulties in comparing several attributes of objects at once, in highlighting the most significant in objects and phenomena, in transferring the acquired skills of mental activity to solving new problems.

In an older preschooler, the imagination needs to be supported by an object to a lesser extent than at previous stages of development. It turns into internal activity, which manifests itself in verbal creativity (counting books, teasers, poems), in creating drawings, modeling, etc.

There is a gradual transition from the game as a leading activity to learning.

Psychological readiness for school.

Components of psychological readiness	Content characteristic
Intellectual readiness	 Having a broad outlook and stock of knowledge.  Formation of initial skills of educational activity.  Analytical thinking (the ability to comprehend the signs and relationships between phenomena, the ability to act according to the model).  Logical memory.  Development of fine motor skills and sensorimotor coordination.  The ability to single out a learning task and translate it into an independent goal of activity.  Development of phonemic hearing
Personal readiness	 Acceptance of a new social position.  Positive attitude towards school, teachers, learning activities, and oneself.  Development of cognitive criteria, curiosity.  Developing a desire to go to school.  Arbitrary control of their behavior.  The objectivity of self-assessment.  Loss of "childhood", immediacy
Socio-psychological readiness	 Flexible ownership of ways to establish relationships.  Development of the need for communication.  Ability to obey rules and regulations.  The ability to work together, to coordinate their actions.
Emotional-volitional readiness	 The development of "emotional anticipation" (foreboding and experiencing the long-term consequences of one's activity).  Emotional stability.  Formation is not the fear of difficulties. Self-esteem.  The ability to limit emotional outbursts.  Ability to systematically complete tasks.

Psychological diagnostics and tests for children‎

Test for the attention of a child 4 - 7 years old "Find the difference"

This technique is intended for children 4-7 years old and allows you to determine the level of attention.

Task for the child

You need to carefully look at the two pairs of pictures and note how they differ.

In total, there are 10 distinguishing features in the first pair of pictures, and 7 in the second. Consequently, the child can score a maximum of 17 points for this test. The time to complete this task is 4 minutes.

Evaluation of results
16-17 points- high level;

4-7 points - below the average;

13-15 points - above average;

0-3 points- low level.

8-12 points -middle level;

Test "Ability to study at school" for children 5 - 7 years old

Target: Diagnostics of the psychological readiness of children 5-7 years old for schooling, the level of mental development of the child.

The test consists of 15 tasks. Each of them has its own grading system, which is specified in the test manual. All results are recorded in the registration form. It is used exclusively individually, requires good preliminary preparation of the researcher.

Test guide

Introductory task. (Not evaluated, as it is used to establish contact with the child, as well as to facilitate his understanding of the essence of the first task).

The task consists of a series of three consecutive pictures according to the plot "The story of the construction of the tower" (Fig. 1 - 3). The pictures must be laid out in the correct sequence in front of the child. The adult himself tells the story, each time pointing to the picture corresponding to this or that phrase.

Instructions: Look at these pictures. They tell us a story. A little girl is building a tower out of blocks, she is happy that the tower is so beautiful (1st picture). Suddenly, a mischievous boy came and purposely destroyed the tower with his foot (2nd picture). The girl was very upset and cried bitter tears (3rd picture).”

Then the pictures are removed, and the child is asked to repeat the story he heard, but without looking at the pictures. The researcher, regardless of the quality of the story, once again briefly formulates the essence of the plot: “Very good. The boy destroyed the girl's tower, and therefore she wept."

The first task: "History in pictures" (Fig. 4 - 6)

The task consists of three pictures, which are sequentially laid out in front of the child with a request to tell the story that he sees in them. In this case, no assistance is provided to the child. After the child has compiled a story, the pictures are removed and the child is asked to briefly retell the essence of the story again (see Introductory task).

Job evaluation:

7 points - The child very well reflected the semantic connection of all three pictures, paying attention to the main thing in the plot. The summary consisted of the main summary of the story.

5 points - The child well reflected the semantic connection in the pictures. The essential and the secondary are described with equal attention. The secondary is also included in the brief retelling of the story.
3 points - The child was able to correctly and independently reflect the semantic connection only between two pictures. The summary focuses on minor details.
2 points - The child could not find a semantic connection between the pictures, described them separately from each other.
0 points - The child could not compose a story.

Second task: "Knowing the color"

In front of the child, he puts a board with 12 colors (red, orange, yellow, green, blue, blue, purple, pink, black, gray, white, brown) and in turn, in any order, they offer him to name one or another color.

Job evaluation: 1 point is awarded for each correctly named color.

The third task: "Memorizing quatrains"

Instruction (consists of three steps):
Introductory part: “Now we will learn one good poem, which you try to remember, so that later you can tell your dad (grandmother, sister ...) at home. Here listen:

“How cherishes any day
Little bee! -
Buzzing and hovering over the flower,
Kind and sweet."

Stage 1: “Now I will tell the first part of the poem, and then you will repeat it:

“How cherishes any day
Little bee!"

Stage 2: If the child made mistakes when repeating, then they say to him: “You told well, but not everything is right yet.” At the same time, they indicate what mistakes he made and how the phrase should sound correctly. Then they ask him to repeat it again. If the child makes mistakes again, then the repetition of the phrase is possible no more than three times.

Then, by analogy, memorize the second part of the poem:

"Buzzing and winding over the flower
Kind and sweet."

Stage 3: When both parts of the poem are more or less memorized, the researcher says to the child: “Very well. Now let's repeat the whole poem. And I will read it to you again, and then you will repeat it in full. Both parts are read. If there are errors, do the same as in the first part.

The progress of memorization (the number of mistakes and the amount of help offered and accepted) is recorded on the registration form.

Job evaluation:

8 points - Correct complete reproduction of all three parts.
5 points - Permutation, omission or addition of words in any part.
3 points - Reproduction of the meaning of the quatrain in your own words.
2 points - Individual semantic connections are preserved, but the integral semantic connection is broken.
0 points - A set of meaningless words or a complete rejection.

The fourth task: "Knowledge of the names of objects."

Any 9 pictures are laid out in front of the child: an apple, a carrot, a rose, a pear, a tulip, a cabbage, a sunflower, a cherry, a carnation.

Then they are asked to name each item. When answering, for example, “This is a flower”, they are asked to specify which one. If the child names the objects incorrectly, then the researcher at the end of the task must correct his mistakes.

Job evaluation:Each correct answer is worth one point.

Fifth task: "Counting process".

Pictures from the fourth task are used. The child is asked: “Tell me now, how many objects are there?” If he finds it difficult to answer or gives an erroneous answer, then he is prompted: "You can count." (Then, if necessary, you can offer to count again).

Job evaluation:

5 points - Score without motor components.
4 points - Soundless pronunciation (lip movement).
3 points - Speaking in a whisper, possibly with a nod of the head.
2 points - Pointing with a finger at objects without touching them.
1 point - Touching with a finger when counting to objects or moving them.
0 points - Refusal to answer.

The sixth task: "The order of the account."

All children who have completed the fifth task are asked: "Count in order, as much as you can." If the child does not understand the task, then the researcher helps him: "1, 2, 3 ...". The child is then asked to start over on their own. When counting is stopped, the researcher says: “Right, what number is next?” You don't have to count beyond 22.

Job evaluation:
As a mark, the number up to which the child correctly counted is set.

Seventh task: "Classification of objects."

Pictures from the fourth task are used. A sheet of paper with the image of three baskets is placed in front of the child.

Instructions: “Here are three baskets. This one is (show) a fruit basket, this one is (shows) for vegetables, this one is (shows) for flowers. Collect, please, here - all the fruits, here - all the vegetables, here - all the flowers (corresponding baskets are also indicated).

Job evaluation:
One point is awarded for each correctly classified item.

The eighth task "Perception of quantity".

Consists of two parts.

Part 1: Materials from the seventh task of the seventh lie in the last position. A basket of flowers is covered with a sheet of paper and they say: “Now tell me, please, how many items are there in total?” If there is no correct answer, then the child is helped:

First aid: items are removed from the baskets and laid out in a chain, but a distance is left between fruits and vegetables. They ask: "How many objects are there?"

Second aid: close the gap between vegetables and fruits by moving them and say: "How many items are there?" If the child finds it difficult, then they ask him to count.

Part 2: Then the same thing is done with respect to all three baskets, that is, they are asked to say how many items are in them together with the same help system.

Job evaluation:
Correct, independent answers are estimated at 3 points for each part of the task, that is, the maximum possible score is 6 points. For each type of assistance, 1 point is calculated, that is, the more assistance, the lower the amount of points. In the absence of a solution or an incorrect result - 0 points.

Ninth task: "Placement of figures."

Materials: three cards with drawings of a circle, a triangle, a square; nine cut out geometric shapes: circles, triangles, squares

Part 1: The child is asked, pointing to the cards: “What is drawn here?” It is acceptable if instead of "square", he says "rectangle" or "quadrilateral". If the child does not know the names of the figures, then they should be called.

Job evaluation: One point is awarded for each correct name.

Part 2: Then the child is asked: “Why do you think a triangle is called a triangle, a quadrilateral is called a quadrilateral, and a circle is called a circle?”

Right answers: A triangle has three corners, a quadrilateral has four corners, and a circle is round.

One point for each correct explanation.

Part 3: 9 cut-out figures are placed in front of the subject, and at a distance from them are three cards with drawings of a circle, a triangle and a square.

Instruction (alternately shown to three cards): “Here we have a triangle, here we have a square, and here we have a circle. Collect and put, please, here (point to the square) all the quadrangles, here (point to the triangle) - all the triangles, here (point to the circle) - all the circles.

Job evaluation: One point is awarded for each correctly assembled pile.

Tenth task: "Comparison of pictures."

Material: Four pairs of compared pictures.

Alternately laying out and removing each pair of pictures after completion, the child is asked: “Why do you think this picture (show) looks different than this (show)?” When the child has difficulties, they help him: “What is different in this picture? What is drawn here, and what is here?

Job evaluation:

2 points - Correct solution without help.
1 point - Correct solution with help.
0 points - No solution.

Each pair is evaluated separately, therefore, the maximum amount for 4 pairs of pictures is 8 points.

Eleventh task: "Differentiation of color and shape."

A sheet of paper with drawings of unfinished figures is placed in front of the child.

Instruction: “Rectangles are drawn here (show). Each of them is missing a piece (show). Choose for each rectangle a suitable piece from all drawn here (show). See which piece fits this rectangle (point to the first figure)?”

Then they sequentially point to the rest of the figures, with a request to pick up the missing parts for them.

Job evaluation: Each correct solution should be worth one point.

Twelfth task: "Reproduction of quatrains."

The child is offered to reproduce the poem from the third task. “You and I learned a poem. Do you remember him? Try to tell. “If the child makes mistakes or has forgotten the poem at all, then the learning process is repeated in the same way as the third task. To evaluate the result, the same criteria for the quality of work performance are used, as in the third task.

The thirteenth task "Finding analogies."

Instructions: “Please answer a few questions:
Light during the day, but at night? (dark)
The bird sings, and the dog? (barking)
The car is moving, but the plane? (flies)
The dove flies, and the fish? (swims)
A cat has wool, and a duck? ... (feathers)
The dress is made of fabric, and the boots?... (leather)

Job evaluation: One point is awarded for each correct answer.

The fourteenth task "Drawing".

Figures are offered for sketching, for the middle group - a square and a triangle (Fig. 16), and for the older group - a triangle and a cross and two patterns resembling a capital font (Fig. 17).

Instruction; “Two figures and two patterns are drawn here (show). Try to draw the figures as best as possible here (show) and continue the patterns here (show).

Job evaluation: Displayed separately for each drawing. The change in the size of the sample and minor spatial distortions are not taken into account.

6 points - The drawing is similar, adequate to the shapes and proportions of the sample.
3 points - The drawing is generally similar to the sample, some distortions of the forms are allowed.
2 points - The drawing is partially similar to the sample: the main forms are unrecognizable, but some details can be guessed.
0 points - The drawing is not at all similar to the sample, doodles.

Fifteenth task: "Description of the picture."

The child is shown a picture

and say: "Please tell us about what is happening in the picture (Fig. 18)".

Job evaluation:

a) Conversation.

2 points - fluent speech without hesitation
1 point - Fairly fluent speech, but there are pauses.
0 points - Speech is stammering, interrupted.

b) Construction of proposals.

8 points - Well-structured complex sentences, connecting conjunctions are used.
6 points - Complex sentences, one union is stereotypically used.
4 points - Mostly simple sentences.
1 point - Mostly incomplete sentences.
0 points - The construction of sentences is broken.

c) Articulation.

2 points - Clear pronunciation of sounds.
1 point - Fuzzy pronunciation of sounds.

d) Fantasy, imagination.

It is estimated at 1 point if the child not only tells about what is shown in the picture, but also about the experiences, thoughts of the characters, thinks about what was or will be, etc.

Thus, the maximum score for the entire task is 13 points.

PROCESSING AND INTERPRETATION OF THE RESULTS:

The sum of points received for all tasks is calculated. The total summary indicator is converted into percentage using the table of standards. The result obtained is an indicator of the mental development of the child, his intellectual readiness for school.

TABLE OF NORMATIVE INDICATORS
Table 1

Interest	4	10	20	30	40	50	60	70	80	90	98	100
Total indicator	71	76	79	85	90	92	96,5	99	102	108,5	111	117

The average rate for the subjects is considered to be an indicator of mental development of approximately 60% or more percent.

The test allows you to diagnose the current level of mental development of the child in three areas: learning, the level of development of thinking and the level of speech development. There are certain components of mental development necessary for schooling, which together form the child's intellectual readiness for schooling. These components are related to specific test items in Table 2.

This table facilitates the analysis of the answers of the subject, his most or least developed components of mental development.

table 2

Components of mental development	Job numbers
1. Learnability (as the ability to learn)	3, 8, 12
2. Level of education of concepts	1, 4, 13
3. The level of development of speech	1, 15
4. General awareness (knowledge about the world around)	1, 4, 9, 13
5. Mastering set relations	5, 6, 7, 8
6. Knowledge of forms, their differences	9, 11
7. The ability to differentiate sensations, the level of development of perception	2, 10, 11, 13, 14
8. Ability to work with a pen and pencil, orientation in a small space	14
9. Ability to classify objects	7, 9
10. Memory	3, 12

Registration form for the test
Table 3

Job numbers	Child's answers	Notes	Ratings
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

Test tasks for children 5-6 years old

Purpose: Checking the level of development of auditory memory.

Description: Have your child memorize 10 words. Words should be simple and short.

It could be a line like this: Cat, spruce, house, winter, needle, car, sister, horse, glasses, table.

You slowly read the words to the child and ask him to repeat everything that he remembers. Then you read the same words a second time, and the child again repeats everything that he remembered. The procedure is repeated until the child remembers all 10 words. (but not more than 5 times).

Evaluation: Norm - the child remembers 4-5 words the first time, and all 10 words after 3-5 repetitions.

2. Test for the study of visual memory.

Purpose: Using this test, you can explore the features of the child's visual memory.

Description: Show the child 10 pictures. Show each picture for 5-6 seconds. After showing the child all 10 pictures, ask him to name the items that he remembered. The playback order does not matter.

Rating: Good result - 8-10 pictures.

Satisfactory result - 5-7 pictures.

Unsatisfactory result - less 5 pictures.

3. Tapping test.

Purpose: Determination of neurodynamic features.

Description: The task of the child is to put points in the working square as quickly as possible ( see figure 1 ) and, on a signal, move to another. 5 seconds are allotted for work in each square. Then the child moves on to the next square and so on until the sixth. The top row of squares is filled with the right hand, the bottom row is filled with the left, starting from the fourth, fifth and sixth.

Evaluation: Calculate the average number of dots in each square (add the dots in all squares and divide by 6).

1-16 points - the child is slow, he will complete all tasks at a slow pace, there is no point in rushing him. It is better to work on the automaticity of movement, due to this, the speed of work may increase.

16-20 points - the child is able to work at a normal, average pace. Will be able to cope with the given amount of work.

20 and more points - a speedy kid, in whom everything just “burns in his hands”. It makes sense to pay attention to the quality of work.

4. Classifications.

Purpose: the task reveals the level of formation of the child's conceptual, verbal and logical thinking, the ability to find essential features and combine various objects according to these features.

Description: We say 4 words, the child must which word is superfluous, and explain why.

1. Snake, hedgehog, hare, horse.
2. Violin, guitar, harp, drum.
3. Notebook, textbook, notebook, pencil.
4. Beetle, spider, butterfly, fly.
5. Nest, yurt, house, high-rise building.
6. Pear, banana, tomato, apples.
7. Cornflower, poppy, rose, cactus.
8. Owl, swallow, sparrow, dove.
9. Boy, woman, man, old man.
10. Plane, rocket, helicopter, tank.

5. Test Correction test.

Purpose: A task to determine the amount of attention (the number of letters viewed) and its concentration (the number of mistakes made). You can use these tasks as exercises to train attention.

Description: Any printed text is suitable for proofreading tests: magazines, newspapers. The child must find certain letters as quickly as possible by crossing them out.

Evaluation: If a child looks through 400 characters or more in 5 minutes, he has good attention.

If he makes less than 5 mistakes, we can talk about a high degree of concentration.

Kindergarten - drawing technique

A test to check the psychological comfort of children in the kindergarten group.

Sometimes the teacher needs to understand how comfortable the pupils feel.
The most convenient option in this case is to invite the children to draw a picture on the topic "I am in my kindergarten group."

This will not take much time from the teacher during the working day, and he can reflect on the results at his leisure.

The alleged drawings of children can be divided into three groups.

1. The child draws only the building.

2. The child draws a building with playground elements.

3. The child depicts himself in the picture in the room or on the street.

The first group of drawings is the most disturbing. If there is nothing in the picture but a building, then the kid perceives the kindergarten as something alienated, faceless. This means that life in kindergarten does not evoke positive emotions in him, and he is not identified with the events taking place there.

Most of all, the situation inspires optimism when a child depicts himself in a drawing. In this case, you can put a fat cross in front of the baby's last name: the events taking place in the kindergarten are personally significant for him.

But the analysis of the situation is not limited to this. You need to pay attention to other elements of the picture. Are there children in the picture? Educator? Playing field? Toys?

Their presence allows the teacher to put another cross: the child reflected in his work a wide variety of connections and relationships. The playing field, for example, is a very important element. If the child depicts himself standing on the carpet, on the floor, on the ground (children often depict their support as a straight line), this is a good indicator. This means that he "stands firmly on his feet", feels confident. Well, if the picture shows flowers, the sun, birds - all these are details that testify to the "peace" in the soul.

You need to try to understand what the child expresses when drawing the teacher. On the one hand, her appearance in the figure is a positive thing. This means that a teacher for a child is a significant character, whose presence he must reckon with. But it is important how the teacher is turned to the child - with her back or face, how much space she takes in the picture, how her hands and mouth are depicted.

The emphasized selection of the mouth, the many lines around it may indicate that the child perceives the teacher as a carrier of verbal (verbal) aggression.

The color scheme of the picture is also important.

A positive emotional mood is evidenced by the child's use of warm tones (yellow, pink, orange) and calm cold tones (blue, blue, green).

Saturated purple, which is painted over fairly large areas of the picture, may indicate the tension that the child is experiencing, and the abundance of red - an overabundance of emotional stimuli.

The abuse of black color, bold shading that squeezes through the paper, similar to a strikethrough, signal the child's increased anxiety, his emotional discomfort.

A template drawing cannot be considered diagnostic when a child depicts familiar and familiar elements that he has drawn many times, and a pattern drawing made in a drawing class or in an art studio.

During the testing drawing, the teacher should not comment on the actions of the children and tell them directly or indirectly what elements can be added to the drawing.

In this case, it is also impossible to evaluate the work of children. It is better if the teacher simply asks the kids to give him drawings as a keepsake.

What is attention?

Attention- orientation and concentration of the psyche on a particular object. Psychologists distinguish between two types of attention.

It is easiest to focus on those objects of the surrounding world that are interesting and important at the moment. A bright light, a sudden sound, a sharp smell, an unusual taste, something different, unexpected, surprising, interesting for a person - all this involuntarily attracts our attention. This kind of it is called involuntary. Involuntary attention does not require a controlled choice of the object of attention, does not require efforts to hold and save it. It is characteristic of all people from birth, and in preschool age is predominant. That is why, when the child's education begins at this stage, it is built, first of all, on the game, colorful visualization and awakening the child's interest in the object of attention.

Voluntary attention is distinguished by its awareness and purposefulness: we ourselves choose the object on which we want to focus. Without managing your attention, it is impossible to successfully study at school, at a university and work effectively. The child makes the first attempts to control his attention at the age of 6, when he forces himself to focus on something important, sacrificing something interesting. Such attempts require physical effort and will from him, so it is difficult for the baby to do the same thing for a long time, he is easily distracted and tired. However, adults can help a preschooler learn to control their attention even in kindergarten - with the help of attention-developing games and exercises.

Attention Properties

Before introducing educational games, it is necessary to determine the current level of development of the child's attention. To do this, we will deal with the properties of attention: it is their development that we will check by diagnosing the attention of younger students.

1. Volume attention- the number of objects to which the child's attention can be directed at the same time. This property of attention is useful to the student when mastering counting skills.

The amount of attention of a child at 4-5 years old is 1-2 objects (moreover, the brightest and most unusual), at 6 years old - already 3 objects, at school age - up to 5 objects. Compare: the attention span of an adult is 7 objects.

2. Sustainability of attention shows how long the child can focus on the object of attention. This property of attention helps a person to cognize the world around him without being distracted by extraneous connections and unimportant characteristics, as well as to form an internal plan of action. The skill of solving arithmetic problems, writing creative texts, creating drawings - all this requires sustained attention.

Studies show that children 5-6 years old can do things of little interest to them 4 times longer than children 2-3 years old. However, even at this age, children can be most actively and productively engaged in business for no more than 10-15 minutes.

3. Concentration of attention determines how strongly the child is able to focus on the object of attention and resist distractions. We use this property of attention when mastering reading skills.

4.Switching attention - the speed of a child's intentional transition from one object (or type of activity) to another. Poor shifting of attention can sometimes manifest itself in such a widespread phenomenon as absent-mindedness.

5.Distribution of attention - dispersal of attention to several objects at the same time, the ability to perform several actions at once. Necessary for learning to write.

The last three properties of attention in preschoolers, as a rule, are poorly developed.

It is to identify the individual characteristics of these properties of attention that the methods of diagnosing attention, as well as tests for attention for children, are aimed.

Methods for diagnosing attention

There are several methods for diagnosing the level of development of attention and its properties in children. Below is a brief description of them, pictures for each technique can be downloaded at the end of the article.

When testing, follow two basic rules:

- Your child will show the best results in the first 15 minutes, after which his attention will decrease, so limit yourself to this time only;
- the leading type of attention in preschool and primary school age is involuntary attention, so be sure to conduct tests in a playful, interesting form for the child.

So, all methods are divided into:

1. tasks for diagnosing the level of attention:

- "Find differences / similarities", "Find two identical objects / pair"
- “What has changed in the picture?”, “What has been removed/added in the picture?”
- "Find the circle/rectangle/triangle 'hidden' in the picture"
- Go through the maze. Attention! In this task, younger children (3-4 years old) are allowed to help themselves with a pencil or finger, the older ones should try to “go through the maze” only with their eyes).

2. tasks for diagnosing the volume and concentration of attention:

— technique "Correction test"

The child is given a form with letters. In each row, you need to cross out the same letters as the one with which the row begins. Working time -5 minutes.

The number of letters viewed indicates the amount of attention, and the number of mistakes made indicates its concentration. The norm of the attention span for children aged 6-7 years is 400 characters and more, the concentration is 10 errors or less; for children 8-10 years old - 600 characters and above, concentration - 5 errors or less.

3. tasks for diagnosing the stability of attention:

- "What is in the picture?"

The child should carefully examine the picture and answer questions like “What animals are shown in the picture? What animals live with us, and which in warm countries? What animals are there in the picture? Pay attention to how the child views the picture: active, interested, whether he is focused.

- "Find and cross out"

The picture shows simple figures in random order. Before the test, the child receives instructions:

"Let's play a mindfulness game with you. I'll show you a picture in which objects you know are drawn. When I say the word “begin,” you will begin to search through the lines and cross out those items that I name. It is necessary to search and cross out until I say the word “stop”. At this time, you must stop and show me the image of the object that you saw last. After that, I will mark on your drawing the place where you left off, and again I will say the word “start”. After that, you will continue to do the same. e. to search for and cross out the given objects from the drawing. This will happen several times until I say the word "end". This will end the game."

The working time is 2.5 minutes, during which five times in a row (every 30 seconds) the words “stop” and “start” are spoken to the child. Next, the number of items found for each time interval is calculated: an approximately equal number of them will indicate a high stability of attention.

4. Tasks for diagnosing the switching of attention:

- technique "Red-black table"

There is a table with red and black numbers from 1 to 12, arranged in a random order, excluding logical memorization. The child is asked to show on the table first the black numbers from 1 to 12 in ascending order, and then the red numbers in descending order from 12 to 1 (the execution time is fixed in both cases). The next task: alternately show black numbers in ascending order, and red numbers in descending order (time is also fixed).

An indicator of switching attention will be the difference between the time in the third task and the sum of the time in the first and second tasks: the smaller it is, the more developed this property of attention is.

5. tasks for diagnosing the distribution of attention:

- method "Different account"

The child must write the numbers from 1 to 20 while simultaneously counting aloud from 20 to 1. Option: the child must count aloud from 1 to 31, without naming numbers that include a triple or a multiple of three, but instead saying the word "I won't go astray." If the child immediately begins to stray, the distribution of attention is poorly developed.

- method "Rings"

The table shows rings that have a gap in different parts. The child should find and cross out two types of rings with a gap in the indicated places as quickly as possible (for example, on the right and on top). Working time - 2 minutes (10-11 lines for a child 6-7 years old).

6. other tasks:

a. on the diagnosis of selectivity of attention (“First, paint over the letters, and then the numbers”)

b. on the level of development of thinking and attention (search for inconsistencies "What did the artist mix up?")

in. for the diagnosis of memory and attention:

Within 30 seconds, the child is shown a picture with the image of objects, then the picture is removed and the child must answer questions from memory such as “What objects are drawn in the picture? How many items did you see in the picture? What did you see, a pen or a pencil? How many candies are in the picture?

on the speed of orienting-search eye movements:

- Schulte tables. The child must show and name on the table all the numbers from 1 to 25 as quickly as possible and without errors. At the signal "Begin!" the stopwatch is turned on, and the time of work with each table is fixed. The norm is 30-50 seconds per table.

Each of these methods can be used not only as a test, but also as a developmental exercise.

Attention is a special property of the human psyche. Memory, thinking, and even success in life are based on it. By engaging in the development of your child's attention in time, you can not only prepare him for schooling, but also create a potential opportunity for him to successfully fulfill himself in adulthood.

Test "Palette of feelings"

The test is intended to study the emotional state of the child.
To conduct this test, you will need a sheet of white paper (A3 or A4) and a palette blank (Table No. 1).

Love
Hatred
Happiness
Sadness
Anger
Fear
Loneliness
Guilt

This test can be carried out only with a child, so the whole family. The child is asked to draw a picture of absolutely any subject on a sheet of white paper (A3 or A4). After the child finishes the drawing, he is given a form with table No. 1. And the rules are read:
“In this palette, feelings are written on the left, and empty squares on the right. Choose a color for each of the feelings and fill in the empty square on the right with the color that suits you.
Important in this test is both the color that was chosen by the child for each of the feelings, and the style of painting itself.

test result

When analyzing the results, it is necessary to correlate the color selected for each feeling in the palette with the quantity and quality of the image of this color in the picture.
This test is designed to help your child express feelings that he or she may not be able to put into words. And it will help parents to better hear and understand the feelings of their child, and possibly themselves, if they pass this test together.

Test "Tree of Wishes" V.S. Yurkevich

The purpose of the test is to study the cognitive activity of children (pictures and verbal situations are used)
1.If a powerful wizard could grant you 5 wishes. Would you like to ask him? (time given to answer 6 min.)
2. The wisest person in the world could answer any of your questions. What questions would you ask him? (first 5 answers are marked) - response time 6 min.
3. The flying carpet is ready to take you anywhere your heart desires in an instant. Where would you like to go? (the first 5 answers are recorded) - the time for an answer is also 6 minutes.
4. A miracle robot can do everything in the world: sew, bake pies, wash dishes, make any toys. What would you ask him to do? - response time 5 min.
5. The most important book of the country of Fantasy. It contains any stories about everything in the world. What would you like to learn from this wonderful book? - response time 5 min.
6. You vdrun found yourself with your mother in a place where everything is possible. You can do whatever you want there. Think about what you would like to do in such a place? - (the first 5 answers are marked) - the time for the answer is 4 minutes.

From all your child's answers, answers are selected related to the desire to learn something new.

A high level of cognitive need is 9 answers or more.
The average level of cognitive need is from 3 to 8 answers.
Low level of cognitive need - 2 or fewer answers.

1. A high level is an indicator of the desire to penetrate the logical chains of connection between phenomena, in this case the child has a research interest in the world.
2. Average level - there is a need to learn new things, but for the most part the child is attracted only by specific information, and rather superficial one.
3. Low level - children are ready to be satisfied with information presented in monosyllables, for example, they may be interested in how real they once heard in a fairy tale, epic, etc.

All these judgments are cognitive in varying degrees, but differ in different levels of complexity.

The answers of the "consumer" content are to have toys, to spend leisure time just playing, without learning anything at the same time.

Test "Make up a game yourself"

The child is given the task in 5 minutes to come up with some kind of game and tell about it in colors, answering the following questions from parents:

1. What is the name of your game?
2. What is the meaning of the game?
3. How many people should participate in it?
4. What roles would you assign to the participants in the game?
5. How will your game go?
6. What are the rules of the game you invented?
7. How should the game end?
8. How will you evaluate the results of the game and the success of the people participating in it?

Test results

In the child's answers, it is not speech that is evaluated, but the very content of the game created by him. Therefore, when asking a child, the parent should help him - by asking leading questions, which, however, without prompting him the answer.
The criteria for evaluating the meaning of the game conceived by the child in this test are as follows:
1. Creativity.
2. Thoughtfulness of all conditions.
3. The presence in the game of roles for many participants.
4. The presence in this game of certain rules.
5. The accuracy of the criteria for assessing the success of the game.

For each of the above criteria, a game invented by a child can be evaluated from 0 to 2 points. A score of 0 points means the complete absence of any of the signs in the game (for each of them, the game is evaluated separately in points). 1 point - the presence of a sign, but its very weak severity. 2 points - the presence and distinct expression in the game of one or another feature.
According to all these criteria and signs, the game created by the child's fantasy in total can receive from 0 to 10 points. And on the basis of the total number of points calculated, a conclusion is made about the level of development of the imagination.

10 points - very high.
8-9 points - high.
6-7 points - average.
4-5 points - low.
0-3 points - very low.

Make up your own story test

Give the child the task of coming up with a fairy tale or story. In the course of the story, the child's imagination is evaluated on the following grounds:

1. The speed of the imagination.
2. Unusual, creative images.
3. Wealth of fantasy.
4. Depth and elaboration (detailing) of images.

For each of these features, the story should receive from 0 to 2 points.
0 points are given only when this feature is practically absent in the story. The story gets 1 point if this feature is present, but not very pronounced. The story earns 2 points only when the corresponding feature is not only present, but also expressed very strongly.

If within 1 minute the child has not come up with the plot of the story, then the parent conducting the test himself prompts him to some plot and puts 0 points for the speed of imagination. If the child himself was able to come up with the plot of the story by the end of the minute allotted for this, then by the speed of imagination he gets a score of 1 point. And, finally, if the child managed to come up with the plot of the story very quickly, within the first 30 seconds of the allotted time, or if within one minute he came up with not one, but two or even three different plots, then on the basis of "speed of imagination processes" the child is given 2 points.
Creativity, originality of images is determined in this way.
If the child simply recounted what he once heard from someone or saw somewhere, here he gets 0 points. If the child retells the known, but at the same time made adjustments to it on his own, came up with new details, then the originality of his imagination is estimated at 1 point. And, finally, in the event that the child came up with something that he could not see or hear anywhere before, then the originality of his imagination gets a score of 2 points.
The richness of the child's fantasy is also manifested in the variety of images he uses. When evaluating this quality of fantasy processes, the total number of different living beings, objects, situations and actions, various characteristics and signs attributed to all this in the child's story is fixed.
If the total number of the named exceeds 10, then the child deserves 2 points for the richness of fantasy. If the total number of parts above the specified type is between 6 and 9, then the child receives 1 point. If there are not enough signs in the story, but in general not less than 5, then the richness of the child's imagination is estimated at 0 points.
The depth and elaboration of images are determined by how varied the details and characteristics are presented in the story related to the image (person, animal, fantastic creature, object, object, etc.), which plays a key role or occupies its central place in his story. Here, too, marks are given in a three-point system.
The child receives 0 points when the central object of his story is depicted very superficially, without a detailed study of all its features. 1 point is given if, when describing the central object of the story, its detailing is rather moderate. The child receives 2 points in terms of the depth and elaboration of images if the main image of his story is described in great detail, with many characteristics and details.
The impressionability or emotionality of the images is assessed by how much interest and emotion all this arouses in the listener.
If the images used by the child in his story are of little interest, ordinary, do not impress the listener, then the child's fantasy is estimated at 0 points according to the criterion under discussion. If the images of the story arouse considerable interest on the part of the listener and some emotional response, but this interest, together with the corresponding reaction, soon completely fades away, then the impressionability of the child’s imagination receives a score of 1 point. And, finally, if the child used bright, very interesting images, the listener's attention to which, once having arisen, then did not fade away and even intensified towards the end, accompanied by emotional reactions such as surprise, admiration, fear, etc., then the impressionability of the story The child is rated with the highest score - 2.
Thus, the maximum score that a child can receive on this test for their imagination is 10, and the minimum is 0.
In order to make it easier for the parent to record and further analyze the creations of the child’s imagination in terms of all the above parameters while listening to the child’s story, it is recommended to use the scheme presented in the table. It must be prepared in advance, before the start of the survey.

Assessing the child's imagination and fantasy

0 1 2
1. Speed ​​of fantasy processes
2. Unusual, creative images
3. Wealth of fantasy (variety of images)
4. Depth and elaboration (detailing) of images
5. Impressionability, emotionality of images

In the course of the child's story, in the necessary column of this table, the marks of the child's fantasy in points are marked with a cross.
Conclusions about the level of development
10 points is very high.
8-9 points - high.
4-7 points - average.
2-3 points - low.
0-1 point - very low.

Criteria for assessing the aggressiveness of a child

1. At times, it seems that an evil spirit has moved into him.
   2. He cannot remain silent when he is dissatisfied with something.
   3. When someone harms him, he is sure to try to repay the same.
   4. Sometimes he wants to swear for no reason.
   5. It happens that he breaks toys with pleasure, breaks something, guts.
   6. Sometimes he insists on something so much that others lose patience.
   7. He is not averse to teasing animals.
   8. It's hard to argue with him.
   9. Gets very angry when it seems to him that someone is making fun of him.
   10. Sometimes he has a desire to do something bad, shocking others.
   11. In response to the usual orders, seeks to do the opposite.
   12. Often grouchy beyond his age.
   13. Sees himself as independent and determined.
   14. Likes to be the first, to command, to subjugate others.
   15. Failures cause him strong irritation, a desire to find the guilty ones.
   16. Easily quarrels, gets into a fight.
   17. Tries to communicate with the younger and physically weaker.
   18. He often has bouts of gloomy irritability.
   19. Does not consider peers, does not yield, does not share.
   20. I am sure that any task will be performed best of all.
2. A positive response to each proposed statement is worth 1 point.
3. High aggressiveness - 15-20 points.
   Average aggressiveness - 7-14 points.
   Low aggressiveness - 1-6 points.

   Aggressiveness Criteria (Child Observation Scheme)

   1. Often loses control of himself.
   2. Often argues, swears with adults.
   3. Often refuses to follow the rules.
   4. Often deliberately annoying people.
   5. Often blames others for his mistakes.
   6. Often gets angry and refuses to do anything.
   7. Often envious, vengeful.
   8. Sensitive, reacts very quickly to various actions of others (children and adults), which often irritate him.

   It is possible to assume that a child is aggressive only if for at least 6 months at least 4 of the 8 listed signs were manifested in his behavior.

   A child whose behavior shows a large number of signs of aggressiveness needs the help of a specialist: a psychologist or a doctor.

Preschoolers have different behavioral and psychological characteristics. With the help of the analysis of such features, reliable and most accurate results about the level of development of the child are obtained. Psychodiagnostics allows you to assess the child's abilities, especially his behavior and emotional state. About how and why it is carried out, we will talk further.

Psychodiagnostics of preschool children is a decision about the psychological state of the child or a certain property of his behavior and psyche. This method is used by psychologists in various fields of their activity. For example, for the purpose of psychological counseling or correction. Most often, psychodiagnostics is used to assess the mental state of children, including the degree of their readiness for school.

Features of psychodiagnostics of preschool children

Preschool children have many psychological characteristics. First of all, they include a low level of self-consciousness. Also, many children have poorly developed thought processes, memory and attention.
Among other things, young children are quite poorly aware of the qualities of their personality and do not know how to adequately assess their behavior. Their self-esteem usually develops by the age of 4, but not fully. Psychodiagnostics reveals the real level of the child's psychological development and the range of his capabilities, including potential ones. This allows you to correctly develop certain measures to correct the behavior and psyche of preschool children.

Methods of psychodiagnostics of preschool children

Methods of psychological diagnostics of preschool children are the main ways of scientific knowledge of the child's personality. At the moment, there are hundreds of methods of psychodiagnostics, but the main ones include the following:

• observation;
• questionnaires;
• analysis of the behavior and activities of the child;
• experimental methods.

Methods of psychological diagnostics of preschoolers usually include questionnaires and observation. You can also have a conversation with the child. The choice of methods always depends on the abilities and age of the child. So, at the age of 3, testing is not used: the child is mainly observed in natural or artificially created situations.

The main goals of psychodiagnostics of children are as follows:

• obtaining information about the development of a preschooler;
• determination of the child's temperament;
• identification of communication skills;
• assessment of the individual needs of the baby and the compliance of the environment with his needs.

Thus, psychodiagnostics is the most important method of analyzing the personality of a child, which allows you to identify possible problems of a psychological nature and correct them in time.