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The program of a teacher-psychologist in accordance with the Federal State Educational Standard

Publication date: 07/30/16

MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION "SHEGAR KINDERGARTEN №2"

APPROVE

head of MBDOU

Zh.A. Novikova

psychologist teacher

preschool educational institution for the 2015-2016 academic year

Educational psychologist:

FLIGHT NATALIA VASILEVNA

ACCEPTED

Protocol of the pedagogical council

No. _____ dated "____" _________ 2015

Melnikovo, 2015

TARGET SECTION
Explanatory note………………………………………………………..
Leading objectives of the Program……………………………………………………
Principles and approaches to the formation of the work program……………
Ethical code of the teacher-psychologist………………………………………..
General information about the institution…………………………………………………………………………
Age features of preschool childhood…………………………….
Age from 1.5 to 3 years………………………………………………………..
Age from 3 to 4 years…………………………………………………………..
Age from 4 to 5 years…………………………………………………………..
Age from 5 to 6 years…………………………………………………………...
Age from 6 to 7 years…………………………………………………………..
Targets for infancy and early childhood education…….
Targets at the stage of completion of preschool education……..
Psychological support of the monitoring system…………………..
Psychodiagnostics………………………………………………………………..
Psychoprophylaxis………………………………………………………………
Correctional and developmental work………………………………………….
Psychological education……………………………………………….
Psychological support for the implementation of the BEP for the development educational areas in accordance with GEF ………………………..
Interaction with the families of pupils ………..….……………………
ORGANIZATION SECTION
Organization of the interaction system of the teacher-psychologist………………..
Requirements for the psychological and pedagogical conditions for the implementation of the BEP…….
Psychological and pedagogical support of correctional and developmental MBDOU work…………………………………………………………………...
Criteria for the effectiveness of the activities of a teacher-psychologist DO………..
List of used programs, technologies, manuals ……………….
Literature………………………………………………………………………
Applications..………………………………………………………………………

• TARGET SECTION

Explanatory note

Preschool age - critical period the formation of a personality, when the prerequisites for civic qualities are laid, the responsibility and ability of the child to freely choose, respect and understand other people, regardless of their social origin, is formed.

All content educational process The preschool educational institution is built in accordance with the main educational program of the MBDOU "Shegarsky Kindergarten No. 2", compiled on the basis of the main educational program "From Birth to School", edited by N.E. Veraksy., T.S. Komarova., M.A. Vasilyeva., 2015. As well as this program complies with the Federal State Educational Standards to the structure of the main educational program of preschool education.

The federal state educational standard for preschool education considers the protection and strengthening of the mental health of children as one of the central tasks of the kindergarten. Psychological support is the most important condition for improving the quality of education in a modern kindergarten.

Psychological and pedagogical support in a kindergarten of a general developmental orientation allows timely, that is, even before entering school, to help children overcome all the difficulties that are the cause of school maladaptation. The work program reveals an innovative approach to the organization and content of the activities of a teacher-psychologist in accordance with the Federal State Educational Standard. The development of the proposed work program is based on the principle of amplification child development, which in modern conditions of development of preschool education provides opportunities both to meet the age-related needs of the child, and to preserve and support the individuality of the child, which makes it possible to realize the rights and freedoms of the growing personality.

This work program of the psychological and pedagogical activities of the MBDOU "Shegarsky Kindergarten No. 2" is compiled in accordance with the regulatory documents:

1. Educational program of a preschool educational institution

2. Law on Education 2013 - Federal Law of December 29, 2012 N 273-FZ "On Education in Russian Federation»

3. Order of the Ministry of Education and Science of the Russian Federation “On approval of the federal state educational standard preschool education” of October 17, 2013 No. 1155

4. Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1014 "On approval of the procedure for organizing and implementing educational activities in the main general educational programs - educational programs of preschool education"

5. Decree of the Chief State sanitary doctor RF dated May 15, 2013 N 26 "On approval of SanPiN 2.4.1.3049-13" Sanitary and epidemiological requirements for the device, content and organization of the preschool educational organizations»

6. Order of the Ministry of Defense of the Russian Federation "On approval of the Regulations on the service practical psychology in the system of the Ministry of Defense of the Russian Federation "No. 636 dated 22.10. 1999.

7. Letter of the Ministry of Defense of the Russian Federation No. 70/23 - 16 of 7.04. 1999 "On the practice of diagnosing the development of a child in the system of preschool education"

8. Letter of the Ministry of Defense of the Russian Federation dated 22.01. 1998 No. 20-58-07 IN / 20-4 "On teachers-speech therapists and pedagogues-psychologists of an educational institution."

9. Instructional letter of the Ministry of Defense of the Russian Federation No. 29/1886-6 dated December 24, 2001 “On the use of the working time of a teacher-psychologist of an educational institution”.

10. Decree of the President of the Russian Federation of June 1, 2012 N 761 "On the National Strategy for Action in the Interests of Children for 2012-2017"

The work program determines the content and structure of the activity of a teacher-psychologist in the following areas: psychoprophylaxis, psychodiagnostics, psychocorrection, psychological counseling.

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1.1 EXPLANATORY NOTE

Relevance the work program of the teacher-psychologist of the preschool educational institution is due to the need to preserve and strengthen the mental health of children who are pupils of this institution, which is defined as a priority task in the development of modern preschool education. It should be noted that professional modern educational psychologist The preschool educational institution is focused on creating conditions for the comprehensive development of the child at preschool age and the realization of his capabilities at this stage of development, as well as psychological support for the formation of psychological neoplasms, which will be the basis further development man in subsequent periods of development.

The preschool period is important enough for the formation of a personality, in which the prerequisites for personal qualities are formed, the responsibility of the child and his ability to do free choice respect and understand the people around you. Based on what, modern preschool education aims not only to form the amount of knowledge among pupils, but also to develop the basic competencies of the individual, in particular, social and cultural skills, as well as a healthy lifestyle.

Occurred in last years changes in the system of preschool education associated with the introduction of federal state standards for this type institutions, their employees and pupils, contributed to the active development of psychological support for the educational process of preschool educational institutions.

object professional activity of a teacher-psychologist in a preschool educational institution is inner life child under 7 years old.

Subject- mental health of the child. As the child develops, he learns social rules through interaction with adults.

When developing the work program of the teacher-psychologist of the preschool educational institution, we relied on Federal Law No. 273-FZ "On Education in the Russian Federation" of 2014, Federal State Educational Standards of Education Order of the Ministry of Education and Science of the Russian Federation No. 1155 of October 17, 2013, the provisions of the Federal state requirements SanPiN 2.4.1.3049-13; Ministry of Health of the Russian Federation, normative legal acts regulating the professional activities of a teacher-psychologist of a preschool educational institution. The program is based on the concept of an exemplary basic general educational program of preschool education “From birth to school” (under the editorship of N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva).

The work program is implemented during the entire period of the children's stay in the preschool educational institution and is aimed at diversified development children from 3 to 7 years old, taking into account their age and individual features and consists of three sections: target, content and organizational.

The work program (hereinafter referred to as the Program) determines the content and structure of the activity of a teacher-psychologist in the following areas: prevention, diagnosis, correction, counseling and psychological support for the activities of a preschool educational institution in work with children of early and preschool age, as well as with all participants in the educational process of a preschool educational institution.

Within the framework of this work program, annual and long-term planning of activities is carried out, taking into account the specific educational situation in the preschool educational institution.

The work program is focused on providing psychological support for educational areas: physical, social-personal, cognitive-verbal and artistic-aesthetic.

The structure of the work program of the preschool educational institution reflects all areas of activity of the teacher-psychologist.

1.2 GOALS AND OBJECTIVES OF THE PROGRAM

The aim of the program is the creation of favorable conditions for the child to fully live preschool childhood, the formation of the foundations of the basic culture of his personality, the comprehensive mental and physical development of the child, based on his age and individual characteristics and needs, preparing him for life in modern society, as well as for the process of learning in school.

Tasks activities of a teacher-psychologist:

- to diagnose the individual psychological characteristics and educational needs of children;

- to prevent difficulties in the development of the child;

- to assist a preschooler in solving urgent problems of development, learning and socialization;

- to conduct psychological and pedagogical education of parents of pupils and teachers;

- create conditions for the effective assimilation of educational areas by pupils of preschool educational institutions;

- provide psychological support for the development and implementation of educational programs and the development of preschool educational institutions.

1.3 BASIC PRINCIPLES FOR DEVELOPING A WORK PROGRAM

The main principles of the formation of the program of a teacher-psychologist:

1. The principle of developing education (landmark - "zone of proximal development" of the child).
2. The principle of scientific validity and practical applicability (correspondence of theory and practice).
3. The principle of unity of educational, developing and teaching goals and objectives.
4. Complex-thematic principle of building the learning process.
5. The principle of variability for personality-oriented interaction between an adult and a child in the educational process.
6. The principle of integration of educational areas (the inclusion of different types of activities, forms of organizing the process of teaching children).
7. The principle of openness of the system of preschool education for enrichment with cultural components.
8. The principle of taking into account age characteristics in the construction of the educational process (the leading activity of preschool children is the game).

1.4 PLANNED RESULTS

Federal state standards impose the following requirements on the system for monitoring the achievement of the planned results of the development of the Program by children:

— the monitoring system makes it possible to ensure the implementation of an integrated approach when evaluating the final and intermediate results of the development of the Program;

- monitoring is carried out to assess the dynamics of children's achievements;

— a mandatory requirement — a description of the forms, object, frequency and content of monitoring.

The implementation of these requirements is possible within the competence of a teacher-psychologist in the following areas of monitoring - the intellectual, physical, personal qualities of the child, as well as the corresponding indicators within a specific educational area.

The main methods used are: observation of the child, conversations and expert assessments. It is also possible to conduct a study using criteria-oriented methods of a non-test type, criterion-oriented testing, screening tests, etc. The monitoring system combines low formalized (observation, conversation, peer review, etc.) and highly formalized (tests, samples) etc.) methods to ensure the objectivity and accuracy of the data obtained.

Twice a year, a study of the achievement of the planned intermediate results of the development of the program is carried out. When monitoring, it is recommended to use methods that allow you to get a large amount of information in the optimal time.

In system monitoring the participation of a teacher-psychologist in the development and implementation of a system for assessing the achievement of the planned results of mastering the main general education program in an educational institution is envisaged, primarily in terms of providing an integrated approach to assessing the results of mastering the main educational program, which makes it possible to evaluate, among other things, personal results.

1.4.1. TARGETS FORMULATED IN THE FSES OF PRESCHOOL EDUCATION

Targets are social and normative age characteristics of the child's likely success at the end of preschool education.

They are not evaluated in any way and cannot be real achievements child, the basis for an objective assessment of compliance with the established requirements of educational activities and training of children. Mastering the program is not accompanied by intermediate certification and final certification of pupils.

Targets affect administrative decisions on certification of teaching staff, assessment of educational productivity, final or intermediate assessment of the level of development of children, assessment of the implementation of a municipal (state) task, distribution of the stimulating payroll fund for employees of an institution.

They represent the foundations for the continuity of preschool and primary education. general education, that is, the implementation of the program involves the formation of preschoolers prerequisites for learning activities at the stage of completion of preschool education.

During a diagnostic examination of preschool children, a teacher-psychologist conducts psychological diagnostics cognitive processes children, personal qualities and psychological and motivational readiness for schooling.

Zone professional competence a teacher-psychologist in the implementation of monitoring in a preschool educational institution is carried out within the framework of the following parameters:

• younger age (3-4 years): play, behavior (relationships with adults and peers), drawing (desire to draw, having an idea, the ability to hold a pencil, etc.);
• average age (4-5 years): visual perception(recognition of black and white images), analysis of productive activities - drawing, modeling, application, word creation, etc., fine motor skills, social skills - communication with adults and peers, game - level of play, the predominant type of communication;
• senior age (5-6 years): game activity, analysis of activity products, communication skills;
• group preparatory to school (6-7 years): hand-eye coordination, drawing up plot story through a series of paintings, establishing cause-and-effect relationships, understanding logical and grammatical structures, orientation on a sheet of paper.

The targets of preschool education include following characteristics possible achievements of the child:

1. Targets in the period of completion of preschool education.

- the child masters the main cultural methods of activity, demonstrates initiative, independence in such activities as communication, play, cognitive research activities, construction, etc.; can choose for himself the occupation of interest to him, as well as participants for the implementation of joint activities;

- the child has a positive attitude in relation to the world, to various types of labor, to the people around him, as well as in relation to himself, has a sense of his own dignity; interacts quite actively with peers and adults, takes part in joint games. Can already negotiate, taking into account the interests and feelings of others, show empathy for failures and joy for the successes of others, shows his feelings adequately, even a sense of faith in himself, is aimed at resolving emerging conflicts;

- the child has a well-developed imagination, which manifests itself in a variety of activities, primarily in the game; the child has a stock of different forms and types of play, is able to distinguish between conditional and real situations, is able to obey different rules and social norms;

- the child owns oral speech at a fairly good level, knows how to express his thoughts, feelings and desires in a communication situation, is able to distinguish sounds in words, the prerequisites for literacy begin to form in the child;

- the child has developed large and fine motor skills; he is quite mobile, has endurance, masters the basic movements, is able to control his actions and manage them;

- the child can show strong-willed efforts, comply with social norms of behavior and rules in various activities, when interacting with peers and adults, is able to adhere to the rules of personal hygiene and safe behavior;

- the child is quite inquisitive, asks a lot of questions to adults and peers, tries to find out cause-and-effect relationships, tries to find an explanation for the causes of natural phenomena and people's actions; capable of observing and even experimenting. Has basic knowledge about himself, about the natural and social world where he lives; he is already familiar with works of children's literature, has elementary knowledge of wildlife, history, mathematics, natural science, etc .; the child can make his own decisions based on his own knowledge and skills in various activities

II. CONTENT SECTION

2.1 AGE CHARACTERISTICS OF PRESCHOOL CHILDREN

Age 3 to 4 years

The leading type of activity is the game, the main feature of which is its conditionality: the performance of some actions with some objects implies their relation to other actions with other objects. Actions with toys and substitute objects constitute the main content of the play of children of younger preschool age.

At a younger preschool age, mental processes continue to develop: perception (up to 5 or more shapes of objects, up to 7 or more colors, they can distinguish objects by size, navigate in space preschool), memory and attention (they can remember 3-4 words and 5-6 names of objects at the request of an adult, by the age of 4 they can remember quite large passages from their favorite works), thinking (visual and effective, they can already establish minor hidden connections and relationships between objects), imagination. Active interaction between children is not yet observed, but stable selective relationships can be found. Conflict situations in children are largely associated with toys. It is the opinion of the educator that influences the determination of the position of the child in the peer group. During this period, self-esteem begins to form, as well as gender identification.

Age 4 to 5 years

In the game, you can observe role-playing interaction. Children are able to draw basic geometric shapes, stick images on paper, cut with scissors, etc. The skills of planning a sequence of actions are laid. Children can separate objects according to sensory characteristics (size, color); select parameters such as height, length and width. The development of cognitive processes is carried out in the following direction: voluntary attention is formed, imaginative thinking (they are able to build according to a scheme, solve labyrinth problems), attention stability increases (can concentrate attention for 15–20 minutes), arbitrary memory is laid down (can memorize a simple condition), Speech is the subject of children's activity. The cognitive motive becomes dominant in the process of communication between a child and an adult. Possible manifestation of increased resentment. In interaction with other children, they become more selective, there are constant partners in the game. In communication with peers, selectivity is observed, regular play partners begin to appear. Leaders appear, and with them competitiveness, competitiveness.

Age 5 to 6 years

In many ways, games are role-playing in nature, there is an assimilation of social relations, an understanding of the subordination of positions in various types of adult activities. Conflicts can appear in the distribution of role behavior. This is a period of active drawing, which is of a plot nature; analysis of a person's drawing allows us to draw a conclusion about his gender and emotional state. Construction begins to appear in the process of joint activity. The development of cognitive processes continues: the perception of color, their shades, the shapes of rectangles, ovals, triangles, the size of objects is improving, they are already able to arrange objects in ascending or descending order (up to 10); the development of figurative thinking continues (generalization is being improved, leading to the development of verbal-logical thinking, mastering by mental means is taking place); the development of the imagination occurs only when working to activate it; attention moves from involuntary to voluntary; speech improves, coherent speech develops (children are able to retell, tell from a picture, conveying details).

The main feature of this period is that in the game there is a structuring of the space for the game, the distribution of roles, the development of visual activity, the use of a generalized method of examining the sample in the design; the assimilation of generalized ways of depicting objects of the same shape.

Age 6 to 7 years

In the preparatory group for school, the playing space becomes more complicated, children learn the rules of human interaction. Drawings of a man in boys and girls have serious differences between themselves, they become more detailed and proportional. Under certain pedagogical conditions, children develop artistic and creative abilities in relation to visual activity. Older preschoolers are able to generalize, analyze not only the main design features of various parts, but also determine their shape, based on the experience of encountering voluminous objects. There is a development of perception, but they are not always able to immediately take into account several different signs. Figurative thinking develops, its manifestations are the skills of generalization and reasoning, which manifest themselves in a limitation associated with the perception of visual signs of the situation. There is a development of voluntary attention of preschoolers. Development of dialogic and some variants monologue speech due to special educational conditions.

Preschool age ends with the assimilation of the world of things as objects of human culture, the development of gender identification, the assimilation of positive forms of communication with people, the formation of the position of the student. Cognitive and personal development achieved in this period determines the success of schooling.

2.2. PSYCHOLOGICAL SUPPORT OF THE EDUCATIONAL FIELD

2.2.1 Direction "Psychological diagnostics"

Purpose: obtaining information about the individual psychological characteristics of the development of children for the construction of individual educational routes.

According to the Federal State Educational Standard, preschool education can study the development of children, its dynamics, measure their personal educational outcomes which is carried out by a teacher-psychologist together with a teacher as part of psychological diagnostics. It is necessary to connect the results of the study of children with the evaluation of the effectiveness of pedagogical actions, while building further planning of educational activities.

For the implementation of psychological diagnostics (monitoring) of the pupils of the preschool educational institution, the written consent of the parents (or legal representatives) is required.

The results of psychological diagnostics (monitoring) can only be used to solve educational problems: individualization of education (child support, building an educational trajectory, psychological correction of developmental features); optimization of work with a group of children.

The teacher-psychologist organizes psychological diagnostics for the study personal characteristics, the level of development of children's cognitive processes, their psychological and motivational readiness of children to study at school.

Monitoring results are recorded in an individual diagnostic card child, in the analysis of which it is possible to evaluate the effectiveness of the educational program and the effectiveness of the organization of the educational process in preschool educational institutions.

2.2.2 Direction "Developmental work and psychological correction"

Within the framework of the Federal State Educational Standard, the developing activities of a teacher-psychologist are focused on changes in the internal, psychological, sphere of pupils.

Psychocorrective activity is aimed at developing in children ways of self-regulation in various educational situations, which will contribute to their success, achieving the required level of development of the educational program, which will lead to positive changes in the development of his personality.

The technological content of the implementation of this direction in the professional activity of a teacher-psychologist involves the use of various types of games, problem situations, creative tasks, etudes. When choosing a specific form, technology and content of work within this area, the definition of the target group of pupils should be based on the results of psychological diagnostics (monitoring). The main principle in the selection of psychological tools is the principle of a holistic impact on the child's personality.

2.2.3 Direction "Psychological counseling"

The purpose of psychological counseling is to help a person in resolving his problem, subject to awareness of its presence. In the preschool educational institution, the teacher-psychologist provides age-related psychological counseling - counseling on the mental development of the child.

The tasks of psychological counseling in terms of preschool are:

- in case of difficulties arising in the educational process, psychological assistance is provided;

— optimization of individual and age development child;

- learning the techniques of self-regulation, self-knowledge, the use of one's own resources to get out of problem situations;

— psychological assistance for the development of effective life strategies in difficult educational situations;

- the formation of a mindset for self-solving the problem.

2.2.4 Direction "Psychological prevention and psychological education"

Psychological prevention in the context of the implementation of the Federal State Educational Standard is a priority area of ​​activity for a teacher-psychologist in a preschool educational institution, implemented, in particular, through psychological education

The purpose of psychological prevention is to ensure the disclosure of the possibilities of age, reduce the impact of risks on the development of the child, prevent violations in the development of the child, create favorable psychohygienic conditions in the preschool educational institution (psychological informing the subjects of the educational process about possible difficulties).

Assistance to teachers in designing a psychologically safe environment is expressed in planning an optimal developmental space, relying on play activities as a leading one in preschool age, creating a favorable psychological climate in a preschool educational institution, preventing and timely resolving conflicts in a preschool educational institution, and psychological expertise of software and methodological support.

Psychological education is a professional activity of a teacher-psychologist to improve psychological competence educators and parents, which is a kind of means of psychological prevention.

2.3 LEARNING AND THEME PLANNING

Categories	The content of the work	Groups	Timing fulfillment
Psychological diagnostics
Work with children	1. Diagnosis of the neuropsychic development of children. 2. Diagnosis of personal characteristics of children (Self-assessment by O.V. Khukhlaeva). 3. Study psychological readiness children to school (Kern-Jerasik test, M. Semago method). 4. Study of the emotional sphere (Methodology of L.P. Strelkova). 5. The study of psychological characteristics using techniques such as observation, testing, questioning, questioning, conversation and others.	2nd junior preparatory, senior preparatory senior, preparatory At the request of parents, teachers	September - During a year During a year
Working with teachers	1. Sheet for assessing the professional activity and personality of the educator. 2. Questionnaire " Psychological condition in a collective". 3. The study of the personality of the teacher. 4. The study of the teaching staff.	Teaching staff All employees On request At the request of the administration	September During a year During a year
Working with parents	1. Questioning of parents, newly arrived children. 2. Questionnaire "Is your child ready for school?". 3. Questioning "Are you satisfied with the work of the preschool educational institution." 4. Psychological diagnostics.	2nd junior preparatory All groups At the request of parents, teachers, administration	September During a year
Developmental work and psychological correction
Work with children	1. Psychological support during the period of adaptation to preschool education (A. S. Ronzhina). 2. Correction-developing classes for the development of the emotional-volitional sphere (program "World of emotions"). 3. Individual developmental classes with "difficult" children, in the field	2nd junior senior, preparatory individually	During a year During a year 1 time per week
	communication and behavior (R.R. Kalinina). 4. Fairy tale and sand therapy with children with problems in personal development (T.D. Zinkevich-Evstigneeva, O.Yu. Yepanchintseva) 5. Individual developmental activities with children	individually At the request of parents, teachers.	During the year, according to the cyclogram During the year, according to the cyclogram During a year
Working with teachers	1. Training sessions for the development of reflection.	All employees	During a year
Working with parents	1. A course of classes with parents of the preparatory group "School of parents of first graders", in the form of a business game: "What is psychological readiness for school?", "Motivational readiness", " Intellectual readiness».		December
Psychological counseling
Working with teachers	1. Consultations on the problems of children's adaptation to kindergarten. 2. Consultations based on the results of a psychodiagnostic study. 3. "Emotional safety of a child in kindergarten" 5. "Visual forms of work with parents" 6. Consultations on the problems of education, upbringing, development of children and personal issues.	On request All employees All employees All employees individually	During a year During a year During a year
Working with parents	1. Conversations-consultations with parents of newly admitted children. 2. Group consultation "Parents in the period of adaptation to kindergarten." 3. Consultation "Basic activities of adults in family” (cognitive development). 4. Individual consultations of parents upon request. 5. Consultations with parents on the results of the diagnosis individual development child.	individually 2nd junior information stand individually individually	July August During a year September During a year During a year
	Advice point for parents whose children do not attend kindergarten "Psychological and pedagogical assistance in raising children."	individually	During a year
Psychoprophylaxis and psychological education
Working with teachers	1. Discussion "Psychological and pedagogical aspects of the professional activity of pedagogical workers of preschool educational institutions" 2. Training for the development of communication skills. 3. Seminar "Ways out of conflict with parents, colleagues" 4. Relaxation classes to relieve tension among teachers. 5. Participation in seminars, pedagogical councils held at the preschool educational institution. 6. Registration of an information and educational folder for educators of all groups "Psychologist's Page". 7. Loan of books psychological library(upon request).	All teachers All employees All teachers All employees All employees individually	September According to annual plan DOW During a year During a year
Working with parents	Parent lecture: 1. "Psychological characteristics of preschoolers." 2. "Child and kindergarten: the first days" (the problem of adaptation). 4. "Psychological readiness for school." 5. Design of the “Psychologist's Tips” stand and group parental corners in groups by topic: · “How to help a child adapt to kindergarten? How should parents behave? "One hundred things to do with a child's tantrum" How to properly encourage a child "Child and TV: practical advice" “If your child is shy…” "Child with Hyperactivity Syndrome" "Children's Aggression" «Psychological features of the crisis of 3 and 7 years» “Getting ready for school.” 6. Drawing up and distribution of memos and recommendations.	In all age groups 2nd junior 2nd junior preparatory All groups On request	September During a year During a year

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

2.4.1. With the head of the DOE

1. Based on the current educational tasks of the institution, together with the administration, plans their professional activities for the successful implementation of the areas being implemented.
2. Clarifies the expectations from the psychological support of the educational process, its forms and methods of work, contributing to the effectiveness of this institution.
3. Carries out prevention and participates in resolving debatable or conflict situations in the teaching staff.
4. Prepares and submits reports.
5. Carries out individual psychological consultations(upon request).
6. Participates in the recruitment of groups based on individual psychological indicators children.
7. Recommends the administration, if necessary, to send a pupil with developmental disabilities to the city PMPK.
8. Provides the creation of conditions for the psychological comfort of all participants in the educational process.
9. in emergency and emergency situations provides emergency psychological assistance.

2.4.2 With caregiver

1. Carries out the formation of a bank of developing games, taking into account the psychological characteristics of the pupils of the group.
2. Participates in the organization and holding of various festive events.
3. At the end of the year, it monitors the formation of the prerequisites for readiness for educational activities among preschoolers.
4. Provides advisory assistance and gives practical recommendations to educators in various areas of their professional activities.
5. Draws up psychological and pedagogical conclusions based on the results of research work and informs educators about the difficulties of personal and social development of pupils.
6. Organizes and provides consultations (individual, group, thematic, problem) on the development of children, as well as psychological education to solve applied problems.
7. Participates in the construction of an individual educational route for a preschooler.
8. Organizes counseling for educators on the prevention and correction of emotional and cognitive problems in children.
9. Provides psychological support for the educational activities of the educator.
10. Provides psychological support to educators in self-education.
11. Provides psychological preventive work with emotional burnout among educators.
12. Organizes training of educators in ways of a conflict-free way out of controversial situations (work in pairs).
13. Contributes to the growth of the cultural level of communication between the educator and parents (legal representatives).
14. Organizes psychoprophylactic measures to reduce emotional stress among pupils.
15. Participates in the implementation of health-saving technologies.
16. Participates in the organization of activities for the development of universal prerequisites for educational activities (activation of attention and memory), organizes educational activities in this area.

2.4.3 C music director

1. Assists in the creation emotional mood in the classroom, in increasing the attention of pupils.
2. They jointly organize classes with preschoolers to develop their psychological emancipation, creative imagination and fantasy.
3. It contributes to the development in children of the ability to analyze, define, label their own experiences, feelings, which is aimed at their emotional development. This is carried out during complex classes while listening to musical works.
4. Organizes psychological support in organized educational activities and at the stage of preparing holidays and leisure activities. The development of memory, attention, coordination of movements contributes to the successful implementation of events and preparation for school.
5. Organizes music therapy.
6. Provides psychological security during public celebrations.

2.4.4 With a physical education instructor

1. Takes part in setting the annual tasks of the kindergarten for physical development and planning their implementation.
2. Forms an understanding of "health" and "healthy lifestyle" among the participants in the educational process of the preschool educational institution.
3. Carries out the selection of game exercises, mobile and sports games, based on the age and psychophysiological manifestations of children, indicators of their development and health status.
4. Promotes the development of fine motor and basic movements.
5. Contributes to the formation of the need for motor activity and physical development.
6. Provides psychological assistance in organizing the interaction of groups of different ages (for example, in organizing competitions between the senior and preparatory groups).
7. Systematizes the results of diagnostics for setting further tasks for physical development.
8. Promotes the implementation of health-saving technologies.
9. Contributes to the formation of strong-willed and personal qualities in children (the mood to win, lose in relay races, etc.).

3. ORGANIZATION SECTION

3.1. Psychological and pedagogical conditions

The program contributes to the creation of the following psychological and pedagogical conditions that will allow to achieve the maximum level of development of the child in a preschool institution:

1) joint activities of adults with children, involving the creation of such situations in which the child will have the opportunity to choose an activity, partner, means, etc.;

2) the formation of the game as important condition child development in preschool age;

3) the use of both reproductive and productive activities of children, the organization of activities for the assimilation cultural forms and samples through the research, creative activities of children; the use of joint and independent, mobile and static forms of activity;

4) formation of a developing educational environment that contributes to the physical, cognitive, socio-communicative, speech, artistic and aesthetic development of the child and the preservation of his individuality;

5) respect by adults for the human dignity of children;

6) the use in upbringing and educational activities of forms and methods of working with children, based on their age and individual characteristics and needs (inappropriateness of artificial acceleration or artificial slowdown of development);

7) support by adults of a benevolent, positive attitude of children among themselves and in the process of their interaction in various activities;

8) support for the manifestation of initiative and independence of pupils in their characteristic activities;

9) the inclusion of the family in the educational process of the preschool educational institution of the family as an important factor in the full development of the child of preschool age;

10) comparing the current and previous achievements of the child, stimulating his self-esteem;

11) systematic professional development of teaching staff.

3.2 Logistics and equipment

The management of the implementation of the Program in the preschool educational institution is provided through administrative control, the results of monitoring and psychological and pedagogical diagnostics.

The interior of the preschool institution meets the sanitary requirements and the requirements of modern design and aesthetics.

The work program of the teacher-psychologist of the preschool educational institution is implemented in conditions that ensure the full development of the personality of pupils against the background of their emotional comfort and positive attitude towards the world, themselves and the people around them.

The implementation of psychological and pedagogical support in the preschool educational institution is carried out with professional growth pedagogical and managerial employees, including on the condition that they receive additional vocational education. It turns out advisory assistance, as well as parents (legal representatives) of pupils on education and health protection of children, including inclusive education. Organizational and methodological support for the implementation of the work program is being carried out.

The educational environment of preschool educational institutions, including the office of a teacher-psychologist, was created to preserve and strengthen the physical and mental health of children, create their psycho-emotional well-being, create conditions for the professional development of teachers, implement variable preschool education, ensure openness of preschool education, and ensure the participation of parents (legal representatives) in educational activities.

The workplace of a specialist has the appropriate technical equipment, which allows saving and maximizing the use of working time. Technical means allow the teacher-psychologist to conduct individual and group classes with children, process and systematize the results of diagnostic studies, create a bank with psychological data, carefully prepare and conduct diagnostic and correctional development work, etc.

In the office there is a specialist’s desk, cabinets for manuals, documentation, a children’s table and chairs, a computer, a tape recorder, a projector, an interactive whiteboard, methodological kits for diagnosing, developing and correcting children, educational toys, etc., which contributes to the implementation of all areas of activity of a teacher-psychologist and to realize their own creative potential in their work.

The office of a teacher-psychologist, one might say, is divided into three zones, emanating from three main functions: diagnostic, correctional-developing and relaxation.

Diagnostic zone is a children's table and chairs, methodological kits for diagnostics, toys, that is, everything that contributes to the psychological comfort of the child. The zone for conducting correctional and developing individual and group classes includes children's tables and chairs, a magnetic board, as well as a backlit sandbox.

Advisory zone is a desktop of a teacher-psychologist, a cabinet for storing documents, legal documentation regulating the activities of a teacher-psychologist, a set of diagnostic techniques, stimulus material for diagnostics.

For relaxation exercises with children, there is a comfortable small sofa and two armchairs.

At the disposal of the teacher-psychologist there is a dark sensory room, which allows you to get the necessary light, color, sound, tactile stimuli that contribute to a calming, relaxing, tonic, stimulating, restoring effect. In it, a child can relieve mental stress, get new ideas about the world, new sensations.

The sensory room is equipped with a bundle of fiber-optic fibers with a side glow "Colorful Thunderstorm", a mirror corner with a bubble column, an ottoman-chair "Pear", a projector, a mirror ball, a dry pool with illumination, a wall developing panel. Being in it restores and maintains the psycho-emotional balance of the child, stimulates mental development.

3.3 Criteria for the performance of the teacher-psychologist of the preschool educational institution

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

— ensuring that the specifics of the age psychophysical development pupils in the implementation of the main general education program;

- achieving the required level of psychological and pedagogical competence of pedagogical and administrative workers, the parent community;

- the formation of values ​​among pupils for a healthy and safe lifestyle in determining the final results;

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

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

— formation of communicative skills of pupils;

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

4. CONCLUSION

The developed work program of the teacher-psychologist of the preschool educational institution contributes to the creation of conditions, taking into account the "zone of proximal development" of pupils of a preschool institution in the implementation of educational and educational activities with them, productively developing mental processes and assisting in overcoming adverse conditions for child development in various types of activities.

The educational and thematic planning reflects the professional activities of a teacher-psychologist, aimed at creating favorable conditions for harmonious development the personality of the child, ensuring his emotional comfort, helping the preschooler in the productive realization of his capabilities.

To achieve the basic goal - the protection and strengthening of the mental health of children, the educational psychologist is included in the educational process, in all forms of work of the teaching staff, and establishes productive relationships with educators and parents.

Literature:

1. S.I. Semenak "Social adaptation of the child in society" Program and correctional and developmental classes for children 6-7 years old. M. ed. ARCTI 2016
2. L.V. Kolomiichenko, G.I. Chugaeva, L. I. Yugova "Classes for children 6-7 years old on social and communicative development" M. ed. Shopping center "Sphere" 2015
3. L.V. Kolomiychenko, G.I. Chugaeva, L. I. Yugova "Classes for children 5-6 years old on social and communicative development" M. ed. Shopping center "Sphere" 2015
4. N.V. Sokolovskaya "Adaptation of the child to the conditions of the kindergarten" Volgograd Ed. "Teacher" 2015
5. T.V. Ananyeva "The program of psychological support for a preschooler in preparation for schooling" St. Petersburg, ed. "Childhood-press" 2014
6. S.V. Ryabtseva, I.V. Spiridonov "Formation of psychological readiness for school". M ed. "Scriptorium" 2015
7. NOT. Veraksa, T.S. Komarova, M.A. Vasilyeva Program "From birth to school" M., ed., "Mosaic-Synthesis" 2015
8. O.V. Khukhlaeva, O.E. Khukhlaev, IM. Pervushina "Path to my Self" M., ed. "Genesis" 2015
9. S.V. Kryukova, N.P. Slobodianik The program “I am surprised, angry, afraid, boasting and rejoicing” M., ed. "Genesis" 2014
10. T.P. Kolodyazhnaya, I.A. Markaryan, N.V. Soghomonyan " family education children with different levels health and development "M.,

ed. "Perspective" 2015

1. E.A. Chaus, G.P. Popova "Determining the readiness of children to study at school" Volgograd 2016
2. IS HE. Saranskaya Psychological training for preschoolers "Let's be friends!" M., ed. "National Book Center" 2015
3. I.L. Artsishevskaya "I'm learning to be friends!" M., ed. "National Book Center" 2015
4. T.A. Andreenko, O.V. Alekinova "Development of emotional responsiveness of older preschoolers" St. Petersburg, ed. "Childhood-Press" 2014
5. T.A. Krylova, A.G. Sumarokova "All kinds of feelings are needed, all kinds of feelings are important" Program of emotional and volitional development of children 4-5 years old St. Petersburg, ed. "Rech", shopping center "Sphere" 2014
6. L.D. Postoeva G.A. Lukin "Integrated developmental activities for preschoolers" M. ed. "National Book Center" 2015
7. N.Yu. Kurazheva, N.V. Varaeva, A.S. Tuzaeva "The program of psychological studies with children of preschool age" ed. "Tsvetik-Semitsvetik" 2014
8. GO.N. Istratov " Psychological testing children" Rostov-on-Don ed. "Phoenix" 2014
9. Y. Vies "Testing your child's abilities" Minsk, ed. Popuri LLC 2014
10. R. Baron, D. Richardson "Aggression" St. Petersburg, ed. "Peter" 2013
11. I.V. Voznyak, I.M. Uzyanov, V. M. Komandirova "Diary of a teacher-psychologist of a preschool educational institution" V., ed. "Teacher" 2014
12. T. A. Emtseva "Psychological-medical pedagogical work» V., ed. "Teacher" 2013
13. K.N. Polivanova “Six-year-olds. Diagnosis of readiness for school "M. ed. "Eksmo" 2013
14. P. Skiller, D. Rossano "750 developmental exercises for preschool children" Minsk, ed. LLC "Popuri" 2011
15. L.G. Rudenko, N.N. Pavlova "Diagnostics - Express" M., ed. "Genesis" 2014

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

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

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

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

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

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

"ACCEPTED" "APPROVED"

on the pedagogical council Head of MBDOU

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

from "____" _____________ 2014 ___________ and V. Shchepilova

"___" _____________ 2014

WORKING PROGRAMM

psychologist teacher

for 2014-2019 academic year

Program developer:

Teacher-psychologist Gavrilova O.V.

2014

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

Justification of the work program

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Explanatory note

Coming to a preschool institution, the child enters a new step in his life path. Here he begins to actively develop in different areas. The child learns to be independent, communicate with peers, adults, learns to hold a pencil correctly, draw and even count - in a word, prepare for the next step in his life - school. But how difficult it all is in the eyes of a child! Our task is to help him as much as possible and to facilitate, from a psychological point of view, this difficult preschool age.

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

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

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

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

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

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

The activity of the pedagogue-psychologist of the preschool educational institution is aimed, on the one hand, at creating conditions for realizing the developmental opportunities of the child at preschool age, and on the other hand, at promoting the formation of those psychological neoplasms that will create the foundation for development in subsequent age periods of development.

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

Constitution of the Russian Federation, Article 43.72

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

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

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

Program goal:

Protecting and strengthening the mental health of children through the creation psychological conditions their achievement of personal educational results in the process of mastering educational areas;

Program objectives:

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

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

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

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

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

Ensures the unity of educational, developing and teaching

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

implementation of which such qualities are formed that are

key in the development of preschoolers;

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1.1. Raise psychological culture teachers and parents, forming a request for psychological services and providing information on psychological problems;

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

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

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

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

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

2.1. About the level of mental development of children

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

2.3. Identifying the causes of deviant behavior

3 . Psychocorrectional, developmental, psychoprophylactic work:

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

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

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

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

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

1. Preparing for the consultation of educators

4.3. Preparation and design of information stands for parents.

4.4 Preparation information letters(reminders) for parents.

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

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

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

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

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

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

5. Expert work:

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

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

Age features of preschoolers

Children 3-4 years old

Anatomical and physiological features.

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

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

Height 96cm + 4.3cm;

Weight 12.5kg + 1kg;

Chest circumference 51.7cm+ 1.9cm;

Head circumference 48cm;

Number of milk teeth 16-20.

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

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

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

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

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

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

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

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

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

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

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

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

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

Children 4-5 years old

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

Development of mental processes.

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

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

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

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

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

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

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

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

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

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

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

Children 5-6 years old

Anatomical and physiological features.

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

Development of mental processes.

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

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

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

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

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

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

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

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

Children 6-7 years old

Anatomical and physiological features.

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

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

Development of mental processes.

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

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

Perception continues to develop.

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

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

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

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

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

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

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

Components of psychological readiness for schooling

AT modern psychology the selection of components of school readiness is carried out according to various criteria and on different grounds. Some authors (L.A. Wenger, A.L. Wenger, Ya.L. Kolominsky, E.A. Panko and others) follow the path of differentiating the general mental development of the child into emotional, intellectual and other spheres, and, therefore, highlighting the intellectual, emotional, etc. readiness.

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

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

personal readiness.

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

Intellectual readiness.

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

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

Socio-psychological readiness.

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

Physical readiness.

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

Speech readiness.

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

Emotional readiness.

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

Forms of work with children within the framework of the program

Individual work:

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

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

Group work:

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

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

The program is structured as follows:

Primary diagnostics (beginning of the academic year);

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

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

Intermediate diagnostics to identify the assimilation of the material covered;

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

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

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

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

The principle of the psychological and pedagogical process:

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

Structure of each meeting:

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

Workplace equipment

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

1. Ergonomic equipment of the zone:

• Methodological literature in the amount of 58 units.

2. Diagnostic zone:

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

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

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

Folder “Diagnostics of children. Early age";

Folder “Diagnostics of children. Junior preschool age ";

Folder “Diagnostics of children. Middle preschool age”;

Folder “Diagnostics of children. Senior preschool age”;

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

Folder “Diagnostics of children. Ready for school"

Folder "Diagnostics. Projective Methods»

3. Advisory zone:

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

4. Play area:

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

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

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

Psychological diagnostics

Second junior group

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

middle group

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

Senior group

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

preschool group

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

Correctional and developmental programs used in the work

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

Literature:

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

The work program of a teacher-psychologist

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

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

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

Regulatory legal support activities of a teacher-psychologist.

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

CODE OF ETHICS

The main ethical principles of the activity of a psychologist

Ethical principles are designed to ensure:

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

Main ethical principles are:

1. The principle of confidentiality.

2. The principle of competence.

3. The principle of responsibility.

4. The principle of ethical and legal competence.

5. The principle of qualified psychology propaganda.

6. The principle of client welfare.

7. The principle of professional cooperation.

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

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

1. The principle of confidentiality

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

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

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

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

5. Reports on professional activities, research results and publications must be drawn up in a form that excludes the identification of the client's identity by people around him who are not included in the circle of specialists working with this client.

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

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

2. The principle of competence

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

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

3. The principle of responsibility

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

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

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

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

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

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

7. When deciding on the provision of psychological assistance to incapacitated persons (minors, persons in an acute stress state, patients who at the time of treatment have a diagnosis of a mental disorder known to the psychologist, etc.), the psychologist is responsible for the consequences of the chosen and used them intervention.

4. The principle of ethical and legal competence

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

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

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

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

5. The principle of qualified psychology propaganda

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

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

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

6. The principle of customer well-being

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

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

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

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

7. The principle of professional cooperation

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

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

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

8. The principle of informing the client

about the purpose and results of the survey

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

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

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

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

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

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

Psychological and pedagogical support of the educational process in preschool educational institutions.

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

Achieving the goals ensures the solution of the following tasks:

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

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

The main subjects of psychological influence:

• children;
• teachers;
• parents;

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

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

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

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

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

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

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

Principles of the model of psychological and pedagogical support:

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

Levels of psychological and pedagogical support:

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

Accompanying forms:

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

Areas of activity of a psychologist:

1. Psychological education.

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

1. Psychological prevention.

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

3.Psychological diagnostics.

Psychological diagnostics is a psychological and pedagogical study of the individual characteristics of a person with the aim of:

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

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

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

4. Corrective work.

It is aimed at identifying the special educational needs of children with disabilities due to shortcomings in their physical and (or) mental development; implementation of individually oriented psychological, medical and pedagogical assistance to children with disabilities, taking into account the peculiarities of psychophysical development and individual capabilities of children (in accordance with the recommendations of the psychological, medical and pedagogical commission); institution.

Directions of psychological and pedagogical support.

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

Psychological and pedagogical support includes:

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

Subjects of the system of psychological support and their characteristics.

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

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

Kindergarten Administration.

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

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

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

Deputy Head of OIA:

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

Teacher-psychologist.

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

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

1. Psychological - pedagogical examination children of early age.

• Determining the degree of adaptation of children.

Tools:

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

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

Adaptation sheet (Appendix No. 1)

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

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

L.G. Golubeva, G.V. Pantyukhin

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

• Presentation of results at pedagogical councils, meetings.

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

• Carrying out diagnostics.

Tools:

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

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

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

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

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

(Appendix No. 4)

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

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

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

• Carrying out diagnostics.

Tools:

Methodology “Family Drawing” Homentauskas G.T.

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

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

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

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

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

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

4. Psychological and pedagogical examination of school maturity.

• Carrying out diagnostics.

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

Psychodiagnostic examination (Methodology of L.A. Yasyukova)

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

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

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

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

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

5. Educational and psychoprophylactic work with teachers and parents.

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

5.1.Psychoprophylactic work

It is aimed at the development of communication skills and social adaptation of children, the development of cognitive and creative abilities in children, the development of the emotional sphere.

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

Group psychoprophylactic classes:

Junior groups:

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

Middle groups:

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

Senior groups:

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

Preparatory groups:

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

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

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

Psychological education

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

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

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

Expert work

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

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

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

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

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

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

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

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

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

The criteria for the effectiveness of support are:

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

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

Psychological effectiveness:

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

Enumeration of programs, technologies, benefits.

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

FORMS OF RECORDING ACTIVITIES AND REPORTING OF PSYCHOLOGIST TEACHERS

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

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

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

3. Journal of psychologist consultations.

4. Journal of group forms of work.

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

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

7. Corrective work.

8. The program of correctional and developmental classes.

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

Participation of a teacher-psychologist in the educational process

forms, methods of corrective work

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

List of corrective measures:

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

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

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

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

Holding individual research personal characteristics of children at the request of parents and educators

Inclusion of older preschoolers in group classes with a preventive psychologist

Formation of children's psychological readiness for schooling.

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

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

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

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

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

5. Readiness of the child for school.

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

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

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

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

October

november

Filling in individual cards

Educational psychologist

Examination of children during the transition to a new age stage

Luscher color test

Toulouse-Pieron test.

September

May

Filling out PMPK protocols

Educational psychologist

Determining the level of adaptability of early and younger age to the terms of the DOW

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

November

Protocol of observations. Filling out help. Recommendations

Educational psychologist

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

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

"Ladder" V.G. Shchur.

February

Mental health monitoring

Educational psychologist

The study of the components of the educational activities of preparatory groups

N.E. Veraksa

Diagnosis of readiness of children for school-M.2007

September

October

Educational psychologist

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

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

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

Rowena color matrices.

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

Agreed at the City methodological association of pedagogues-psychologists of the pre-school educational institution in Petropavlovsk-Kamchatsky

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

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

The basis for the development of the Work Program are:

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

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

Development of the Work Program

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

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

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

Structure of the Work Program

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

one . Target Section

2. Content section

3. Organizational section

Applications to the program(attached as separate files)

1. Target section

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

Legal basis(list of regulatory documents)

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

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

2. Content section

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

Psychological diagnostics

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

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

Psychological prevention

Purpose: to prevent the occurrence possible problems in development……

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

Correctional and developmental work

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

It should be noted that the targets of the GEF DO serve as a guideline for carrying out correctional and developmental work. Specify that it is possible to work on request

Consulting work

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

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

Psychological education

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

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

Expert work

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

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

3. Organizational section

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

Material and technical equipment. Presence of an office and its equipment. Provision of practical and methodological materials and manuals. Etc. If there is no separate office, then how are the preschool educational institutions organized group forms works, individual, etc.

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

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

Annexes to the Program

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

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