Diagnosis of attention in senior preschoolers. Among mental phenomena, attention occupies a special place; it is not an independent mental process and does not relate to personality traits.

Attention is an important indicator of a child’s intellectual development. There are several methods that allow you to determine how well a baby can concentrate on a particular task. However, most of them require interpretation by a professional psychologist. The Find and Cross out test is convenient because to analyze its results it is enough to have basic mathematical calculation skills.

Characteristics of the “Find and Cross Out” technique and its authors

The idea of creating the “Find and Cross Out” technique belongs to Tatyana Davidovna Martsinkovskaya, Doctor of Psychological Sciences, a specialist in the field of history of psychology. The technique was originally conceived as part of a diagnostic procedure that determined the role of experience in the mechanism of socialization of children 5–6 years old. Later, Evgeniy Leonidovich Dotsenko, Doctor of Psychology, as part of research into the psychology of a maturing personality, adapted the test for children 3–4 years old. The essence of diagnostics is the sequential and time-limited crossing out of specified figures depicted on a sheet of paper. The objectives of testing are the following:

study of attention productivity;
determination of its stability, volume and switchability.

There are two options for the method: for children 3–4 years old and for those aged 5–6. In the first case, the subject is offered a matrix with Christmas trees, stars, flowers, houses, buckets, mushrooms, flags and balls. In the second - with triangles, rectangles, flags, circles, stars, semicircles. To determine indicators of attention in children of primary school age and older, the Landolt Rings correction test is used.

Test procedure for preschoolers and primary schoolchildren

Testing "Find and cross out" is carried out in an individual form. The child is given 2.5 minutes to complete the task, during which the subject must cross out 2 items of the experimenter’s choice 5 times. 30 seconds are allotted to work with one pair. Each figure must be crossed out in a certain way to make it easier for the organizer to count the results: for example, a house with a horizontal line, and a mushroom with a vertical line.

Instructions:

The child receives a sheet with pictures.
The adult explains: “You see in front of you many objects that are familiar to you. We will play with them, or rather, cross them out. I will name 2 objects, tell you how to mark each of them, and give the command “begin”. After that you will start working. When you hear “stop”, you will need to show which figure you stopped on. And then we will continue, and on command you will cross out the next pair of figures. And so on until I say “the end.”
The experimenter marks the form every 30 seconds.
After completing the task, the test taker returns the completed test.

Files: Materials for testing

Processing and analysis of results

According to research from the Institute of Psychology at the Russian Academy of Sciences, over the past 5 years, the productivity and stability of attention of children aged 5–6 years has increased by 4.5% compared to the results obtained 10 years ago.

In the process of analyzing the results, it is important to determine how many items the baby crossed out during the entire test, and how many in every 30 seconds.

To calculate the overall level of development of productivity and stability of attention, the formula is used:

S=(1/2 N - 2.8 n) / t, where S is the total value of attention indicators, N is how many figures the child looked at, n is the number of errors the subject made (that is, incorrectly marked or missed a figure), t - time spent on work.

This formula calculates 6 indicators:

for the entire time spent working on the test;
for each of the five "approaches".

Therefore, the t indicator should be 150 seconds (the entire test) or 30 (working with one pair of figures).

After calculating the results, the experimenter converts the resulting value into points:

Then the adult makes a graph and compares the resulting curve with the sample:

10 points - all points of the constructed graph do not extend beyond one zone, and the line itself resembles sample curve 1;
8–9 points - all points are located in two ranges of values resembling curve 2;
6–7 points - the points are in three value zones, and the line itself is similar to sample 3;
4–5 points - the graph points are located in four areas, and the curve resembles graph 4;
3 points – all points are in five zones, and the curve is similar to graph 5.

To formulate conclusions about the stability and productivity of attention, you can do without graphs, which are needed if a portfolio of psychological personal development is created for a child (this is required in some preschool institutions and schools). The results are evaluated as follows:

10 points - very high levels of productivity and stability of attention;
8–9 points - high productivity and stability;
4–7 points - average indicators of both productivity and sustainability;
2–3 points - low levels of productivity and sustainability;
0–1 point - very low levels of productivity and sustainability.

If the child's performance is average, it is recommended to regularly (2-3 times a week) perform exercises that develop attention. For example, such as “Remember and dot the dots” (you can read more about this in the article “) or “Bourdon Test” (it is described in the material “How to correctly conduct the Bourdon test to diagnose the attention of younger schoolchildren”). In case of low indicators, the help of a psychologist is needed who can select an individual program of work with the baby.

The “Find and Cross Out” technique is a convenient and simple way to determine how well a child is able to concentrate, switch attention and absorb information. The data from such a test will be especially useful for determining the child’s readiness for further education at school.

Diagnosis of attention development

in children aged 6 to 10 years

Operating time - 5 minutes.

Example:

Diagnosis of attention development in children aged 6 to 10 years

Methodology "Corrective test" (letter version).

The technique is used to determine the amount of attention (by the number of letters viewed) and its concentration - by the number of mistakes made.

The norm for attention span for children 6-7 years old is 400 characters and above, concentration is 10 errors or less; for children 8-10 years old - 600 characters and above, concentration - 5 errors or less.

Operating time - 5 minutes.

Instructions: “On the form with letters, cross out the first row of letters. Your task is to, looking through the rows of letters from left to right, cross out the same letters as the first.
You need to work quickly and accurately. Operating time - 5 minutes."

Example:

Stimulus material

Schulte tables.

Methodology "Red-black table".

The technique is designed to assess attention switching. The subjects must find red and black numbers from 1 to 12 in a random combination on the table offered to them, eliminating logical memorization. The child is asked to show black numbers from 1 to 12 on the table in ascending order (the execution time T(1) is fixed). Then you need to show the red numbers in descending order from 12 to 1 (the execution time T(2) is fixed). Then the student is asked to show alternately black numbers in ascending order, and red numbers in descending order (the execution time T(3) is fixed). An indicator of attention switching is the difference between the time in the third task and the sum of time in the first and second tasks: T(3) - (T(1)+T(2)).

Stimulus material

Schulte tables.

This technique is used to study the speed of orienting-search movements of the gaze and the volume of attention.

Instructions: "Point with a pointer and name all the numbers from 1 to 25. As quickly as possible, without making mistakes."

Research procedure: A table is presented, and at the “start” signal, the researcher starts the stopwatch. The time spent working with each table is recorded. (The tables are given in reduced form.)

Modification of Schulte tables (letter version).

Analysis of results: The operating time for each of the tables is compared. The norm is 30-50 seconds for 1 table. The average rate is 40-42 seconds. Normally, each table takes approximately the same time.

Methodology for studying concentration and stability of attention (modification of the Pieron-Ruser method).

Instructions: “Encode the table by arranging the signs in it according to the pattern.”

Analysis of results: The number of errors and the time spent on completing the task are recorded.

Rating: High level of attention span - 100% in 1 minute 15 seconds without errors.
The average level of attention span is 60% in 1 minute 45 seconds with 2 errors.
Low level of attention span - 50% in 1 minute 50 seconds with 5 errors.
Very low level of concentration and attention span - 20% in 2 minutes 10 seconds with 6 errors (according to M.P. Kononova).

Diagnosis of memory development in children aged 6 to 10 years

Methodology "Random Memory".

The technique is used to study the level of development of short-term memory.

The subject is given a form, after which the experimenter gives the following instructions.

Instructions: “I will read out numbers - 10 rows of 5 numbers each (the number of rows used in the technique varies from 5 rows of 4 numbers each to the maximum, taking into account age characteristics). Your task is to remember these numbers (5 or 4 ) in the order in which they were read, and then mentally add the first number with the second, the second with the third, the third with the fourth, the fourth with the fifth, and write the resulting four sums in the appropriate line of the form. For example: 6, 2, 1, 4, 2 (written on the board or paper). Add 6 and 2 - you get 8 (written down); 2 and 1 - you get 3 (written down); 1 and 4 - you get 5 (written down); 4 and 2 - you get 6 (written down). )". If the subject has questions, the experimenter must answer them and begin the test. The interval between reading rows is 25-15 seconds, depending on age.

Test material:

The number of correctly found sums is counted (their maximum number is 40). Taking into account age characteristics, the following standards are used:

6-7 years - 10 amounts and above
8-9 years - 15 amounts and above
10-12 years - 20 amounts and above

The technique is convenient for group testing. The testing procedure takes little time - 4-5 minutes. To obtain a more reliable indicator of RAM, testing can be repeated after some time, using other series of numbers.

Methodology "Long-term memory".

The experimental material consists of the following task.
The experimenter says: “Now I’ll read you a series of words, and you’ll try to remember them. Get ready, listen carefully:

table, soap, man, fork, book, coat, axe, chair, notebook, milk ".

A number of words are read several times so that the children remember. The verification takes place in 7-10 days. The long-term memory coefficient is calculated using the following formula:

where A is the total number of words,
B - number of words remembered,
C - long-term memory coefficient.

The results are interpreted as follows:

75-100% - high level;
50-75% - average level;
30-50% - low level;
below 30% is a very low level.

“Remember a couple” technique.

Study of logical and mechanical memory by the method of memorizing two rows of words.
Required material: two rows of words. In the first row there are semantic connections between the words; in the second row they are absent.

Progress of the task. The experimenter reads to the subject(s) 10 pairs of words from the series under study (the interval between pairs is 5 seconds). After a 10-second break, the left words of the row are read (with an interval of 10 seconds), and the subject writes down the remembered words of the right half of the row.

Processing job data. The results of the experiment are recorded in the table:

Thinking

The "Fourth Odd One" technique.

Four words are read to the child, three of which are interconnected in meaning, and one word does not fit the rest. The child is asked to find the “extra” word and explain why it is “extra.”

- book , briefcase, suitcase, wallet;
- stove, kerosene stove, candle,electric stove ;
- tram, bus,tractor , trolleybus;
- boat, car,motorbike , bike;
- river,bridge , lake, sea;
- butterfly , ruler, pencil, eraser;
- kind, affectionate, cheerful,wicked ;
- grandfather,teacher , dad mom;
- minute, second, hour,evening ;
- Vasily, Fedor,Ivanov , Semyon.
("Extra" words are in italics.)

For each correct answer, 1 point is awarded, for each incorrect answer - 0 points.

10-8 points - high level of development of generalization;
7-5 points - average level of generalization development,
cannot always highlight significant
signs of objects;
4 points or less - the ability to generalize is developed
weak.

The results of the study are recorded in the protocol.

Standardized methodology for determining the level of mental development of junior schoolchildren E. F. Zambatsevichene.

The research methodology is designed on the basis of some methods of the test of the structure of intelligence according to R. Amthauer. The R. Amthauer Structure of Intelligence Test includes 9 subtests used to measure speech, mathematical abilities, spatial imagination and memory and is designed for group use for children aged 12 years and above.

For primary schoolchildren, 4 subtests were developed, including 40 verbal tasks, selected taking into account the curriculum material of the primary classes.

The first subtest includes tasks that require subjects to differentiate the essential features of objects or phenomena from unimportant, secondary ones. Based on the results of completing some tasks of the subtest, one can judge the test taker’s stock of knowledge.

The second subtest consists of tasks that are a verbal version of eliminating the “fifth odd one out.” The data obtained from research using this technique allows us to judge the mastery of the operations of generalization and abstraction, and the ability of the subject to identify the essential features of objects or phenomena.

The third subtest is tasks on inference by analogy. To complete them, the subject must be able to establish logical connections and relationships between concepts.

The fourth subtest is aimed at identifying the ability to generalize (the test taker must name a concept that combines two words included in each subtest task).

Each task is assigned a certain score, reflecting the degree of its difficulty. The overall result for each subtest is determined by summing the scores for all 10 tasks.

In the first three subtests, the correct answers are in italics, and in the 4th subtest they are given in parentheses.

I subtest

Instructions for the subject: “Which word of all the ones I name is most suitable?”

II subtest

Instructions to the subject: “One word out of five is superfluous, it doesn’t fit with all the others. Listen carefully, which word is superfluous and why?”

III subtest

Instructions to the subject: “The word “nest” fits the word “bird,” tell me which word fits the word “dog” in the same way as the word “nest” fits the word “bird.” Why? Now we need to find a pair for other words. What word fits the word “rose” in the same way as the word “vegetable” fits the word “cucumber”. Choose from those that I tell you. So, a cucumber is a vegetable, and a rose is...”

IV subtest

Instructions to the subject: “What general word can be called...?”

Evaluation of students' performance of test tasks.

The score for each task is obtained by summing all correct answers for a given subtest. The maximum number of points that a student can receive for completing subtests I-II is 26 points, III - 23 points, IV - 25 points. Thus, the total maximum score for all 4 subtests is 100 points.

The results obtained by the student are interpreted as follows:

100-80 points - high level of mental development;
79-60 points - average level;
59-40 points - insufficient (below average) level of development;
39-20 points - low level of development;
less than 20 points is a very low level.

When discussing the results, one should take into account not only the overall level of development, but also the role of each component in the overall result. It is important to assess how harmoniously or asynchronously the diagnosed intellectual skills are developed, as well as which of the parameters significantly improves or worsens the result.

Methodology "Logical tasks".

The technique was developed by A. Z. Zak and is intended to diagnose the level of development of theoretical analysis and internal action plan in younger schoolchildren. The results of the study make it possible to establish the degree of development of the theoretical method of solving problems in general, to draw a conclusion about the peculiarities of the formation in a child of such an intellectual skill as reasoning, i.e. how a child can draw conclusions based on the conditions that are offered to him as initial ones, without involving other considerations related to the situational rather than the substantive side of the conditions.

The technique can have both individual and frontal use.
Estimated operating time: 30-35 minutes.

Instructions to subjects:

"You have been given sheets with the conditions of 22 problems. Look at them. The first four problems are simple: to solve them, just read the condition, think and write in the answer the name of only one person, the one who, in your opinion, will be the most cheerful, the strongest or the fastest of those mentioned in the problem.

Now look at problems 5 to 10. They use artificial words and meaningless letter combinations. They replace our ordinary words. In problems 5 and 6, meaningless letter combinations (for example, naee) represent words such as more fun, faster, stronger, etc. In problems 7 and 8, artificial words replace ordinary people's names, and in problems 9 and 10 they replace everything. When you solve these six problems, you can “in your mind” (to yourself) substitute understandable, ordinary words instead of meaningless words. But in the answers to problems 7 to 10 you need to write a meaningless word that replaces the person’s name.

Next come problems 11 and 12. These problems are “fairytale” because they tell something strange and unusual about animals known to all of us. These problems must be solved using only the information about animals that is given in the task conditions.

In problems 13 to 16, you need to write one name in the answer, and in problems 17 and 18 - whoever thinks is correct: either one name or two. In problems 19 and 20, it is obligatory to write only two names in the answer, and in the last two problems - 21 and 22 - three names, even if one of the names is repeated."

Tasks to present:

1. Tolya is more fun than Katya. Katya is more fun than Alik. Who's the most fun?
2. Sasha is stronger than Vera. Faith is stronger than Lisa. Who is the weakest?
3. Misha is darker than Kolya. Misha is lighter than Vova. Who is darkest?
4. Vera is heavier than Katya. Vera is easier than Olya. Who is the lightest?

5. Katya is worse than Lisa. Lisa is naeeer than Lena. Who has the most?
6. Kolya tprk than Dima. Dima is better than Borya. Who is everyone?

7. Prsn is more fun than Ldvk. Prsn is sadder than Kvshr. Who is the saddest?
8. VSNK is weaker than Rpnt. Vsnp is stronger than Sptv. Who is the weakest?

9. Mprn is smaller than Nvrk. Nvrk is worse than Gshds. Who has the most money?
10. Vshfp klmn than Dvts. Dvts klmn than Pnchb. Who is everyone's leader?

11. A dog is lighter than a beetle. A dog is heavier than an elephant. Who is the lightest?
12. A horse is lower than a fly. A horse is taller than a giraffe. Who is tallest?

13. Popov is 68 years younger than Bobrov. Popov is 2 years older than Semenov. Who is the youngest?
14. Utkin is 3 kg lighter than Gusev. Utkin is 74 kg heavier than Komarov. Who is the heaviest?
15. Masha is much weaker than Lisa. Masha is a little stronger than Nina. Who is the weakest?
16. Vera is a little darker than Lyuba. Vera is a little darker than Katya. Who is darkest?

17. Petya is slower than Kolya. Vova is faster than Petya. Who is faster?
18. Sasha is heavier than Misha. Dima is lighter than Sasha. Who is easier?

19. Vera is more fun than Katya, and easier than Masha. Vera is sadder than Masha and heavier than Katya. Who is the saddest and the hardest?
20. Rita is darker than Lisa and younger than Nina. Rita is lighter than Nina and older than Lisa. Who is the darkest and the youngest?

21. Yulia is more fun than Asya. Asya is lighter than Sonya. Sonya is stronger than Yulia. Julia is heavier than Sonya. Sonya is sadder than Asya. Asya is weaker than Yulia. Who is the funniest, the lightest and the strongest?
22. Tolya is darker than Misha. Misha is younger than Vova. Vova is shorter than Tolya. Tolya is older than Vova. Vova is lighter than Misha. Misha is taller than Tolya. Who is the fairest, who is the oldest and who is the tallest?

Right answers :
1. Tolya.
2. Lisa.
3. Vova.
4. Katya.
5. Katya.
6. Kolya.
7. LDvk.
8. SPTV.
9. Mprn.
10. Vshfp.
11. Elephant.
12. Fly.
13. Semenov.
14. Gusev.
15. Nina.
16. Faith.
17. Kolya and Vova.
18. Dima and Misha.
19. Katya, Masha.
20. Nina, Lisa.
21. Julia, Asya, Sonya.
22. Vova, Tolya, Misha.

Research results.

1. Level of development of the ability to understand the learning task

Correctly solved 11 problems or more - high level.
From 5 to 10 tasks - average level.
Less than 5 tasks - low level.

2. Level of development of the ability to plan your actions.

Correctly solved all 22 problems - high level.
The last 4 (i.e. 18-22) are not solved - average level.
Less than 10 tasks - low level.
Only problems 1 and 2 have been solved - the child can act “in his head” to a minimal extent.
Only the first problem has been solved - he cannot plan his actions, he even finds it difficult to replace in his “mind” a given ratio of quantities with the opposite one, for example, the ratio “more” to the ratio “less”.

3. Level of development of the ability to analyze the conditions of the problem.

Correctly solved 16 problems or more, including problems 5 to 16, means a high level of development.
Problems 5 to 16 partially solved (half or more) - average level.
Problems 5 to 16 have not been solved - low level of development, the child is not able to identify the structural generality of the problem, its logical connections.

Speech development

Ebbinghaus technique.

The technique is used to identify the level of speech development and the productivity of associations.
Instructions: "Fill in the missing words."

Instructions : "Place the dots."

Analysis of results: The speed of finding and productivity of associations is recorded.

Diagnostics of the formation of skills in educational activities

Diagnostics of the formation of the prerequisites for educational activities is aimed at determining the readiness of the future student for a new type of activity for him - educational. Unlike gaming, educational activities have a number of specific features. It assumes a focus on results, arbitrariness and commitment.

Most of the educational tasks faced by a first-grader are aimed at fulfilling a number of conditions, certain requirements, and focusing on rules and patterns. It is these skills that relate to the so-called prerequisites of educational activity, i.e. those that are not yet fully educational activities, but are necessary to begin to master it.

In this regard, at the age of 6-7 years, it is advisable to conduct a study of the above skills, on which the success of learning in the early stages of mastering knowledge and school requirements largely depends.

To diagnose the prerequisites for educational activities, a set of techniques is used, consisting of diagnosing the ability to focus on a system of requirements - the "Beads" technique, the ability to focus on a sample - the "House" technique, the ability to act according to the rule - the "Pattern" technique, the level of development of arbitrariness - the "Graphic" technique dictation".

Additionally, the following methods are given: “Drawing by dots” to determine the maturity of the ability to navigate the system of requirements, the “Mysterious Letter” method for studying the level of cognitive activity of younger schoolchildren, as well as the “Abridged Alphabet” method.

"Beads" technique.

Purpose of the task: identify the number of conditions that a child can maintain during the activity when perceiving a task by ear.

Organization of the task: the task is performed on separate sheets with a drawing of a curve representing a thread:

To work, each child must have at least six markers or pencils of different colors. The work consists of two parts: Part I (main) - completing the task (drawing beads), Part II - checking the work and, if necessary, redrawing the beads.

Instructions for Part I: “Children, each of you has a thread drawn on a piece of paper. On this thread you need to draw five round beads so that the thread passes through the middle of the beads. All beads should be of different colors, the middle bead should be blue. (The instructions are repeated twice). Begin paint".

Instructions for Part II of the task (this part of the test begins after all the children have completed the first part): “Now I’ll tell you again which beads you should have drawn, and you check your drawings to see if you did everything correctly. If anyone notices a mistake, make a new drawing next to it. Listen carefully". (The test condition is repeated again at a slow pace, each condition being highlighted by voice.)

Assessment of task completion (for assessment, the teacher chooses the best of two possible options):

Level 1 - the task is completed correctly, all five conditions are taken into account: the position of the beads on the thread, the shape of the beads, their number, the use of five different colors, the fixed color of the middle bead.

Level 2 - 3-4 conditions are taken into account when completing the task.

Level 3 - 2 conditions are taken into account when completing the task.

Level 4 - no more than one condition is taken into account when completing the task.

"House" technique.

The child is asked to draw the image of the house as accurately as possible. After finishing the work, offer to check if everything is correct. Can correct if it notices inaccuracies.

This technique allows you to identify the ability to focus on a sample and accurately copy it; the degree of development of voluntary attention, the formation of spatial perception.

Accurate reproduction is scored 0 points, 1 point is awarded for each mistake made.

The errors are:

a) an incorrectly depicted element; the right and left parts of the fence are assessed separately;
b) replacing one element with another;
c) absence of an element;
d) gaps between lines in places where they should be connected;
d) severe distortion of the pattern.

Methodology "Pattern".

The technique consists of three control dictations and one training one.

The children are told: “We will learn to draw a pattern. You have rows of triangles, squares and circles drawn on a piece of paper. We will connect triangles and squares to make a pattern. You must listen carefully and do what I say. We will have these three rules :

1. two triangles, two squares or a square with a triangle can only be connected through a circle;
2. the line of our pattern should go only forward;
3. Each new connection must be started from the figure where the line stopped, then the line will be continuous and there will be no gaps in the pattern.

Look on the piece of paper to see how you can connect triangles and squares."

Then the examiner says: “Now learn to connect yourself. Look at the bottom strip. Connect two squares, a square with a triangle, two triangles, a triangle with a square” (introductory - training - series).

The inspector monitors how each child completes the task, and, if necessary, corrects mistakes and explains to the child what he did wrong. Children make four connections as they learn.

The first episode follows. The examiner says: “Now we will draw without prompts. You must listen carefully and connect the figures that I will name, but do not forget that they can only be connected through a circle, that the line must be continuous and go forward all the time, i.e. That is, you must start each new connection from the figure on which the line ended. If you make a mistake, do not correct the mistake, but start from the next figure."

Dictation for the first episode:

"Connect a triangle with a square, a square with a triangle, two triangles, a triangle with a square, two squares, a square with a triangle, a triangle with a square, two squares, a square with a triangle, two triangles, two triangles, a triangle with a square."

You should dictate slowly, so that all children have time to draw the next connection. You cannot repeat the same thing twice, because... This may lead some children to draw unnecessary connections.

After the children have finished their work, the second series follows, and then the third. The series differ from each other only in the nature of the pattern reproduced under dictation. The rules for doing the work remain the same.

Dictation for the second series:

"Connect a square with a triangle, two triangles, a triangle with a square, two squares, two more squares, a square with a triangle, two triangles, a triangle with a square, a square with a triangle, a triangle with a square, two squares, a square with a triangle."

Dictation for the third series:

"Connect two squares, a square with a triangle, two triangles, a triangle with a square, two squares, a square with a triangle, a triangle with a square, a square with a triangle, two triangles, a triangle with a square, a square with a triangle, two triangles."

Children are not provided any assistance during the task. After finishing the work, the leaves are collected. The forms will be given out before the start of the examination. A sample pattern and 4 series of figures (a, b, c, d) have already been drawn on them. Each series is located one below the other and consists of three rows of small geometric figures (the size of the figures is 2x2 mm).

Evaluation of results.

Each correct connection counts for two points. The correct connections are those corresponding to the dictation. Penalty points (one at a time) are awarded:

1. for extra connections not provided for by the dictation (except for those at the end and at the beginning of the pattern, i.e. those preceding the dictation and following it);
2. for “gaps” - omissions of connection “zones” - between correct connections.

All other possible types of errors are not taken into account at all, because their presence automatically reduces the number of points awarded. The final number of points scored is calculated by the difference between the number of correctly scored points and the number of penalty points (the latter are subtracted from the former).

The maximum possible number of points in each series is 24 (0 penalty points). The maximum possible number of points for completing the entire task is 72.

Interpretation of the results obtained.

60-72 points is a fairly high level of ability to act according to the rule. Can simultaneously take into account several rules in work.

48-59 points - the ability to act according to the rule is not sufficiently developed. Can maintain orientation to only one rule when working.

36-47 points - low level of ability to act according to the rule. He constantly gets confused and breaks the rule, although he tries to follow it.

Less than 36 points - the ability to act according to the rule has not been developed.

Methodology "Graphic dictation".

This technique is used to determine the level of development of the child’s voluntary sphere, as well as to study capabilities in the field of perceptual and motor organization of space.

The material consists of 4 dictations, the first of which is training.

1. "We begin to draw the first pattern. Place the pencil at the highest point. Attention! Draw a line: one cell down. Do not lift the pencil from the paper, now one cell to the right. One cell up. One cell to the right. One cell down. One cell to the right "One cell up. One cell to the right. One cell down. Then continue to draw the same pattern yourself."

2. "Now place the pencil on the next point. Get ready! Attention! One cell up. One cell to the right. One cell up. One cell to the right. One cell down. One cell to the right. One cell down. One cell to the right. One cell up. One to the right. Now continue to draw the same pattern yourself."

3. "Attention! Three cells up. One cell to the right. Two cells down. One cell to the right. Two cells up. One to the right. Three cells down. One cell to the right. Two cells up. One cell to the right. Two cells down. One cell to the right. Three squares up. Now continue drawing this pattern yourself."

4. "Put the pencil on the lowest point. Attention! Three cells to the right. One cell up. One cell to the left (the word “left” is highlighted in a voice). Two cells up. Three cells to the right. Two cells down. One cell to the left (the word " "to the left" is again highlighted in the voice). One cell down. Three cells to the right. One cell up. One cell to the left. Two cells up. Now continue to draw this pattern yourself."

You are given one and a half to two minutes to complete each pattern independently. The total time of the procedure is usually about 15 minutes.

Analysis of results.

Error-free reproduction of the pattern - 4 points. For 1-2 mistakes they give 3 points. For more errors - 2 points. If there are more errors than correctly reproduced sections, then 1 point is given.
If there are no correctly reproduced sections, then 0 points are given. Three patterns (one training) are evaluated in this way. Based on the data obtained, the following execution levels are possible:

10-12 points - high;
6-9 points - average;
3-5 points - low;
0-2 points - very low.

Methodology "Drawing by points".

The technique includes 6 tasks, each of which is placed on a separate sheet of a special booklet given to the test subject. The samples in problems No. 1 and 5 are irregular triangles, in problem No. 2 - an irregular trapezoid, in problem No. 3 - a rhombus, in problem No. 4 - a square and in problem No. 5 - a four-rayed star:

The examination can be carried out either frontally or individually. Children are seated at tables one at a time. A book with a task is placed in front of each child. The experimenter, standing so that he can be clearly seen by all the children, opens the same book and shows a sheet with task No. 1. Then he says: “Open your books to the first page. Look: yours is the same as mine.” . (If any of the children opened the wrong page, the experimenter corrects him.)

Pointing to the vertices of the sample triangle, the experimenter continues: “You see, there were points here that were connected so that this drawing was obtained (an indication follows the sides of the triangle; the words vertex, sides, “triangle” are not pronounced by the experimenter). Other points are drawn nearby ( follows an indication of the points shown to the right of the sample). You yourself will connect these points with lines so that you get exactly the same drawing. There are extra points here. You will leave them, you will not connect them.

Now look in your books: are these points the same or not?” Having received the answer “no,” the experimenter says: “That’s right, they are different. There are red, blue and green. You must remember the rule: you cannot connect identical dots. You cannot draw a line from red to red, from blue to blue, or from green to green. A line can only be drawn between different points. Did everyone remember what to do? You need to connect the dots to get exactly the same drawing as here (follows an indication of the triangle sample). Identical points cannot be connected. If you draw a line incorrectly, tell me, I'll erase it with an eraser, it won't count. When you have completed this drawing, turn the page. There will be other dots and a different pattern, you will draw it."

At the end of the instruction, the children are given simple pencils. As the task progresses, the experimenter erases incorrectly drawn lines at the children’s request, makes sure that no task is missed, and encourages the children if necessary.

Assessment of task completion.

The main indicator of task completion is the total score (TS). It is output as follows. In each task, first of all, the accuracy of the sample reproduction is established. In problems No. 1 and 5, any triangle is considered to reproduce the pattern (at least approximately), in problems No. 2, 3 and 4 - any quadrilateral, in problem No. 6 - any star. Incomplete figures, which can be completed to those listed above, are also considered to reproduce the pattern.

If the child reproduces the sample at least approximately, he receives one point for each correctly reproduced element of the figure (in problems No. 1-5 a separate line acts as an element, in problem No. 6 - a ray). An element that does not include violations of the rule (that is, does not contain connections of identical dots) is considered to be correctly reproduced.

In addition, one point is awarded for:

1. compliance with the rule, i.e. if it has not been violated even once in this task;
2. completely correct reproduction of the sample (as opposed to approximate);
3. simultaneous compliance with both requirements (which is only possible if the decision is completely correct).

The total score is the sum of the points the child received for all 6 problems. The score received for each problem can fluctuate: in problems No. 1 and 5 - from 0 to 6, in problems No. 2, 3, 4 and 6 - from 0 to 7.

Thus, the total score can range from 0 (if there is not a single element correctly reproduced and the rule is not followed in any of the problems) to 40 (if all problems are solved without error).

Erased, i.e. lines assessed by the child himself as incorrect are not taken into account when calculating the assessment.

In a number of cases, a rougher and simpler estimate—the number of correctly solved problems (NSP)—is sufficient. The NRP can range from 0 (not a single task has been solved) to 6 (all 6 tasks have been solved).

Interpretation of results:

33-40 points (5-6 tasks) - a high level of orientation towards a given system of requirements, can consciously control their actions.

19-32 points (3-4 tasks) - orientation towards the system of requirements is not sufficiently developed, which is due to the low level of development of voluntariness.

Less than 19 points (2 or less tasks) - an extremely low level of regulation of actions, constantly violates the given system of requirements proposed by the adult.

Methodology "Reducing the alphabet".

The technique is intended to identify the child’s subject organization, which helps or hinders him in accepting an educational task. In other words: the methodology allows you to determine whether the child has developed a specific subject matter of educational activity.

The technique was developed by G. A. Tsukerman and is intended for individual use with students in grades 1-3.

Method material: Two envelopes. One depicts a boy about 10-15 years old, the other a girl. 10 cards with words written in block letters:

The meaning of the work: Children must classify the squats: put them in envelopes. The basis of the classification depends on how the child understood the problem formulated by the adult. (Does he know how to accept an adult’s task or replaces it with his own task, without noticing this substitution).

Instructions.

1. “Name these letters (writesE, Yo, Yu, I). Right. What work do these letters do in words?” (Help the child remember something like the following: these letters indicate their vowel sound and the softness of the consonant in front).

2. “Do you think we can do without these letters, shorten the alphabet, so that it is easier for children to learn to read?” (write down the thoughts expressed by the child).

3. “You think so, but my two older students answered this question differently. They invented a new Russian letter in which any word can be written without these letters! Do you want to see what they came up with?.. Only here’s the problem. The boy came up with his own way of writing, but the girl has her own way. Everyone wrote the words in their own way and put their words in their own envelope. (Show envelopes with pictures of a boy and a girl). And I took out the cards and mixed them up. Now you will read the words, you'll see what two ways of writing they came up with. And you'll put their words into envelopes: the boy's words - here, the girl's words - here. But I'll tell you the first words myself: I know exactly what the names of my students are. And here are their names. But written in -new. Can you read it?" (Help the child pronounce consonants softly, recognize the word, but do not explain the meaning of new written characters.)

4. “That’s right, the boy’s name is Alyosha, the girl’s name is Tanya. Have you already guessed what they invented?” (Write down the child’s guess; if the child shrugs, encourage him: “Nothing, here are two new words for you. Read them. You’ll understand everything soon.”) Give the word (LENTA - MOR*AK). Again, if necessary, help the child read them, ask them to put them in envelopes: which word Tanya wrote, and which word Alyosha wrote. Record all the child’s actions and words, praise for everything: “Excellent. How did you guess? Now 2 new words. Put them in envelopes again...”.

If the child cannot formulate the essence of Tanya and Alyosha’s inventions by the end of the work, further research should be stopped.

If the child was able to formulate a new principle of writing, ask him to invent his own letter, not the same as Alyosha’s, and not the same as Tanya’s, and write the word with his own letterBALL, ICE.

Pay special attention to the child’s work with the last pair of wordsSAIL - BEADS. If the child thinks about these words for a very long time, help him a little: “Yes, it’s difficult to figure it out correctly. But still, which of these words do you think Alyosha wrote?” No matter how confusingly and confusingly the child formulates the only correct answer: “This cannot be determined at all,” help him and praise him very much (!!!).

Treatment: Decide for each child:

1. How did he solve the problem (2-4 pairs of words):

a) naturally - focusing solely on the meaning of the word (the word SAILOR was written by a boy, because girls are not sailors...);

c) started to solve naturally, switched to a formal solution (or vice versa).

2. How was the last problem (which has no solution) solved?

3. Was the child able to meaningfully formulate the new ways shown to him of indicating the softness of consonants in writing?

4. Was the child able to invent his own way of indicating softness (refusal, repeated exactly one of the two shown to him, invented his own sign of softness).

Methodology "Mysterious letter".

The technique is intended for diagnosing the cognitive activity of younger schoolchildren. Can be carried out both in a group and individually.

5 minutes before the end of the lesson (the lesson itself is normal), the experimenter announces: “You guys have received a mysterious letter, from whom it is unknown. At the bottom of this piece of paper is a code. Look, guys!”

The content of the letter can be anything: abstract or tied to the topic of the lesson; small in volume - 2-3 sentences and a signature, and the usual system of matching letters of the alphabet and numbers is used as a cipher:

Each child receives a piece of paper with a “Mysterious Letter”. Under the guidance of the experimenter, the children decipher the first word. The deciphered word is marked on a piece of paper. After this, a break is announced for 10 minutes. The experimenter invites other children (who wish) to find out who the letter came from. Those who do not want to continue working can leave the piece of paper on their desk and go for a walk. After the break, before the start of the next lesson, the children hand in the signed pieces of paper.

Interpretation of results.

High level of cognitive activity - transcribed in full.
Cognitive activity is moderately expressed, rapidly decreasing - started deciphering, but did not finish.
Low level of cognitive activity - did not take up decoding.

The conclusion about the severity of cognitive activity is recorded on the sheet with the task, below.

The problem of cognitive processes is one of the most extensive in pedagogy, since, being an individual psychological characteristic of a person, it reflects very complex interactions of psychophysiological, biological and social conditions of development. The high demands of modern life on the organization of education make the problem of the development of mental cognitive processes of schoolchildren especially relevant for the search for new, more effective psychological and pedagogical approaches.

Mental processes: sensation, perception, attention, imagination, memory, thinking, speech - act as the most important components of any human activity. In order to satisfy his needs, communicate, play, study and work, a person must somehow perceive the world, paying attention to various moments or components of activity, imagine what he needs to do, remember, think about, express. Consequently, without the participation of mental processes, human activity is impossible. Moreover, it turns out that mental processes do not just participate in activity, but develop and represent special types of activity

View document contents
“Diagnostics of attention of younger schoolchildren”

Diagnosis of attention

When testing, follow two basic rules:

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

1. Diagnosis of attention level:

- “Find differences/similarities”,

- “Find two identical objects/pairs”
- “What has changed in the picture?”

find 10 differences

2. Diagnostics of attention span and concentration:

“Remember and dot the dots” technique

Using this technique, it is estimated attention span child. For this purpose, the stimulus material shown below is used. The sheet with dots is first cut into 8 small squares, which are then stacked in such a way that there is a square with two dots at the top, and a square with nine dots at the bottom (all the rest go from top to bottom in order with a successively increasing number of dots on them).

Before the experiment begins, the child receives the following instructions: “Now we are going to play an attention game with you. I will show you cards one by one with dots on them, and then you yourself will draw these dots in the empty cells in the places where you saw these dots on the cards.”

Next, the child is shown sequentially, for 1-2 seconds, each of eight cards with dots from top to bottom in a stack in turn, and after each next card he is asked to reproduce the dots seen in an empty card in 15 seconds. This time is given to the child so that he can remember where the dots he saw were located and mark them on a blank card.

Evaluation of results

The child’s attention span is considered to be the maximum number of dots that the child was able to correctly reproduce on any of the cards (the one from the cards on which the largest number of dots was accurately reproduced is selected). The results of the experiment are scored as follows:

10 points - the child correctly reproduced 6 or more dots on the card within the allotted time.

8-9 points - the child accurately reproduced 4 to 5 dots on the card.

6-7 points - the child correctly recalled from memory 3 to 4 points.

4-5 points - the child correctly reproduced from 2 to 3 points.

0-3 points - the child was able to correctly reproduce no more than one dot on one card.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

6-7 points - average.

4-5 points - low.

0-3 points - very low.

Stimulus material for the task “Remember and dot the dots.”

Matrices for the task “Remember and dot the dots.”

Methodology “Corrective test”

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

The number of letters viewed indicates the amount of attention, and the number of mistakes made indicates its concentration.

Norm of attention span for children 6–7 years old - 400 characters and above, concentration - 10 errors or less;

for children 8–10 years old - 600 characters and above, concentration - 5 errors or less.

3. Study of concentration

Purpose of the study: determine your level of concentration.

Material and equipment: Pieron-Ruzer test form, pencil and stopwatch.

Research procedure

The study can be conducted with one subject or with a group of 5-9 people. The main conditions when working with a group are to comfortably place the test takers, provide each person with test forms and pencils, and ensure that silence is maintained during the testing process.

Instructions to the subject:“You are offered a test with a square, a triangle, a circle and a rhombus depicted on it. At the signal “Start”, place the following signs in these geometric shapes as quickly as possible and without errors: in a square - plus, in a triangle - minus, in a circle - nothing "Place a dot in the diamond. Place the signs in a row, line by line. Time for work is allotted 60 seconds. At my signal “Stop!” Stop placing signs."

Form with geometric figures of the Pieron-Ruzer test

Subject: ____________ Date _______

Experimenter: _________ Time _______

During the study, the experimenter controls the time using a stopwatch and gives the commands “Start!” and "Stop!"

Processing and analysis of results

The results of this testing are: the number of geometric figures processed by the test subject in 60 seconds, counting both the circle and the number of errors made.

The level of concentration is determined according to the table.

Number of shapes processed

	Level of concentration
		very tall

		medium low
64 or less		very low

For mistakes made while completing a task, the rank is reduced.

If there are 1-2 errors. then the rank is reduced by one,

if 3-4 – concentration of attention is considered worse by two ranks,

and if there are more than 4 errors, then by three ranks.

When analyzing the results, it is necessary to establish the reasons that determined these results. Among them, the attitude, the readiness of the subject to follow instructions and process the figures by placing signs in them as soon as possible, or his orientation towards the accuracy of filling out the test, is important. In some cases, the level of concentration may be lower than possible due to the person’s too great desire to show his abilities and achieve maximum results (that is, a kind of competitiveness). A decrease in concentration can also be caused by fatigue, poor vision, or illness.

4.Diagnostics of attention stability

“What is shown in the picture?”

The child must carefully examine the picture and answer questions like

“What animals are drawn in the picture?

Which animals live here and which ones live in warm countries?

What animals are there in the picture?

Pay attention to how the child views the picture: is he active, interested, is he focused.

Schulte tables

The procedure for applying the technique is as follows. The subject looks through the first table and finds, indicating, all the numbers in it from 1 to 25. Then he does the same with all the other tables. The speed of operation is taken into account, i.e. the time spent searching for all the numbers in each table.

The average time spent working with one table is determined. This is done by calculating the sum of the time required for all five tables, which is then divided by 5. The result is an average per table.

In order to evaluate stability of attention, you need to compare the time spent viewing each table. If from the first to the fifth table this time changes slightly and the difference in the time spent viewing individual tables does not exceed 10 seconds, then attention is considered stable. In the opposite case, the conclusion is made about insufficient stability of attention.

5. Diagnosis of attention switching

“Red-black” technique table"

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

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

Table

Switching attention

“Put icons” technique

The test task in this technique is intended to evaluate switching and distributing the child’s attention. Before starting the task, the child is shown a drawing and explained how to work with it. This work consists of putting in each of the squares, triangles, circles and diamonds the sign that is given at the top of the sample, i.e., respectively, a tick, a line, a plus or a dot.

Carrying out the technique

The child works continuously, performing this task for two minutes, and the overall indicator of switching and distribution of his attention is determined by the formula:

S=(0.5N – 2.8n)/120

where S is an indicator of switching and distribution of attention; N is the number of geometric shapes viewed and marked with appropriate signs within two minutes; n is the number of errors made during the task. Errors are considered to be incorrectly placed or missing signs, i.e. geometric shapes not marked with appropriate signs.

Evaluation of results

10 points - S score is more than 1.00.

8-9 points - the S indicator ranges from 0.75 to 1.00.

6-7 points - the S indicator ranges from 0.50 to 0.75.

4-5 points - the S indicator is in the range from 0.25 to 0.50.

0-3 points - the S indicator ranges from 0.00 to 0.25.

Conclusions about the level of development

10 points - very high.

8-9 points - high.

6-7 points - average.

4-5 points - low.

0-3 points - very low.

6. Diagnosis of selectivity of attention

“Color in the letters first, then the numbers.”

It is very important, starting from birth and throughout preschool age, to develop the child’s attention. Attention and good memory are your child’s main helpers.

Attention and memory are necessary for every child, especially preschoolers. Preschool children learn a lot of new information and good attention and memory are simply necessary for every child for learning, for remembering important information, for applying information in life.

Attention tests for preschoolers

Test first

Look carefully at the following picture, geometric shapes are depicted here in different ways. You have one minute to complete this test. Find identical geometric shapes.

If you couldn’t find the same geometric shapes in one minute, repeat the exercise.

Test two

Look carefully at the following picture, it shows different objects. You have one minute to complete this test. Find two extra pictures among all the pictures.

Test three

Look carefully at all four pictures, different objects, clothes and vegetables are drawn on them. You have one minute to complete this test. Find the extra object in each square.

Test four

Look carefully at this test, a rectangle is drawn here with a certain pattern, but not completely. You have ten seconds to complete this test. Which figure and under which number should be inserted.

Test five

Look carefully at the following picture. Here children are depicted and letters are written. You have one minute to complete this test. Decipher the children's names using letters and say their names.

Test six

Look carefully at the following picture, here are drawn: a square, a triangle, a circle and a rhombus.

In the top line there are samples according to which you need to fill in all the other geometric shapes. There is a checkmark in the square, a minus sign in the triangle, a plus sign in the circle, and a dot in the diamond. One minute is given to complete the task.

Test seven

Look carefully at the next test, there is a car drawn here and a flag that indicates the finish. Ten seconds are given to complete the task. We need to bring the car to the finish line.

Test eight

Pattern test.

Test nine

Look carefully at these two pictures. You have ten seconds to complete this test. Find ten differences in these pictures.

Test ten

Look carefully at the next maze, there is a monkey and a banana. You have one minute to complete this test. Help the monkey find a banana.

Test eleven

Pattern test.

Look carefully at the pictures, different objects are depicted here. You have one minute to complete this test. In this test you need to find a pattern and draw the next or missing object.

Test twelfth

This test contains a logical attention task. Look carefully at the top line, there is a number written under each picture. One minute is given to complete the task. You need to insert a number instead of a picture and calculate what happens.

Test thirteen

Look carefully at the pictures of this test; on the left there are samples with different pictures that need to be inserted into the right side of the picture. You have ten seconds to complete this test.

Test fourteen

Look carefully at the pictures of this test; on the right there are samples with different pictures that need to be inserted into the left side of the picture. You have two seconds to complete this test.

Test fifteen

Look carefully at the pictures of this test; there are teapots with different designs. You have two seconds to complete this test. Find two similar teapots.

Test sixteen

Attention test. Look at the picture of this test; there is a tree drawn on it; apples grow on this tree. The apples containing the “-” sign must be colored green, the rest must be colored red. You have three minutes to complete this test.

Test seventeen

Look at the picture of this test, vegetables, fruits, flowers, berries are drawn here and words are written. Match fruits with the word fruits, vegetables with the word vegetables, berries with the word berries, flowers with the word flowers. You have one minute to complete this test.

Test eighteen

Look carefully at this test, different animals and the foods they like to eat are drawn here. Help each animal find its food. You have two minutes to complete this test.

Test nineteen

Look carefully at this test, here are drawn Little Red Riding Hood, a wolf and the house where grandma lives. Help Little Red Riding Hood get to her grandmother's house so she doesn't get eaten by the wolf. You have one minute to complete this test.

Test twentieth

Look carefully at the next test, there is a drawing of a flower and a pot. You have one minute to complete this test. Find your way to the pot to plant the flower.

Test twenty-one

Pattern test.

Look carefully at the pictures, different objects are depicted here. You have one minute to complete this test. In this test you need to find a pattern and draw the next or missing object.

Exercises for preschoolers to develop attention and memory

First exercise “Remember and Tell”

In this exercise various objects are drawn. Look carefully at these items and remember them. The child is given ten seconds to memorize.

Now close the picture and tell from memory what is drawn here. Older children can draw these pictures from memory.

Second exercise “Name what you see”

Talk a lot and constantly with your child; the more he listens to you, the more he will concentrate on what you are telling him.

At home, you can show your child different objects, unusual objects, for example, a figurine. Tell us what kind of figurine it is, where you got it from, which figurine is big or small, who is depicted on the figurine, what material it is made of, the child will be interested in all this.

On the street at any time of the year, you can teach a child, tell what flowers are blooming, describe these flowers in more detail, what birds live in your city, and show them to the child, look at beautiful houses, fountains, monuments and so on.

The child gets to know the world around him together with you, he is interested in everything that you tell and show him, he loves to listen and touch.

Then you can take one thing, for example, a leaf from a tree and examine it carefully with your child. What leaf, from which tree, what color is the leaf, what size, and so on.

Third exercise “Tell and do”

It is very important to teach a child to concentrate on even the simplest task. Draw with your child together. Give your child a task to draw, for example, a house, sun and grass.

Explain to the child out loud what he should do first, correct him, pronounce every movement of the child. Communicate more with your child and comment out loud on his actions.

Teach your child to perform all actions sequentially. Gradually, the child will learn to do everything consistently, independently.

Fourth exercise “Find the object”

The game, find the object, is well suited for developing attention and memory. Come up with some object that is in the room so that the child knows this object well.

For example, it could be a doll.

Describe the doll in as much detail as possible, what it is like, what size and color it is, what can be done with this doll, what the doll is wearing, what kind of hair, eyes it has, and so on.

If the child quickly guesses what is being said, take another object and repeat the exercise.

Try to play the other way around, let the child come up with some object and describe it in detail, and you try to guess what kind of object it is.

Fifth exercise “Let's look at each other”

The exercise, let's see, looks at each other well, develops your child's attention and memory, it is very simple, interesting and fun. Your child will enjoy playing this game. You can play this game on the way to kindergarten, on the way to the store, and so on.

Give your child the opportunity to look at you carefully for a few seconds. Then he turns away and tells you everything he remembers about you.

For example, hair color, description of your face, what you are wearing, what color, and so on. If the child could not tell much, do not scold him, play this game again. Studying you, the second time the child will be more attentive than the first time.

You can even play this game in reverse, look at your child, turn away and describe what you remember. Your child will draw conclusions, he will compare your detailed description with his description and understand what he missed in the story. You can talk through these conclusions while delving into the details together.

Sixth exercise “Disturb me”

Interesting exercise, disturb me. Here you can play together - dad, mom and child.

The role of the father is to ask different questions to the child, for example, what color is the cube, does the car have wheels, where is the ball, what is your name, and so on. The child must answer questions quickly.

The mother's role is to distract the child when he answers questions. If your child was able to answer the questions without getting distracted, reward him. Next time he will try even better.

This game can be played by two people, for example, a child recites a poem or retells a fairy tale, and you distract him.

Seventh exercise “Be attentive”

Recently, children's books often offer memory development exercises. For example:

A picture is drawn, from the fairy tale “Kolobok”, the child looks at it and remembers what is depicted on it.

After one minute, the book closes and the child must tell what he remembers. This is a simple task, but it trains your memory well.

If the child remembers little or says it incorrectly, play together. Look at the picture, close it and try to tell in great detail what you remember.

The child will listen carefully to your story and, remembering the next picture, he will try to remember as much as possible. Children always love it when adults play interesting and educational games with them.

Eighth exercise “Try to remember”

You can develop observation, attention and visual memory in different ways. Let's consider one of them. This exercise is fun to do with several children at the same time.

For example:

For children, let's take five different objects; the objects can be completely different. It could be a pencil, a typewriter, a colored eraser, a doll, or a jump rope.

Let the children look at all these items, then put them in a dark bag.

The child is given one minute to memorize. The guys should take turns telling what they remember. If you are playing together with a child, memorize the items one by one and tell each other.

Each next lesson, try to reduce the memorization time and increase the number of items.

Ninth exercise “Look and remember”

Look carefully at the following picture, remember what it shows. Ten seconds are given to memorize. Cover the picture and let the child draw the same picture from memory. If the child is small, then let him tell from memory what he remembers. The child’s story must contain the colors that are present in the picture.

Tenth exercise “Remember and color”

Look at the following picture. Various animals are drawn here. In the top picture they are colored, but in the bottom they are not. Look carefully at the top picture, close it and let the child color the bottom part of the picture from memory.

What did the child do?

Open the picture and let the child compare whether he colored the picture correctly or not. How is the top picture different from the bottom?

Educational games for preschoolers

Game 1 “Find the coin”

The game “Find a Coin” develops memory and attention.

The main essence of the game is to click on the cell and find the coin.

In this game you need to find coins. Houses are drawn on the screen, in these houses you need to find a coin, you cannot click on the same house twice in a row. If you answered correctly, you score points and play further.

Game 2 "Pathfinder"

The Pathfinder game develops memory.

The main essence of the game is to remember the tracks of animals and repeat them.

In this game, animal tracks appear on the screen, look carefully and remember in what order the tracks appear. Then you need to show which trace appeared first, and which second. If you answered correctly, you score points and play further.

Game 3 "Diamonds"

The game "Diamonds" develops memory.

The main essence of the game is to remember the order of the figures that light up on the screen and repeat it.

The figures light up on the screen one by one, remember the order in which these figures light up and repeat it. You can do this using the mouse or the cursor on the keyboard. If you answer correctly, you score points and play further.

Game 4 "Speed Comparison"

The game "Speed Comparison" develops memory and attention.

An object is displayed on the screen, you remember it and compare it with the next object, if the object is the same, then answer “yes”, if different objects answer “no”. If you answer incorrectly three times, the game ends.

Game 5 “Complicated high-speed movement”

The game “Complicated high-speed movement” develops memory and attention.

The main point of the game is to remember the previous item and compare it with the current one on the screen.

A picture is displayed on the screen, you remember it and compare it with the next object, if the object is the same, then answer “yes”, if the objects are different, you answer “no”, if the objects are similar, you answer “partially coincides”. This game is designed to increase speed. If you answer incorrectly three times, the game ends.

Game 6 “Memory Matrix”

The game "Memory Matrices" develops memory and attention.

The main essence of the game is to reproduce the position of the shaded figures.

In each round, a playing field consisting of cells is shown, a certain number of cells are filled in, the rest is left free. You need to remember the location of these cells and repeat their position after they have disappeared on the screen. If you check the boxes correctly, you score points and move on.

Game 7 "BrainFood"

The BrainFood game develops memory and attention.

The main essence of the game is that in each round a set of elements is shown; you must choose from the set the one that has not yet been selected in previous rounds.

In this game, drinks and food are offered on the screen. You have to choose one thing. In each subsequent round, you must choose a different dish that differs from the previously selected ones. You must remember and always choose different dishes and drinks. If you answer correctly, you gain points and play further.

Game 8 "Super Memory"

The game “Super Memory” develops memory and attention.

The main essence of the game is that every round a new object appears on the screen; you need to indicate it by clicking on it.

In this game, a round starts and a picture appears on the screen, in the next round another picture appears and the old picture is saved. You only need to click on a new picture. If you answer correctly, you gain points and continue playing.

Game 9 "Submarines"

The game "Submarines" develops a child's attention.

Submarines move in the sea in the following directions: left, right, down, up. The question appears on the screen: “Where are the boats pointing?”, “Where are the boats moving?” Look carefully at the question, at the movement of the boats and their direction. Use the arrows to answer the question correctly. For the correct answer you get points and continue playing. If you have three incorrect answers, the game ends.

Game 10 "Keen Eye"

The game "Sharp Eye" develops attention.

The main point of the game is to remember where the bird, ship and sun are and then indicate where they were.

The screen opens for a few seconds, with a bird, a ship and the sun drawn on it. We need to remember where they are. Then the question is displayed: “Click where the ship was.” You must indicate where the ship was. Then the question is displayed: “Click where the bird was.” You must indicate where the bird was. Then the question is displayed: “Click where the sun was.” You must answer where the sun was and so on. If you answered correctly, you score points and continue playing.

Courses for the development of intelligence

In addition to games, we have interesting courses that will perfectly pump up your brain and improve your intelligence, memory, thinking, and concentration:

Development of memory and attention in a child 5-10 years old

The course includes 30 lessons with useful tips and exercises for children's development. Each lesson contains useful advice, several interesting exercises, an assignment for the lesson and an additional bonus at the end: an educational mini-game from our partner. Course duration: 30 days. The course is useful not only for children, but also for their parents.

Secrets of brain fitness, training memory, attention, thinking, counting

If you want to speed up your brain, improve its functioning, improve your memory, attention, concentration, develop more creativity, perform exciting exercises, train in a playful way and solve interesting problems, then sign up! 30 days of powerful brain fitness are guaranteed to you:)

Super memory in 30 days

As soon as you sign up for this course, you will begin a powerful 30-day training in the development of super-memory and brain pumping.

Within 30 days after subscribing, you will receive interesting exercises and educational games in your email that you can apply in your life.

We will learn to remember everything that may be needed in work or personal life: learn to remember texts, sequences of words, numbers, images, events that happened during the day, week, month, and even road maps.

Money and the Millionaire Mindset

Why are there problems with money? In this course we will answer this question in detail, look deep into the problem, and consider our relationship with money from psychological, economic and emotional points of view. From the course you will learn what you need to do to solve all your financial problems, start saving money and invest it in the future.

Speed reading in 30 days

Would you like to quickly read books, articles, newsletters, etc. that interest you? If your answer is “yes,” then our course will help you develop speed reading and synchronize both hemispheres of the brain.

With synchronized, joint work of both hemispheres, the brain begins to work many times faster, which opens up much more possibilities. Attention, concentration, speed of perception intensifies many times over! Using the speed reading techniques from our course, you can kill two birds with one stone:

Learn to read very quickly
Improve attention and concentration, as they are extremely important when reading quickly
Read a book a day and finish your work faster

We speed up mental arithmetic, NOT mental arithmetic

Secret and popular techniques and life hacks, suitable even for a child. From the course you will not only learn dozens of techniques for simplified and quick multiplication, addition, multiplication, division, and calculating percentages, but you will also practice them in special tasks and educational games! Mental arithmetic also requires a lot of attention and concentration, which are actively trained when solving interesting problems.

Conclusion:

Developing attention starting from preschool age is very important and necessary. With good memory and attention, a child will easily learn and remember a lot of new information. Develop your children with educational games, tests and exercises, and play together. We wish you good luck.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Diagnosis of attention in senior preschoolers. Among mental phenomena, attention occupies a special place; it is not an independent mental process and does not relate to personality traits.

Characteristics of the “Find and Cross Out” technique and its authors

Test procedure for preschoolers and primary schoolchildren

Files: Materials for testing

Processing and analysis of results

View document contents “Diagnostics of attention of younger schoolchildren”

Attention tests for preschoolers

Test first

Test two

Test three

Test four

Test five

Test six

Test seven

Test eight

Test nine

Test ten

Test eleven

Test twelfth

Test thirteen

Test fourteen

Test fifteen

Test sixteen

Test seventeen

Test eighteen

Test nineteen

Test twentieth

Test twenty-one

Exercises for preschoolers to develop attention and memory

First exercise “Remember and Tell”

Second exercise “Name what you see”

Third exercise “Tell and do”

Fourth exercise “Find the object”

Fifth exercise “Let's look at each other”

Sixth exercise “Disturb me”

Seventh exercise “Be attentive”

Eighth exercise “Try to remember”

Ninth exercise “Look and remember”

Tenth exercise “Remember and color”

Educational games for preschoolers

Game 1 “Find the coin”

Game 2 "Pathfinder"

Game 3 "Diamonds"

Game 4 "Speed ​​Comparison"

Game 5 “Complicated high-speed movement”

Game 6 “Memory Matrix”

Game 7 "BrainFood"

Game 8 "Super Memory"

Game 9 "Submarines"

Game 10 "Keen Eye"

Courses for the development of intelligence

Development of memory and attention in a child 5-10 years old

Secrets of brain fitness, training memory, attention, thinking, counting

Super memory in 30 days

Money and the Millionaire Mindset

Speed ​​reading in 30 days

We speed up mental arithmetic, NOT mental arithmetic

Conclusion:

Send your good work in the knowledge base is simple. Use the form below

Similar documents

View document contents
“Diagnostics of attention of younger schoolchildren”

Game 4 "Speed Comparison"

Speed reading in 30 days