INDIVIDUAL CHILD DEVELOPMENT CARD
____________________________________________________
Last name, first name of the child
___________________________________________________________________________________
Date of Birth
pupil of a municipal budget preschool
educational institution child development center - kindergarten No. 17 “Zvezdochka”
urban district Bolshoi Kamen
Designing an individual development map for a preschool child
in accordance with the requirements of the Federal State Educational Standard
The creation of an Individual Development Card for a Preschool Child (IDC) is very relevant today, since the Preschool Education Standard puts forward requirements for the individualization of the educational process. The wide variability of educational programs that has arisen in education makes it necessary to identify the parameters of the general characteristics of a child during the transition from one stage of education to another.
Child's individual development map – a document that includes the main indicators of the development of a child attending a preschool educational institution over time.Purpose of using the card – identification and generalization in one document of the individual physical, personal characteristics of the pupil, assimilation of program material and, as a result, the design of an individual educational route (IER) within the framework of the educational process of MBDOU No. 17 “Zvezdochka”. An individual development card is created once when a pupil enters a preschool educational institution and is filled out for each pupil throughout the entire period of attending kindergarten by specialists who conduct educational and correctional development work with the child. The map includes development indicators at the beginning and end of the school year, as well as recommendations from specialists on designing an individual educational route, which solves the problem of creating psychological and pedagogical support for the child’s development. The effectiveness of psychological and pedagogical support lies in the organization of close interaction between all participants in the educational process to create favorable conditions for the upbringing, correction and development of children in kindergarten. To realize the main goal of psychological and pedagogical support, it is necessary to ensure information exchange, a single information space, which is what we tried to do when designing the structure of the individual development map.
The data obtained as a result of pedagogical diagnostics should coordinate the further activities of teachers with preschoolers. Children who have shown low and high levels of development in mastering any educational areas should be under special supervision of educators and specialists. To work with these children, it is logical to build an individual educational route for the child in order to correct the deficiencies or special abilities of the child identified during the process of pedagogical diagnostics, which require an individual approach to their development.
Pedagogical diagnostics are carried out using observation, play or conversation methods. It is important that the examination takes place in an atmosphere of goodwill: the child should be encouraged and given emotional support.
In addition, the results of all children are entered into the Group Summary Table. Analysis of the results obtained will allow us to see the level of development of children in a particular group and develop correctional and developmental programs for the group as a whole.
To fill out the card, the teacher does not need to organize special situations. It is assumed that the teacher has already formed a certain image of the child and when assessing he uses the information that has accumulated over a certain period of observation. If the teacher has doubts about the assessment, then he needs to conduct additional observation of the child in certain types of free activities. The proposed forms for filling out by the teacher are aimed at the fact that the card will ultimately provide information about the overall picture of the development of all children in the group and the place of each child in it. That is, the teacher will be able to see whether the development of various areas of initiative of a particular preschooler corresponds to age standards
1. is filled out when the child enters kindergarten and is maintained until graduation from school.
2. In fillingcards All preschool teachers take part.
3. Diagnosis, health group,physical education group,physical development is indicated according to the child’s medical record.
4. The assessment of the results of mastering the preschool education program is indicated in accordance with the diagnostic assessment accepted at the preschool educational institution
(monitoring) on a 5-point scale:
1 point - the child cannot fulfill all assessment parameters and does not accept adult help;
2 points - the child, with the help of an adult, fulfills some assessment parameters;
3 points - the child fulfills all assessment parameters with partial assistance from an adult;
4 points - the child performs all assessment parameters independently and with partial assistance from an adult;
5 points - the child completes all assessment parameters independently.
Regulatory development options we can calculate the average values for each child or a group-wide development parametermore than 3.8. The same parameters in the range of average valuesfrom 2.3 to 3.7 it could be consideredproblem indicators in the development of the child, as well as minor difficulties in organizing the pedagogical process in the group. Average valuesless than 2.2 will indicate a pronounceddiscrepancy between child development and age , as well as the need to adjust the pedagogical process in the group according to this parameter/this educational area.
Criteria for assessing the level of child development : high (H), medium (C), low (L)
5. The average is calculated based on all data received.
Legend:
n.g. - beginning of the year
k.g. - the end of the year
Date of admission to MBDOU No. 17 “Zvezdochka” ___________________________________________________________________
Criteria for assessing the child’s development level: high (H), medium (C), low (L)
Development indicators2 Early group
20___-20___school year
1 Junior group
20___-20___school year
2 Junior group
20___-20___school year
Average
group
20___-20___school year
Senior group
20___-20___school year
Preparatory
to school group
20___-20___school year
autumn
spring
autumn
spring
autumn
spring
autumn
spring
autumn
spring
autumn
spring
Child's health status
Doctor, head nurse
Diagnosis
Health group
Level of physical development
2. Assessing the results of mastering the preschool education program
NGO "Physical Development"
Physical education instructor
Physical fitness
Quality of basic movements
NGO "Social and communicative development"
Educator
Play activity
Work
Healthy lifestyle and lifestyle
Communication with peers and adults
2 Early group
20___-20___school year
1 Junior group
20___-20___school year
2 Junior group
20___-20___school year
Average
group
20___-20___school year
Senior group
20___-20___school year
Preparatory
to school group
20___-20___school year
autumn
spring
autumn
spring
autumn
spring
autumn
spring
autumn
spring
autumn
spring
NGO "Cognitive Development"
Educator
FEMP
Development of cognitive and research (project) activities
Introducing to sociocultural values (formation of a holistic picture of the world)
Introduction to the natural world
NGO "Speech Development"
Educator
Speech development
Perception of fiction
Teacher speech therapist
sound pronunciation
grammatical structure of speech
lexicon
coherent speech
phonemic awareness
2 Early group
20___-20___school year
1 Junior group
20___-20___school year
2 Junior group
20___-20___school year
Average
group
20___-20___school year
Senior group
20___-20___school year
Preparatory
to school group
20___-20___school year
autumn
spring
autumn
spring
autumn
spring
autumn
spring
autumn
spring
autumn
spring
NGO "Artistic and Aesthetic Development"
Educator
Drawing
Modeling
Application
Constructive modeling activities
Musical director
Development of musical abilities
Development of musical and rhythmic movements
Personal development
Socialization of a child in a group
development of attention
development of perception
development of thinking
memory development
self-esteem
development of fine motor skills
School readiness
Development indicators2 Early group
20___-20___school year
1 Junior group
20___-20___school year
2 Junior group
20___-20___school year
Average
group
20___-20___school year
Senior group
20___-20___school year
Preparatory
to school group
20___-20___school year
autumn
spring
autumn
spring
autumn
spring
autumn
spring
autumn
spring
autumn
spring
Additional education in the following areas:
Additional education teachers:
Speech development
Circle "Speech"
Artistic and aesthetic development
Vocal and choreographic studio “Our Stars”
Physical development
Classes in the Dolphin swimming pool
Average
development
Irina Zemskova
Child's individual development map
Municipal budgetary preschool educational institution
Kirillovsky kindergarten No. 36
Individual route map
child development
Last name, first name
Date of Birth
Home address
2016-2017 G.
Professionals working with families and as a child
Group teachers: Zemskova Irina Sergeevna,
Musical director
Nurse
Head of kindergarten
General information about child
The child entered kindergarten in September 2014. Before that I attended kindergarten….
Family characteristics
Family composition Complete
Family type Prosperous
Place of work
Father:
Place of work
Other family members:
Family connection Full name Age Place of study
Who is involved in education? baby: parents
The nature of the relationship between parents and child is cooperation (relationships of mutual respect, shared experience of joy and grief)
Results of complex diagnostics child
Family (observations of specialists).The family is prosperous, the parents are morally stable, they have a culture of education. There is a relationship of mutual respect between parents and child.
Child: Alexei
Pedagogical diagnostics of teachers groups:
* speech developed with defects, memory is low, interest in new things is not always;
*average level of ability to creatively transform images and improvise;
* development sensory abilities are weak;
*low learning ability;
* weak hand motor skills are developed;
*expects constant help from an adult,
* not always independent.
(in terms of characteristics, thinking and memory suffer)
Musical director
Has weak musical abilities. His intonation is not clear, weak developed sense of rhythm. Lyosha is emotionally responsive, shows interest in musical activities, and a desire to get involved in it. Actively completes all proposed tasks.
Psychological diagnostics
Alyosha is a sociable, friendly, positive boy who easily makes contact with his peers and teachers. Development intelligence does not correspond to age normal: voluntary attention, understanding of adult instructions not immediately, weak The child’s active speech is developed, there are speech defects and a poor vocabulary. Low awareness in areas of the surrounding world, does not know how to establish cause-and-effect relationships, analyze, and highlight the main thing.
The boy has weak characteristics developed imagination, poor use of facial expressions, gestures, speech.
Cognitive activity average: likes to draw, does not like to do logic tasks, tell stories picture. Good coordination of movements, large and fine motor skills.
In Alyosha’s behavior, he strives to adhere to the rules and social norms. He worries about how adults will evaluate him and tries to live up to their expectations.
It is necessary to carry out special work to further development the child’s abilities, combining the efforts of the music director, educators, and parents.
Individual child development program
Relevance: level of program mastery speech development below average.
Target individual route:
promote the formation of grammatically correct speech, its activation and enrichment.
Tasks individual route:
1. Communication development, grammatically correct dialogical and monologue speech;
2. enrichment of the active dictionary child;
3. development of speech creativity;
4. development sound and intonation culture of speech, phonemic hearing;
5. acquaintance with book culture, children's literature; listening comprehension of texts from various genres of children's literature;
6. formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.
7. implementation of independent creative activity;
Work of group teachers with a child
date Individual work Independent activity Working with parents
September-
Exercises for development phonemic hearing and development articulatory apparatus: "Orchestra",
“What does it sound like?”,
"Find a Pair",
"Quiet - loud",
"Remember the words",
"Telephone",
“Name the first sound of the word”,
"Broken TV"
Pronunciation
tongue twisters,
articulatory gymnastics Create conditions for playing with other children "Orchestra", “What does it sound like?”
(musical instruments, bag or box)
(card file No. 4, №5)
Enrichment of the dictionary.
Selected lexical material:
Words denoting objects;
Words denoting the qualities and properties of objects;
Words denoting various actions
A game « Picture-basket» ,
"We eat, we fly, we sail",
"What do you see around you?",
“Tell me which one?”,
"High Low",
"Find the exact word",
“Call it in one word”,
"Who has whom",
.
Create conditions for games with didactic material in the speech corner
(place didactic material for the game “Call it in one word” And "Find the exact word") Recommend games to enrich vocabulary
“Let’s look for words in the kitchen”
February Exercises for development of fine motor skills of hands.
Self-massage of hands and fingers, tying shoelaces, fastening buttons and locks, identifying objects by touch, modeling from plasticine,
Rolling a pencil with edges between your fingers Create conditions for development of fine motor skills
(mittens with buttons, ribbed pencils, plasticine, lacing, etc.) Recommend self-massage at home using a massage ball.
March, April Development verbal creativity
playing the storyteller;
Warped words;
"Continue the verse";
"Drawing by several hands"
"Twisting a fairy tale";
"Tales from the Inside Out"
"Salad from fairy tales";
« Cards on the table»
"Beginning and the end" Create conditions for games
"Making Stories";
Game "Why?"
Why do children need kindergarten? Parents? Teachers? Other employees? Poznako
Treat Alyosha’s mother with recommendations
datsii J. Rodari, who offered techniques development children's verbal creativity.
May Exercises to develop grammatical skills.
Retelling the text on questions,
"Fill in the blanks",
A game "One is many", "Fix broken toys", "Feed the Animal", "Who is the most observant",
"Finish the sentence",
"Let's make juice"
Place story lines in the speech corner Pictures for compiling a story and didactic material for games
"Feed the Animal", etc. Suggest to parents card index games and exercises to develop word formation skills
(card file No. 2)
Expected results of teachers working with a child
As a result of the work carried out, there is an increase in general intellectual skills and an enrichment of the active vocabulary child, development of speech creativity, mastering communication skills with peers, development sound and intonation culture of speech, development of coherent speech.
Dynamics development(September October):
at the initial stage of monitoring, phonemic hearing indicators were at a low level, i.e., sound pronunciation of 3-5 sounds was impaired. Speech, facial expressions and pantomime were inexpressive. Errors were noticed in distinguishing the sounds of the native language. After individual classes with the teacher and work of parents according to recommendations, indicators development phonemic hearing has improved, i.e. now the pronunciation of 2-3 sounds is impaired. Child has quite expressive speech, facial expressions and pantomime.
F.I. child: Student's name, age, class
1. General information about the child
Girl from 4th pregnancy, 1st birth.
Pathology - partial placental abruption, born at 7 months. Weight: 2.900. Started sitting at 8 months, walking at 1 year and 2 months. She started speaking individual words at the age of 2.5 years.
General physical development:
Height and weight correspond to her age, motor activity is low, the girl has no dexterity of movement, and is slow.
Health status:
Vision: 0.6\0.7, astigmatism. Hearing is normal. Past illnesses: frequent acute respiratory infections, bronchitis, pneumonia. Health group: special.
1.Composition and characteristics of the family: a girl from a single-parent family, lives with her mother. Doesn't know his father.
2. Features of a child’s life in a family: up to 2 years old (child's full name) was in an orphanage due to poor housing and material conditions in the family. The girl’s mother studied at a secondary school of the VIII type, has a primary vocational education, and works as a cleaner. The family is low-income and currently lives in a communal apartment.
3. Features of educational activities: The girl duplicated her studies in the 1st grade of a public school. From the characteristics of 1st grade: “Unconfident, timid. Perception is not age appropriate. Attention is not stable, memory is short-term. Concrete thinking." After PMPC she was sent to class 2 C(K)OU VIII type. Diagnosis: F -70 according to ICD - 10.
From the characteristics of the 8th grade class teacher: “(child’s full name) copes satisfactorily with the program material of this school. Treat teachers and adults with respect. Relations with peers are not always good, there are conflicts, although the girl is among the “accepted” in the class team. The child herself (full name) does not provoke conflict situations and tries to avoid them. Loves to do handicrafts and draw. He performs the work efficiently, but very slowly, is often distracted, “flies in the clouds,” and gets tired quickly. The gait is not confident, he often stumbles and falls. At home he spends all his free time watching TV.
4. Performance: low, gets tired quickly, looks distantly at one point.
5. Formation of social and everyday orientation: The girl lives not far from the school, so she attends it on her own, but she doesn’t know her way around the neighborhood and the city. Not sufficiently independent and socialized. Household skills are developed at a sufficient level. Easily influenced, the family is registered in the SOP (socially dangerous situation).
Gross and fine motor skills: fine motor skills of the hands are developed at an above average level. General motor skills are at an average level.
6. Cognitive processes:
Sensory development: on the Middle level. In the ways of performing actions, irrational and unproductive manipulations are observed. The independent ability to transfer knowledge to new conditions is difficult or absent.
Perception: distorted and in some cases there is a lack of integrity of perception.
Attention: Schulte Table methodology - work efficiency - 3 points; workability - high (0.78); stability - low (1.33). Result: instability of attention.
Memory: Method “10 words” (Luria) - auditory 40% - low level; visual (table with geometric shapes) 7 out of 9 - above average.
Thinking: technique “Simple analogies”, “Indirect memorization”. Result: concrete thinking, average level. Forms bonds slowly, i.e. disruption of the dynamic side of thought processes.
Speech not expressive, tempo is slow; in speech he uses nouns more often. Average level of narrative independence. In speech he uses simple, uncommon sentences. Difficulties in constructing phrases. Inaccurate use of some words. The vocabulary is small.
Formation of ideas about spatio-temporal relations: can navigate in space, knows the concepts of “right - left”, “up-down-down”, “closer-further”. He is able to tell the time on a clock, but his understanding of the duration of time has not been formed.
Emotional-personal and motivational-volitional characteristics Temperament: (Eysenck, teenage version of the questionnaire) extraversion -15, neuroticism - 14. Emotionally limited type, not prone to empathy.
Socio-psychological status: (sociometry) - “accepted” (5 choices);
Character accents:(according to Shmishek) stuck (20), affectively exalted (24);
Level of aspiration: (“motor tests” by Borozdina) - an inadequately low level of aspirations.
Personal characteristics:(Ketell's multifactor personality questionnaire) - sociable (A-4), insecure (C-2), low intelligence (B-2), inhibited (D-3), frustrated (Q-9).
(projective technique “Non-existent animal”) Result: egocentrism, self-affirmation, emotional immaturity, dependence on the environment, “outward” focus.
School anxiety level:(Phillips) 25% - low anxiety.
Professional self-determination:(according to Klimov) “Ch-P” - 8, “Ch-H” - 4, “Ch-XO” - 4; (according to Holland) “K”-10. Conclusion on self-determination: awareness of the world of professions is low, a professional plan has not been formed, the choice of profession is not conscious. A profession related to nature, in a structured activity (according to a plan, point by point), is recommended.
Conclusion:
Disturbed, concrete thinking. Attention is unstable. Memory is short-term, visual - normal, auditory - below normal. Performance is average. Self-esteem is adequate. The level of aspirations is not adequately low. Uncommunicative, lacking self-confidence, dependent on the environment. Emotionally immature, prone to frustration. Anxiety is low. Socio-psychological status is normal. Sensitive to insults and grief. Inertia in the manifestation of affects, in mental operations, in motor skills. Responsible enough, knows how to give in, timid, neat, disciplined. Cannot be an organizer. A professional plan has not been formed.
Important! At the end of the article, a video seminar is presented on the topic “Organization of the work of psychological and pedagogical services”
Sample of a child's individual development card
Download in.docx
In modern conditions, which require constant improvement in the quality of education, individualization of education and the ability to assess the individual preparation of a student become important.
This is a system of psychological and pedagogical influences of a teacher on a student, aimed at identifying the level of motivation and increasing the effectiveness of learning. It makes it easier for the student to study, so that he gets tired less, and achieves better results in accordance with his capabilities.
New career opportunities
Try it for free! For passing - a diploma of professional retraining. Training materials are presented in the format of visual notes with video lectures by experts, accompanied by the necessary templates and examples.
This system involves improving the quality of education for each student thanks to: reliance on the personal and cognitive resources of students, i.e.:
- updating them in the classroom;
- creating conditions for the development of cognitive interest or personal qualities;
- minimizing the consequences of cognitive and personal limitations of students.
Individual student development map
Personal and cognitive limitations are qualities that can prevent a student from learning at the level of his abilities and block his desire for high educational results.
Individualization of learning presupposes teachers' knowledge of the individual and cognitive style (ICS) of students.
IPS manifests itself in the following aspects:
- the form in which the student operates with information (the language of cognitive processes - images, symbols, words);
- the “path” by which information is processed (logic, intuition, associative connections);
- information processing speed;
- time and conditions for carrying out full-fledged cognitive activity;
- the method and effectiveness of managing the process of cognitive activity;
- distribution of productive and reproductive types of cognitive activity;
- conditions and methods of overcoming failures and achieving goals;
- conditions and factors influencing the increase or decrease in cognitive activity.
Individualization is carried out along three main lines: educational interaction, organization of students’ educational time and forms of educational tasks. Individualization of learning is necessary at all stages of the lesson - when questioning to check homework, explaining new material.
It is necessary to distinguish individualization from differentiation of training. The latter determines the difficulty or ease, the level of accessibility of the task. Different forms of tasks with differentiation are aimed at changing the level of difficulty, with individualization - at increasing the efficiency of completing educational tasks.
An individual development map of a student child is drawn up according to the following scheme:
1. An employee of the psychological service diagnoses the personal and cognitive characteristics of students, organizes information meetings with children, parents, and class teachers. Based on the information received, a map of the child’s individual development is drawn up in the prescribed form.
2. A psychological service employee and class teachers jointly prepare for the consultation, develop recommendations for the class and individual students.
3. At the consultation, subject teachers get acquainted with the recommendations for the class and individual students.
4. In case of learning and behavioral difficulties in the lesson for individual students, subject teachers turn to the recommendations presented in the student’s individual card.
If there is insufficient information in the individual development chart of a student child, subject teachers make a request to the educational psychologist asking:
- find out the cause of these difficulties;
- develop recommendations for optimizing training and educational interaction;
- invite parents for joint consultation in order to coordinate actions;
- find literature to improve the effectiveness of teaching in a given class;
- help in establishing effective interaction with the student.
5. The class teacher and educational psychologist monitor how subject teachers organize an individual approach in the lessons.
It is convenient for subject teachers to use class cards rather than individual student cards.
How a child’s individual development map is compiled can be seen in the presented samples.
- Last name, first name: Semenov Sasha.
- Type of nervous system: weak.
- left.
- Pace of activity: at the beginning of the school day - a sharp maximum jump, in the middle of the first half of the day - a sharp decline in the pace of activity, by the end of the first half of the day - a slight rise, by the beginning of the second half of the day - a decrease, by the end of the day the pace of activity increases.
- due to sudden jumps in the pace of activity, fatigue sets in quickly, the time of greatest performance is the first half of the day, sometimes self-preparation.
- auditory, kinesthetic.
- Motivation to learn: average.
- The ability to follow instructions is a very low level.
- Mathematical abilities (the ability to perform mathematical operations, identify patterns and, based on them, make predictions) - low level.
- Verbal thinking (identifying connections between concepts, finding similar concepts, analysis and synthesis of concepts, structure of language) is below the norm.
- Class position - neglected.
- The level of anxiety at school increases in situations when Sasha experiences a strong feeling of loneliness, when he lacks the warmth and support of adults.
- To even out the pace of activity, it is necessary to avoid high loads at the beginning of the school day. At the same time, this is the best time for tests. It is necessary to teach work according to instructions: ask the boy to repeat, draw up an algorithm or work plan. Additional classes to develop thinking are useful. Motivation to learn can be increased by appealing to the boy’s maturity, as well as demonstrating confidence in his success.
- It is necessary to show interest in Sasha’s successes and celebrate his achievements both in school and in other areas not related to it, especially in the presence of his parents. In cases of emotional breakdowns, switch attention, for example, ask the boy to wash the blackboard or go get chalk. It is useful at such moments for an adult to talk to him quietly or use humor.
- Amount of homework. Due to rapid fatigue, it is necessary to teach the boy to carefully plan his homework.
- Oral items. It is useful for Sasha to use visual images when answering.
- Written items. Due to weak internal control, the boy requires external control from adults.
- Taboo (strictly prohibited). You cannot ignore any of Sasha’s behavior; it is important to understand what exactly he wants to say with this behavior.
- “Storm harbingers” are behavioral signs of a subsequent emotional explosion. In situations of strong emotional arousal, he may scream loudly, fight, refuse to fulfill any requests, and swear.
Sample 1
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Individual development card for a student child: sample
- Last name, first name: Ivanov Grisha.
- Type of nervous system: average.
- Dominant hemisphere of the brain: right.
- Pace of activity: at the beginning of the school day there is a maximum sharp jump; by the middle of the first half of the day there is a sharp decline in pace, which lasts until the end of the day.
- Fatigue and performance: performance is maintained in the first half of the day.
- Leading representative system: visual.
- Motivation to learn: average.
Level of formation of cognitive processes:
- Ability to follow instructions is below normal.
- Mathematical abilities (the ability to perform mathematical operations, identify patterns and, based on them, make predictions) are below normal.
Personal and communicative features:
- The level of anxiety at school is normal, but can increase in situations of presenting oneself in front of the class and is expressed in aggressive behavior towards classmates.
- It is necessary to teach work according to instructions: ask the boy to repeat, draw up an algorithm or work plan. Additional classes to develop thinking are advisable. It is useful to increase educational motivation by demonstrating the boy's successes to the class and eliciting approval from his peers for his educational achievements.
- Support Grisha's endeavors, celebrate successes in front of the class, hold him responsible for completing a task, and support manifestations of masculinity.
- Amount of homework. Able to perform its full volume, but individually (without the help of friends) and with the careful supervision of an adult.
- Oral items. When preparing them, it is necessary to speak out loud several times what you read to an adult (teacher).
- Written items. It is necessary to teach the boy to plan tasks and reward what he does correctly.
- Taboo (strictly prohibited). Ignore vulgar jokes addressed to girls (it is important to show Grisha what he looks like at this moment from the outside).
Sample 2
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Child individual development map: sample
- Last name, first name: Petrov Vasya.
- Type of nervous system: medium-weak.
- Dominant hemisphere of the brain: ambidextrous (left-right).
- Pace of activity: the maximum jump at the beginning of the school day is replaced by a decline in the pace of activity until the middle of the second half of the day, then there is a slight rise and then a final decline in the pace of activity.
- Fatigue and performance: Despite the sharp rises and falls in the pace, severe fatigue is not observed during the day.
- Leading representative system: auditory.
- Motivation to learn: very high.
Level of formation of cognitive processes:
- Ability to follow instructions is normal.
- Mathematical abilities (the ability to perform mathematical operations, identify patterns and, based on them, make predictions) are normal.
- Verbal thinking (identifying connections between concepts, finding similar concepts, analysis and synthesis of concepts, structure of language) is normal.
Personal and communicative features:
- Position in the team - popular.
- The level of anxiety at school increases in situations in which Vasya needs to defend his dignity and the right to his own opinion, as well as when answering at the blackboard in front of the class in class.
- The cognitive sphere does not require additional influences.
- It is useful in lessons to, if possible, give the boy creative tasks, the result of which must be presented in front of the class. You can involve him in participating in class activities related to drawing or decorating the office, that is, give him tasks where he can show his creative abilities.
- Amount of homework. Able to perform full volume after prolonged active rest.
- Oral items. The boy needs to practice before giving public oral answers, for example, to reproduce the material covered in the presence of other people (teachers, classmates).
- Written items. Give the opportunity to complete tasks in your own way.
- Taboo (strictly prohibited). Say in front of your classmates: “You, Vasya, are great, as always, you did the best job!”
- “Storm harbingers” are behavioral signs of a subsequent emotional explosion. Not observed.
Sample 3
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Group map of individual development: psychological profile of class 9 "B"
1. Type of nervous system (NS) and performance
The class is dominated by medium-weak (35%) and weak (35%) types of NS. A significant part of the class (47%) is able to withstand the load only in the first half of the day. To prevent premature fatigue in students with a moderate-weak type of nervous system, do not allow unexpected changes in the daily routine. It is necessary to strictly follow the routine moments and inform in advance about changes in the daily routine.
Students with a weak type of NS (35%) are characterized by rapid fatigue and decreased performance throughout the entire period. For such students, a positive relationship with the teacher is very important. Negative evaluation can cause a psychosomatic reaction to learning difficulties. To prevent rapid exhaustion and psychosomatic manifestations, it is advisable to ask students at the beginning of the lesson, school day, week. Create a calm environment and avoid overexcitation if possible. If possible, encourage and provide emotional support during control activities.
Students with the average type of NS (7%) are able to work productively only for one part of the day (the first or second half), then their performance decreases to a minimum.
With an even distribution of the load throughout the day, 20% of students are able to maintain working capacity throughout the entire school day.
It must be taken into account that in 20% of students, performance decreases by the middle of the first half of the day; in 7%, the first half of the day is effective, and severe fatigue occurs in the middle of the day.
2. Cognitive sphere
Type of representative system (RS).
The leading system of information perception (64% of students) is analytical. This category of students is characterized by proving, arguing, convincing, arguing, and debating. Material is absorbed more effectively if it is logical, has an evidence base, and is well-reasoned.
Kinesthetic type - 42%. This category of students is characterized by a desire for physical activity during the lesson (twisting a pen, leafing through a notebook, moving a stand, etc.). It must be allowed within acceptable limits. They learn the material more effectively when they do something: build, draw, draw, etc.
Auditory (perception of information in the form of signs) and visual (perception of information in the form of visual images) MS are leading in 28 and 7% of students, respectively. With auditory MS, repetition aloud, reading aloud, pronouncing words, discussing a topic, etc. are effective. With visual MS, it is effective to use visual materials (diagrams, tables, pictures, films, etc.) in teaching.
72% of students are able to clearly follow instructions and act according to the instructions of the teacher (textbook); 28% have difficulty completing tasks according to instructions.
Verbal thinking is normal in 85% of students. Low level - 16%. To develop verbal thinking, it is effective to use diagrams and graphs; To solve problems, it is advisable to use algorithms and spell out the conditions of the task.
3. Social sphere
Characteristic features are demonstrativeness, desire for showiness, unusualness, competition in self-expression and attracting attention to oneself.
The strength of the class is high creative potential and the desire to realize it.
- good intuition. Students clearly divide adults into sincere and insincere. Sometimes it is better to tell them something sharply and openly than to talk about morality. The class reacts vividly to examples of adults from their own lives or other life examples. It is useful to hold disputes and discussions in a team.
The emotional background of the class is characterized by instability, a high level of sensitivity, and acute emotional reactions to situations that are perceived as unfair.
There are many leaders in the classroom competing for influence, which leads to frequent changes in social roles and restructuring of relationships.
The authority for this team is a consistent, clear, fair, balanced adult who is not infected by violent emotions transmitted from the class. Summary map of individual 9th grade for the subject teacher.
Authorized users can download the map in higher resolution at the end of the article.
Organization of the work of the psychological and pedagogical service
Olga Donichenko, director of the district MPP support center
Attached files
- Summary map of individual psychological parameters.doc