Scheme of psychological and pedagogical characteristics of a child’s personality. Relationships with adults

General information about the child

1. Last name, first name, patronymic, year and place of birth, age at the time of the study. Date the specification was written.

2. Information about the family (composition, educational level, professions of family members, primarily parents). The child's relationships with other family members. Presence of deaf people in the family. Serious illnesses, mental disorders in parents and other relatives.

3. History: past illnesses, current general health.

4. Hearing condition.

5. State of oral speech.

External picture of personality

1. Physical appearance: appearance, cleanliness, clothing, hairstyle, skin, head shape, facial features, conspicuous signs.

2. Features of pantomime (posture, gait, gestures, general

stiffness or freedom of movement, individual postures).

3. Features of facial expressions (general facial expression, expressiveness of facial movements, liveliness, etc.).

4. Behavior towards other people (method of establishing contact, nature and style of communication, position in communication, position in the team and attitude towards this, presence of contradictions in behavior, etc.).

5. Behavioral manifestations in relation to oneself (one’s appearance, hearing impairment, health, shortcomings and advantages, personal belongings, the future).

6. Actions in psychologically significant situations (ethically important, when receiving a task, in situations of conflict).

7. Behavior in leading activities (in a preschool institution - in the process of object-manipulative activities and role-playing games; in school - during educational activities, in adolescence - in the process of intimate and personal communication).

8. Examples of statements and actions that characterize the child’s outlook and interests.

The main features of behavior are considered from the point of view of the characteristic features of a given age period of a child’s life.

Features of the cognitive sphere

This section is compiled on the basis of a psychological and pedagogical study of various mental processes and personal properties.

1. Visual perception (perception of objects of different shapes, colors, sizes). Characteristics of the constancy of perception, its integrity, meaningfulness, categorical™. Analysis and synthesis in the process of visual perception. Perception of images.

2. Attention and its properties (volume, stability, concentration, distribution, ability to switch).

3. Memory (predominance of voluntary or involuntary memorization, level of development of different types of memory - figurative, verbal, logical, mechanical).

4. Imagination (liveliness, activity, level of development of different types of imagination - recreating, creative; the type of activity where it is most clearly manifested - design, visual activity, writing essays, etc.).

5. Thinking (predominant development of one of the types of thinking - visual-effective, visual-figurative, verbal-logical; compliance of the development of this type of thinking with age norms; characteristics of the level of generalizations; development of mental operations, etc.). Describe the child's learning ability.

6. Speech. The child’s oral and written speech (individual characteristics, ability to express one’s thoughts, vocabulary, agrammatisms). Using fingerprinting. Mimic-gestural speech (frequency of use, situations of use, scope of application).

Features of educational activities

1. Characteristics of academic performance, behavior, attitude towards learning in previous years of study.

2. Interest in various academic subjects. Subjects that are easier and those that are more difficult.

3. The form of speech that prevails in the learning process.

4. Assessment of school reading, writing, counting skills (for primary schoolchildren); state of lip reading skill.

5. The relationship between different types of activities in the life of a schoolchild: play, study, work.

6. Level of formation of educational activity and its main components (acceptance of a learning task, planning, control, etc.).

7. Attitude to work, interest in different types of work.

Features of the personal sphere

1. Reaction to different types of pedagogical influences (encouragement, punishment, etc.).

2. Characteristics of emotional states, features of external expressions of emotions, prevailing mood, clearly manifested properties (anxiety, impulsivity, affectivity, etc.).

3. Self-esteem (the degree of its adequacy and stability, the reasons influencing its change, compliance with the age norm).

4. Characteristics of interests.

5. Character traits.

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Writing a pedagogical characteristic is an integral part of planning individual and group correctional work, summing up the results of all pedagogical work.

The purpose of writing a pedagogical profile for a child is to document his psychological characteristics, acquired knowledge, stages of his development, for further use in selecting the optimal option for an individual educational route. The modern education system allows, based on detailed characteristics of students, to build the most optimal option for mastering the school curriculum and facilitating the collaboration of teachers, specialists and the child’s parents. The result of this work should be to help the child master the school curriculum.

The child’s development profile should be a document that structuredly reflects information about the child’s developmental characteristics, skills, character traits, and achievements. With its help, an idea is formed about the level of development of the child, the work carried out by the teacher, and further pedagogical or correctional work is built.

Drawing up a pedagogical profile requires a comprehensive study of the child. The main methods of the teacher, in addition to observation in the educational process, studying school grades, should also be conversations with the school doctor, parents, the use of psychological and pedagogical methods, and observation in extracurricular activities.

Plan (structure) for writing a pedagogical characteristic.

Young teachers often have difficulties with how to write a character reference for a child. When compiling a pedagogical profile, it is necessary to adhere to a certain structure in order to describe the characteristics of the child’s development as accurately as possible and not miss important characteristics. The proposed structure of characteristics of children of primary school age contains the main points, without which the description would not be complete. The structure may change depending on the specifics of the situation of use and pedagogical needs; it is possible to add and expand some positions and the analytical part.

The structure of pedagogical characteristics for a child of primary school age:

Surname. Name. Surname.

Student's age.

Since what period has he been studying in this school, class, according to what program? During training - in SKK at what time the transfer was made.

The effectiveness of mastering the material of the program being studied. Analysis of the causes in case of academic failure: behavioral disorders, absenteeism, individual somatic weakness, the presence of a chronic disease, insufficient outlook. This part of the characteristics may contain the teacher’s conclusions. Possible formulations: assimilates the school curriculum material completely/partially/with difficulty/satisfactorily despite potential capabilities/, without difficulty, as evidenced by belonging to the good students….

In this paragraph, you need to indicate the features of mastering various subjects of the program. Recommendations from specialists regarding the transition to training in another program (specify what type). When recommending a special program, the reason why the child continues to study in the class is indicated.

Characteristics of the student’s educational and cognitive activity. Unlike the previous point. What is revealed here is not the result of assimilation, but the process of assimilation, the reasons why the result is achieved.

When describing educational and cognitive activity, one should take into account how the child accepts the learning task: accepts / does not accept / in accordance with his mood / well-being / does not fully understand the task / independently / with the help of the teacher. The ability to hold on to a task, to complete what has been started is analyzed, loses the goal, is distracted by secondary factors. During the task, it is taken into account whether the child needs help, the nature of the help: leading questions, repeated teaching help, organizing help. Planning to solve a problem. Ability to independently plan a solution: plans, needs help, cannot plan. Methods for solving educational problems: searching for the path of least resistance, refuses a solution in case of difficulties, tries to avoid difficulties, shift the solution to someone else, uses all means to achieve a result, uses rational methods of solving, is able to choose from the proposed answers.

The ability to evaluate one’s own actions, the ability to correct mistakes, and accept the teacher’s assessment.

Description of the features of acquiring knowledge and mastering skills. This paragraph describes the peculiarities of perception, difficulties in writing and mastering material by ear, in independent reading, reading comprehension, and mental arithmetic. The degree to which the child comprehends the material, the ability to act by analogy, apply knowledge in new conditions, and the ability to apply it in practice.

Characteristics of cognitive processes. Explanation of the above features:

— attention: arbitrariness, volume, stability, switchability;

- performance: high-low, stable-unstable during the lesson;

— characteristics of perception: its volume, completeness, speed and activity, the formation of sensory standards, spatial orientation, dominant indicators of information processing);

- characteristics of the predominant memory.

- the child’s type of thinking: activity, inactivity, ability to establish cause-and-effect relationships, ability to form and operate concepts.

Speech activity.

Characteristics of the student’s emotional sphere. The strength and degree of manifestation of emotions, the brightness of manifestations, irritability, aggressiveness, dysphoric disorders, the manifestation of feelings of euphoria, accentuations of character, balance or lability of mood, the presence of affects. Characteristics of the level of self-esteem. Development of volitional regulation, the ability for volitional efforts, criticality, the ability to control one’s own actions. Tendency to antisocial behavior. Character traits that contribute to or interfere with educational activities, interests, their stability.

The degree of acceptance of the role of the “student” (assimilation and acceptance completely - non-acceptance of the role of the student) Characteristics of educational motivation: formed, not formed, partially formed, Characteristics of the prevailing motives: achieving success, avoiding failures, gaming, educational, professional, asocial, personal, arising under influenced by momentary desires. Stability, activity and the degree of external manifestation of motivation. The ability to comply with requirements for students, compliance with behavioral standards, the ability to organize educational activities during and after lessons.

Features of communication. Development of communication skills, especially contacts with strangers. Characteristics of relationships in a children's team. Motives of communication. Desire for leadership and fulfillment of social roles. Age preferences in contacts. The ability to keep a distance when communicating with adults, a tendency to become familiar. Communication style, presence of demonstrativeness, affective outbursts, psychopathic manifestations. Forecast for the development of communication skills, prospects for being in a children's group, the possibility of carrying out behavior correction activities.

The completeness and practicality of the data provided can become a determining factor in the decision about the child’s further educational route. When drawing up characteristics, the teacher needs to build on the facts, characteristics of the child and indicators of educational activity, and not on subjective opinion.

The characteristics should be as objective as possible and reflect the actual state of affairs, then on its basis a decision will be made in the interests of the student, which is the main task of the education system.

PSYCHOLOGICAL AND PEDAGOGICAL CHARACTERISTICS OF A STUDENT'S PERSONALITY

KALININGRAD STATE UNIVERSITY

DEPARTMENT OF PEDAGOGY OF PRIMARY TEACHING

Guidelines

Kaliningrad, 1997

Psychological and pedagogical characteristics of a student’s personality: Methodological instructions / Kaliningrad. University; Comp. N.V. Kovaleva. - Kaliningrad, 1997. - 24 p.

Guidelines for students of the specialty "pedagogy and methods of primary education" contain general provisions, basic requirements, an approximate characteristics diagram, assessment criteria, as well as psychological techniques.

Compiled by N.V. Kovaleva.

Published by decision of the Editorial and Publishing Council of Kaliningrad State University.

Psychological and pedagogical characteristics of a student’s personality

Guidelines

Compiled by Natalia Vasilievna Kovaleva

License No. 020345 dated December 27, 1991
Editor L.G. Vantseva.
Signed for publication on December 3, 1996. Format 60x90 1/16.
Boom. for multiply devices. Risograph.
Conditional oven l. 1.5. Academic ed. l. 1.6. Circulation 120 copies. Order.

Kaliningrad State University,

236041, Kaliningrad region, st. A. Nevsky, 14.

INTRODUCTION

Psychological practice is an integral part of students' teaching practice at school.

The main task of psychological practice is the formation of psychological and pedagogical skills, professional personality traits of the future teacher, which will help him successfully cope with the responsibilities of a teacher at school. These include, first of all, the following:

the ability to identify, analyze and take into account general psychological patterns when organizing the educational process;
the ability to diagnose the level of development of cognitive abilities of schoolchildren using special techniques and based on behavioral indicators;
the ability to apply in practice an individual approach to training and education by developing specific recommendations for individual students based on the research;
the ability to notice and analyze situations that arise in the classroom that require pedagogical intervention;
skills in using observation methods, conversation, studying school documentation, and some psychodiagnostic tools;
skills of working with a classroom team, taking into account its psychological structure and level of development;
the ability to plan the educational process taking into account the age, gender and individual psychological differences of schoolchildren;
the ability to draw up psychologically sound notes on lessons and educational activities;
the ability to competently analyze (from psychological, pedagogical and methodological points of view) lessons and educational activities conducted by teachers and student trainees, etc.

In order for students to master these skills, the Department of Pedagogy of Primary Education has developed a system of increasingly complex tasks for teaching practice. One of these tasks involves conducting research work to study the psychological characteristics of the personality of a junior schoolchild with the subsequent writing of his psychological and pedagogical characteristics.

WORK ON DRAFTING CHARACTERISTICS

The objectives of this assignment are as follows.

1. Mastering the skills of orientation in the student’s personal qualities, their psychological interpretation with subsequent pedagogical conclusions.

2. Formation of skills in applying the basic methods of psychological and pedagogical study of a student (organization, implementation, recording and processing of results) and compiling a written psychological description of him.

3. The reporting documents are an observation diary with protocols of the student’s psychological research and the student’s psychological and pedagogical characteristics.

1. Restore scientific and theoretical knowledge in the courses “General Psychology”, “Developmental and Educational Psychology”.

The following textbooks and teaching aids can help with this: Developmental and educational psychology / Ed. M.V.Gamezo. - M.: Education, 1984. Developmental and educational psychology / Ed. A.V.Petrovsky. - M.: Education, 1979. Gamezo M.V., Domashenko I.A. Atlas of psychology. - M.: Education, 1986. Nemov R.S. Psychology: In 2 books. - M.: Enlightenment; Vlados, 1995. General psychology / Ed. A.V.Petrovsky; 9th ed., revised. and additional - M.: Education, 1986.

2. Select an object of study (a specific primary school student) and organize the collection of factual data using methods of psychological and pedagogical research (see the corresponding section of these guidelines).

3. Comprehend, summarize and present the collected material. These stages are interconnected and can intertwine with each other in the course of work, although they themselves are specific and require compliance with relevant requirements. A teacher never engages in merely studying students. He works with them: he teaches, educates, and in the course of this work he finds out what their psychological characteristics are.

It is important to remember that a child is a specific object of study, his psyche is in its formation and development, therefore, when studying it, one should be guided by certain principles.

The principle of humanism and pedagogical optimism results in the demand “Do no harm!” Any research should help the student’s development, and not slow it down. You need to believe in the child's future. The diagnosis involves not only establishing the current level of development, but also identifying its reserves.

Principle of objectivity and scientific nature presupposes that mental development should be revealed in its own laws, explained in terms of developmental psychology.

The principle of complexity, consistency and systematicity presupposes that the student's learning is carried out sequentially. At the same time, not individual parameters are studied, but all aspects of development are traced in order not only to control, but also to predict its progress and set pedagogical tasks.

The principle of determinism means that every mental phenomenon is interconnected with others, that it is caused by a whole complex of reasons. It is important to understand the cause-and-effect relationships in the development of certain mental characteristics.

The principle of development of the psyche of consciousness and activity assumes that all the mental characteristics of a child are in their infancy and the main condition for their development is one or another activity. Moreover, activity is not only one of the conditions for the development of the psyche, but also one of the ways to study it.

The principle of the unity of consciousness and activity means the relationship and mutual influence of consciousness and activity. Consciousness guides activity, but it is in activity that it is formed. Consciousness can be studied indirectly through the child’s activities. The principle of an individual and personal approach means that the general laws of mental development manifest themselves in each child in a unique and unique way.

PERFORMANCE REQUIREMENTS

1. When revealing one or another feature of a student’s personality, one should give the most complete description of it, using for this the most characteristic facts of behavior and experimental data. The presence of factual material and the argumentation of psychological conclusions is a prerequisite for characterization.

2. The depth of the characterization will be determined by the degree to which the true psychological reasons for the manifestation of the student’s corresponding personal qualities are revealed and the recommended measures of pedagogical influence taking into account these reasons.

3. The characterization is written in a separate notebook, on the title page of which it is indicated for whom and by whom it was compiled. It is also noted how long the student was studied and by what methods. The finished reference must be certified (but not evaluated) by the class teacher.

4. The psychological and pedagogical characteristics are submitted along with the rest of the documentation on teaching practice, checked and assessed by the teacher of the department.

Approximate scheme for studying and compiling a student’s psychological characteristics

I. General information about the student: age, class, school, health, appearance (brief verbal portrait). Methods: conversation (with a student, teacher, school doctor), study of school documentation, observation.

II. Conditions for family education: family composition; profession, age, brief description of parents and other family members (brothers, sisters, grandparents, etc.), relationships in the family, coordination of actions of adults in raising a child.

Methods and techniques: study of school documentation, conversation with students (“collisions”), teacher, parents; questionnaire by E. Eidemiller and V. Yustitsky to study the style of parenting; projective test drawing “My Family” and its variants (“Family of Animals”, “Who Does What”); children's version of TAT, “Color painting” (“What color is each family member”); unfinished sentences (oral version).

III. Activities of a primary school student.

1. Educational activities: readiness for school learning (for first graders); motives for learning and educational interests; attitude towards school, learning and grades; educational achievements (performance, knowledge, abilities, skills); activity, curiosity, diligence; presence of “school anxiety”.

2. Game activity: place in a student’s life; predominant and favorite games; preferred roles in them; relationships in play with peers and adults.

3. Labor activity: socially useful and everyday work (permanent and situational assignments); motives, attitude to work; activity, ability to cooperate with adults and peers; roles and functions in joint work activities.

4. Communication: need for communication, sociability, range of desired and actual communication, satisfaction with communication, nature of communication (dominance, submission, leadership, conformity, empathy, conflict); communication with adults, peers and juniors; communication with children of the same and opposite sex.

Methods and techniques: observation of students in various types of activities and analysis of activity products; conversation; essays “My class”, “My family” and similar drawings; survey to study educational interests and motives for activity.

IV. The student as a member of the class team: a brief description of the class (number of students, ratio of boys and girls, formal and informal group structures, psychological climate, interpersonal relationships, degree of formation of the team in the class); the student’s place in the formal and informal structures of the group; awareness of one’s position in the class and satisfaction with it; the need to be a member of a team; need for recognition; authority (what is it based on); attitude towards mass phenomena in the classroom.

Methods and techniques: observation, conversation, sociometry and its variants for younger schoolchildren (method of choice in action, “Rocket”, etc.); essay and drawing “My class”, color painting (according to A. Lutoshkin); projective test “To and from school”.

V. Student personality structure.

1. Orientation: dominant motives and goals of activity, type of orientation (social, personal, business); interests (predominant interests, their depth, breadth, stability, degree of activity; professional and personal interests); dreams and ideals (the degree of their generalization and effectiveness). Elements of an emerging worldview.

Methods and techniques: questioning, conversation, diagnostics of the type of orientation using the method of pairwise comparison, “Eye meter”, “Tsvetik-semitsvetik”, unfinished sentences.

2. Character: description of character traits by type of relationship (to oneself, other people, activities, things), character traits, type of accentuation. Methods and techniques: observation, conversation, analysis of activity products, drawing of a person, drawing of a fantastic creature, Luscher color test, generalization of independent characteristics.

3. Self-awareness and control system: Self-concept, self-esteem (level, adequacy, stability, orientation, differentiation). Methods and techniques: observation, conversation, analysis of documentation and products of activity; “Who am I?”, drawing of a person, modified methods of S. Budassi, T. Dembo - S. Rubinstein, V. Shur, children's version of TAT.

4. Level of claims: height, adequacy, stability, leading tendency. Methods: F. Hoppe, Schwarzlander motor test, children's version of TAT, “Cubes”.

5. Abilities: general, special, giftedness; how and in what forms they develop. Methods and techniques: analysis of documentation and products of activity, observation, conversation, children's version of the Raven progressive matrices scale, drawing of a person (up to 10 years).

6. Temperament: type of nervous system, psychological characteristics (sensitivity, reactivity and activity and their relationships, extraversion, rigidity, emotional excitability, types of reactions), manifestations in behavior and communication.

Methods and techniques: observation, Leites technique (balance of the nervous system), drawing of a person.

VI. Attention: types, properties, influence on academic performance and discipline, compliance with age characteristics.

Methods and techniques: observation, analysis of activity products; Bourdon's proof test, F. Gorbov's red-black numerical table, tachistoscopic technique and its modification.

VII. Perception: integrity, speed and accuracy, meaningfulness; perception of time and space, human perception; observation.

Methods and techniques: observation, task to describe an object or person, studying the accuracy of the eye using the method of average errors; studying the speed and accuracy of perception (P. Kees method).

VIII. Memory: level of development of various types of memory, individual and age characteristics, tendency to cram, impact on academic performance.

Methods: diagnostics of the leading type of memory, identification of the volume of operational, short- and long-term memory; study of logical and mechanical memory, study of indirect memorization using the pictogram method, study of the influence of emotional coloring of information on involuntary memorization.

IX. Thinking: level of development of types and operations; independence, flexibility, activity, speed of thought processes, logic; impact on academic performance.

Methods and techniques: observation, analysis of activity products, children's version of the Raven's progressive matrices scale, definition of concepts; Lachins technique (rigidity of thinking); A. Zack’s methods (level of development of theoretical thinking); comparison of concepts; “4th extra”, classification (thinking operations); studying the speed of thought processes by filling in the missing letters in words; studying students’ understanding of the principle of conservation (phenomena of J. Piaget).

X. Speech: phonemic, lexical, grammatical, stylistic features; content and clarity; consistency, richness of vocabulary, presence of speech “clichés”; expressiveness, emotionality; sexual characteristics; level of development of oral and written speech.

Methods: observation, conversation, analysis of activity products. XI. Imagination: reconstructive and creative, tendency to fantasize, manifestation in creative activity, originality, convergence, flexibility, fluency, independence, generalization, emotionality; level of development of personality creativity.

Techniques: “Circles” (A. Luk, V. Kozlenko), “Completing the drawing of figures” (E. Torrence-O. Dyachenko), “Essay on the topic...” (“The Tale of...”), fantastic creature; essays and drawings on a free topic.

XII. Feelings and emotions: predominant; emotional excitability and instability; tendency to affect in situations of success and failure; attitude towards pedagogical influences; dominant emotions in interpersonal contacts; tendency to mental states of anxiety, aggressiveness; frustration tolerance. Methods and techniques: observation, children's version of the Rosenzweig drawing test.

XIII. Will: level of development, determination, initiative, determination, self-control, presence of strong-willed habits. Methods and techniques: observation, study of the level of development of the child’s volitional habits (V. Yurkevich), study of the process of mental satiety (A. Karsten).

XIV. General conclusions and recommendations: the general level of mental development of the student, compliance with age characteristics, the need for psychological and pedagogical correction and its ways, to whom the recommendations are addressed; the student’s contribution to the formation of the personality of a junior student.

Criteria for ratings for characteristics

Grade " Great” is given if the psychological and pedagogical characteristics of the student, written by the student, meet the following requirements.

1. The characteristics reflect the student’s knowledge of the theoretical foundations of psychology, its psychological orientation is visible, and the motivation for choosing to study this student is given.

2. The student is studied in all areas of activity (educational, play, work) and in all areas of communication (at school, family, club, play group, etc.).

3. It is mandatory to conduct at least 10 special psychological research methods (test, questionnaire, experiment). The study materials must be related to the entire content of the characteristic, the data must be processed and interpreted.

4. The characteristics contain a conclusion with specific pedagogical conclusions and recommendations on ways and means of strengthening the positive and eliminating the negative qualities of the student’s personality.

5. The description is accompanied by an observation diary, which records facts and examples demonstrating the psychological characteristics of the student’s personality.

6. The work is prepared neatly and delivered on time.

Grade " Fine” is placed subject to all of the above requirements, but: 1

) there is no observation diary;

2) there are no experimental data, which act only as an appendix to the characteristics.

Grade " satisfactorily” is put if the content of the characteristic is descriptive in nature, there is no factual material and pedagogical conclusions. In this case, the following occur: 1) weak reasoning of judgments about the psychological characteristics of the student’s personality; 2) insufficient experimental data; 3) the work was completed carelessly and was not submitted on time.

Grade " unsatisfactory” is given if the work does not fully meet the requirements for the psychological characteristics of the student’s personality. Work in which diligence is noticeable, but which is performed not at the level of scientific, but at the level of everyday psychology, is also considered unsatisfactory. Unsatisfactory characteristics are returned to the student for revision.

Personality

1. Method “If you were a wizard. If you had a magic wand"

Purpose: to study the desires of younger schoolchildren. Research procedure. The guys are asked to name three wishes that they would like to fulfill. It is better not to offer a choice of one desire, since it is still very difficult for younger schoolchildren to choose the most important desire. Analysis of answers can be carried out according to the following scheme: for yourself, for others. The answers of the second group can be clarified: for loved ones, for people in general.

2. Method “Flower-seven-flowered”

Goal: diagnosis of children's desires. Equipment: seven-flowered paper flower. Research procedure. Children read (remember) V. Kataev’s fairy tale “The Seven-Flower Flower.” You can watch a cartoon or a filmstrip. Each person is given a seven-flowered flower made from paper, on the petals of which they write down their wishes. Children can give petals with wishes to those to whom they are addressed. Processing of the results can take place according to the following scheme: write down desires, summing up those that are repeated or close in meaning; group: material (things, toys, etc.), moral (having animals and caring for them), cognitive (learning something, becoming someone), destructive (breaking, throwing away, etc.) .

3. “Joy and Sorrow” technique (method of unfinished sentences)

Goal: identifying the nature and content of experiences of younger schoolchildren. Research procedure. The following method options are possible:

1. The guys are asked to complete two sentences: “I am most happy when...”, “I am most upset when...”.

2. A sheet of paper is divided in half. Each part has a symbol: sun and cloud. Children draw their joys and sorrows in the appropriate part of the sheet.

3. Children receive a chamomile petal made from paper. On one side they write about their joys, on the other - about their sorrows. At the end of the work, the petals are collected into a chamomile.

4. It is proposed to answer the question: “What do you think makes your parents and teachers happy and what makes you sad?” When analyzing the answers, you can highlight the joys and sorrows associated with your own life, with the life of the team (group, class, circle, etc.). The results obtained will give an idea of the core integral properties of the child’s personality, which are expressed in the unity of knowledge, relationships, dominant motives of behavior and actions.

4. Method “Who to be?”

Goal: to identify children’s interest in professions, different jobs, and the motives for their choice. Research procedure. The guys are invited to: a) draw what they would like to become in the future, write a signature under the drawing; b) write a mini-story “Who do I want to become and why?”; c) write a story on the topic: “My mom (dad) is at work.”

Processing of received materials may include classification of professions, classification of motives for their choice, comparison of drawings, answers, written works, identifying the influence of parents on the choice of profession.

5. Method “My Hero”

Goal: identifying the models that the child has that he wants to imitate. Research procedure. This technique can be carried out in several versions.

1. Children are asked questions (orally, in writing): - who would you like to be like now and when you grow up? - Are there any guys in the class you would like to be like? Why? - Which of your friends, book or cartoon characters would you like to be like? Why?

2. Invite the children to choose who they would like to be like: dad, mom, brother, sister, teacher, friend, acquaintance, neighbor.

3. Essay-story (fairy tale) “I want to be like...” Processing of results. When analyzing the results, pay attention not only to who becomes a role model, but also why this particular choice was made by the student.

6. Methodology “Choice”

Goal: identifying the direction of needs. Instructions to the subject. “Imagine that you earned (they gave you) ... rubles. Think about what you would spend this money on?” Processing the results. The analysis determines the dominance of spiritual or material, individual or social needs.

7. Methodology “Creating a weekly schedule” by S.Ya. Rubinshtein, modified by V.F. Morgun

Goal: diagnostics of the student’s attitude to specific academic subjects and to learning in general. Equipment: a sheet of paper divided into seven parts, where the days of the week are labeled. Instructions to the subject. Let's imagine that we are in the school of the future. This is a school where children can make their own lesson schedule. Before you lies a page from the diary of this school. Fill out this page as you see fit. You can write any number of lessons for each day. You can write whatever lessons you want. This will be the weekly schedule for our school of the future.

Processing and analysis of results. The experimenter has a real schedule of lessons in the classroom. This schedule is compared with the “school of the future” schedule compiled by each student. At the same time, those subjects are identified, the number of which the subject has more or less than in the real schedule, and the percentage of discrepancy is calculated, which makes it possible to diagnose the student’s attitude to learning in general, and especially to individual subjects.

8. Method “Unfinished sentences” by M. Newtten, modified by A. B. Orlov

Goal: diagnostics of learning motivation. Research procedure. The experimenter reads the beginning of the sentence and writes down the end of the sentence that the student says. The technique is used in grades 2-3 with each student individually. Instructions to the subject. Now I will read the beginning of the sentence to you, and you can come up with a continuation for it as quickly as possible.

1. I think that a good student is one who...

2. I think a bad student is one who...

3. What I love most is when a teacher...

4. What I don’t like most is when a teacher...

5. Most of all I like school because...

6. I don’t like school because...

7. I am happy when at school...

8. I'm afraid when at school...

9. I would like school...

10. I wouldn’t like it at school...

11. When I was little, I thought that at school...

12. If I am not attentive in class, I...

13. When I don't understand something in class, I...

14. When I don’t understand something while doing homework, I...

15. I can always check if I am correct...

16. I can never check if I'm right...

17. If I need to remember something, I...

18. When I find something interesting in class, I...

19. I always wonder when in class...

20. I’m always uninterested when in class...

21. If we don't get homework, I...

22. If I don’t know how to solve a problem, I...

23. If I don’t know how to write a word, I...

24. I understand better when in class...

25. I would like school to always...

Processing and analysis of results. Initially, each sentence ending is assessed from the point of view of the student’s expression of a positive or negative attitude towards one of four indicators of learning motivation (1 - type of personally significant activities of the student (study, play, work, etc.); 2 - personally significant for the student subjects (teacher, classmates, parents influencing the student’s attitude to learning); 3 - sign of the student’s attitude to learning (positive, negative, neutral), the ratio of social and cognitive motives for learning in the hierarchy; 4 - student’s attitude to specific educational objects and their content).

If the end of a sentence does not contain a pronounced emotional attitude towards indicators of learning motivation, then it is not taken into account in the analysis. Next, the sum of positive and sum of negative assessments of this indicator of learning motivation is calculated. They are compared with each other, and a final conclusion is drawn on this indicator.

Temperament

Studying a schoolchild's temperament by observation

Purpose: to determine the characteristics of the temperament of a primary school student. Observation plan

1. How to behave in a situation where you need to act quickly:

a) is easy to put into operation;
b) acts with passion;
c) acts calmly, without unnecessary words;
d) acts timidly, uncertainly.

2. How does he react to the teacher’s comments:

a) says that he will not do this again, but after a while he does the same thing again;
b) is indignant at being reprimanded;
c) listens and reacts calmly;
d) is silent, but offended.

3. As he speaks with comrades when discussing issues that concern him very much:

a) quickly, eagerly, but listens to the statements of others;
b) quickly, with passion, but does not listen to others;
c) slowly, calmly, but confidently;
d) with great anxiety and doubt.

4. How to behave in a situation when you have to take a test, but it is not finished; or the test is passed, but it turns out that a mistake was made:

a) reacts easily to the situation;
b) is in a hurry to finish the work, is indignant about mistakes;
c) decides calmly until the teacher takes his work, says little about mistakes;
d) submits the work without talking, but expresses uncertainty and doubt about the correctness of the decision.

5. How does one behave when solving a difficult problem if it doesn’t work out right away:

a) quits, then continues working again;
b) decides stubbornly and persistently, but from time to time sharply expresses indignation;
c) shows uncertainty and confusion.

6. How does he behave in a situation when he is in a hurry to go home, and the teacher or class leader invites him to stay at school to complete some task:

a) quickly agrees;
b) is indignant;
c) stays and doesn’t say a word;
d) shows uncertainty.

7. How to behave in an unfamiliar environment:

a) shows maximum activity, easily and quickly receives the necessary information for orientation, quickly makes decisions;
b) is active in one direction, because of this he does not receive sufficient information, but makes decisions quickly;
c) calmly observes what is happening around him and is in no hurry to make decisions;
d) timidly gets acquainted with the situation, makes decisions uncertainly.

To observe according to this plan, it is advisable to use the diagram (Table 1), marking with a “+” sign the corresponding reactions for each point of the plan.

Table 1
Scheme for monitoring the temperament of a schoolchild
Option Observation plan items
reactions 1 2 3 4 5 6 7
A
b
V
G
The reactions of each point of the plan correspond to temperaments:

a) sanguine;
b) choleric;
c) phlegmatic;
d) melancholic.

Data processing. The number of “+” signs in the lines corresponding to the items is counted. The largest number of “+” signs in one of the items will indicate the approximate temperament of the subject. Since there are no “pure” temperaments, using this scheme it is possible to establish those features of other temperaments that are inherent to a certain extent in the subjects.

Self-esteem

Modification of the Dembo-Rubinstein technique

Purpose: study of student self-esteem. Equipment: a form made of checkered paper, on which seven parallel vertical lines 10 cm long are drawn, each with a dot in the middle. The lines are signed in accordance with the scalable qualities: “growth”, “kindness”, “intelligence”, “justice”, “courage”, “honesty”, “good friend” (the list of qualities can be changed).

Operating procedure. The child is presented with a form. Instructions to the subject: “Imagine that along this line all the students in our class are located according to... (name of quality). At the top point there is the most... (maximum quality), at the bottom - the most... (minimum quality). Where would you place yourself? Mark with a dash.”

After self-assessment for all qualities, a conversation is held with the child in order to find out the meaning that he puts into each of the names of the quality (except for height), to clarify what he lacks to place himself at the very top of the line for a certain quality. The child’s answers are recorded. In the conversation, the cognitive component of self-esteem is thus clarified.

Data processing. The scale is divided into twenty parts (cells) so that the middle is between the tenth and eleventh. The mark placed on the scale is assigned the numerical value of the corresponding cell.

The level of self-esteem is presented from +1 to -1. The emotional component of self-esteem is determined by its height, reflecting the degree of satisfaction with oneself. In the area of positive values, three levels of satisfaction are distinguished (0.3 - low; 0.3-0.6 - average; 0.6-1.0 - high). The level of dissatisfaction with oneself is in the negative range. The growth scale is not taken into account; it is needed only to explain to the child what the experimenter wants from him.

Scores on all other scales are summed and divided by six. This is the average level of self-esteem for this student.

Cognitive processes

Attention

1. Methodology “Study of attention switching”

Purpose: study and assessment of the ability to switch attention. Equipment: table with black and red numbers from 1 to 12, written out of order; stopwatch.

Research procedure. At the researcher’s signal, the subject must name and show the numbers: a) black from 1 to 12; b) red from 12 to 1; c) black in ascending order, and red in descending order (for example, 1 - black, 12 - red, 2 - black, 11 - red, etc.). The time of the experiment is recorded using a stopwatch.

Processing and analysis of results. The difference between the time required to complete the last task and the sum of the time spent working on the first and second will be the time that the subject spends on switching attention when moving from one activity to another.

2. Assessing the stability of attention using the correction test method

Purpose: to study the stability of students' attention. Equipment: standard “Corrective Test” test form, stopwatch. Research procedure. The study must be carried out individually. You need to start by making sure that the subject has a desire to complete the task. At the same time, he should not have the impression that he is being examined. The subject must sit at the table in a position convenient for performing this task.

The examiner gives him a “Proofreading Test” form and explains the essence according to the following instructions: “The letters of the Russian alphabet are printed on the form. Consistently examining each line, look for the letters “k” and “p” and cross them out. The task must be completed quickly and accurately.” The subject begins to work at the experimenter's command. After ten minutes, the last letter examined is marked.

Processing and analysis of results. The results in the test subject's proofreading form are compared with the program - the key to the test. The total number of letters viewed in ten minutes, the number of letters correctly crossed out during work, and the number of letters that needed to be crossed out are calculated.

The productivity of attention is calculated, equal to the number of letters viewed in ten minutes, and accuracy, calculated by the formula m K = ⋅100%, where K is accuracy, n is the number of letters that needed to be crossed out, m is the number of letters crossed out correctly during work.

3. Study of the peculiarities of attention distribution (methodology of T.E. Rybakov)

Equipment: a form consisting of alternating circles and crosses (on each line there are seven circles and five crosses, a total of 42 circles and 30 crosses), a stopwatch.

Research procedure. The subject is presented with a form and asked to count out loud, without stopping (without using a finger), horizontally the number of circles and crosses separately.

Processing and analysis of results. The experimenter notes the time it takes the subject to complete the counting of elements, records all the stops the subject makes and those moments when he begins to lose count.

Comparison of the number of stops, the number of errors and the serial number of the element from which the subject begins to lose count will allow us to draw a conclusion about the level of attention distribution of the subject.

Memory

1. Methodology “Determination of memory type”

Goal: determination of the predominant type of memory.

Equipment: four rows of words written on separate cards; stopwatch.

For memorization by ear: car, apple, pencil, spring, lamp, forest, rain, flower, pan, parrot.

For memorization during visual perception: airplane, pear, pen, winter, candle, field, lightning, nut, frying pan, duck.

For memorization during motor-auditory perception: steamboat, plum, ruler, summer, lampshade, river, thunder, berry, plate, goose.

For memorization with combined perception: train, cherry, notebook, autumn, floor lamp, clearing, thunderstorm, mushroom, cup, chicken.

Research procedure. The student is informed that a series of words will be read to him, which he must try to remember and, at the experimenter’s command, write down. The first row of words is read. The interval between words when reading is 3 seconds; The student must write them down after a 10-second break after finishing reading the entire series; then rest for 10 minutes.

The experimenter reads the words of the third row to the student, and the subject repeats each of them in a whisper and “writes it down” in the air. Then he writes down the remembered words on a piece of paper. Rest 10 minutes.

The experimenter shows the student the words of the fourth row and reads them to him. The subject repeats each word in a whisper and “writes it down” in the air. Then he writes down the remembered words on a piece of paper. Rest 10 minutes.

Processing and analysis of results. A conclusion can be drawn about the predominant type of memory of the subject by calculating the memory type coefficient (C). C = , where a is 10 the number of correctly reproduced words.

The type of memory is determined by which of the rows had greater word recall. The closer the memory type coefficient is to one, the better developed this type of memory is in the subject.

2. Methodology “Study of logical and mechanical memory”

Goal: study of logical and mechanical memory by memorizing two rows of words.

Equipment: two rows of words (in the first row there is a semantic connection between the words, in the second row there is none), stopwatch.

First row: Second row:
doll - play beetle - chair
chicken - egg compass - glue
scissors - cut bell - arrow
horse - sleigh tit - sister
book - teacher watering can - tram
butterfly - fly boots - samovar
brush - teeth match - decanter
snow - winter hat - bee
cow - milk fish - fire
lamp - evening drank - scrambled eggs

Research procedure. The student is informed that pairs of words will be read that he must remember. The experimenter reads to the subject ten pairs of words in the first row (the interval between pairs is five seconds).

After a ten-second break, the left words of the row are read (with an interval of ten seconds), and the subject writes down the remembered words of the right half of the row.

Similar work is carried out with words of the second row.

Processing and analysis of results. The results of the study are recorded in the following table.

table 2
The volume of semantic and mechanical memory
Volume of semantic memory Volume of mechanical memory
Quantity Quantity Coefficient Quantity Quantity Coefficient
words of the first memorized - semantic words of the second memorized - mechanical
a number of memory words a number of memory words
(A) (B) C= B/A (A) (B) C= B/ A

Thinking

1. Methodology “Simple analogies”

Goal: study of logic and flexibility of thinking.

Equipment: a form in which two rows of words are printed according to the sample.

1. Run Scream
stand a) be silent, b) crawl, c) make noise, d) call, e) stable

2. Steam Locomotive Horse
carriages a) groom, b) horse, c) oats, d) cart, e) stable

3. Leg Eyes
boot a) head, b) glasses, c) tears, d) vision, e) nose

4. Cow Trees
herd a) forest, b) sheep, c) hunter, d) flock, e) predator

5. Raspberry Mathematics
berry a) book, b) table, c) desk, d) notebooks, e) chalk
6. Rye Apple Tree
field a) gardener, b) fence, c) apples, d) garden, e) leaves

7. Library Theater
viewer a) shelves, b) books, c) reader, d) librarian, e) watchman

8. Steamboat Train
pier a) rails, b) station, c) land, d) passenger, e) sleepers

9. Currant Casserole
berry a) stove, b) soup, c) spoon, d) dishes, e) cook

10. Illness TV
treat a) turn on, b) install, c) repair, d) apartment, e) master

11. House Staircase
floors a) residents, b) steps, c) stone,

Research procedure. The student studies a pair of words placed on the left, establishing a logical connection between them, and then, by analogy, builds a pair on the right, choosing the desired concept from those proposed. If the student cannot understand how this is done, one pair of words can be analyzed with him.

Processing and analysis of results. A high level of logic of thinking is indicated by eight to ten correct answers, a good level by 6-7 answers, a sufficient level by 4-5, and a low level by less than 5.

2. Method “Elimination of the unnecessary”

Purpose: studying the ability to generalize. Equipment: a piece of paper with twelve rows of words like:

1. Lamp, lantern, sun, candle.

2. Boots, shoes, laces, felt boots.

3. Dog, horse, cow, elk.

4. Table, chair, floor, bed.

5. Sweet, bitter, sour, hot.

6. Glasses, eyes, nose, ears.

7. Tractor, combine, car, sled.

8. Moscow, Kyiv, Volga, Minsk.

9. Noise, whistle, thunder, hail.

10. Soup, jelly, saucepan, potatoes.

11. Birch, pine, oak, rose.

12. Apricot, peach, tomato, orange.

Research procedure. The student needs to find one in each row of words that does not fit, that is superfluous, and explain why.

Processing and analysis of results.

1. Determine the number of correct answers (highlighting the extra word).

2. Establish how many rows are generalized using two generic concepts (the extra “pan” is dishes, and the rest is food).

3. Identify how many series are generalized using one generic concept.

4. Determine what mistakes were made, especially in terms of using non-essential properties (color, size, etc.) to generalize.

The key to evaluating results. High level - 7-12 rows are generalized with generic concepts; good - 5-6 rows with two, and the rest with one; medium - 7-12 rows with one generic concept; low - 1-6 rows with one generic concept.

3. Methodology “Studying the speed of thinking”

Goal: determining the speed of thinking.

Equipment: set of words with missing letters, stopwatch.

d-r-d-in p-i-a p-s-o
Mr. z-m-k r-ba o-n-
p-le k-m-n f-n-sh z-o-ok
k-sa p-s-k x-kk-y k-sh-a
t-lo s-ni u-i-el sh-sh-a
r-ba s-ol k-r-tsa p-r-g
r-ka sh-o-a b-r-for sh-p-a
p-la k-i-a p-e-d b-r-b-n
s-lo s-l-tse s-eg k-n-i
m-re d-s-a v-s-a d-r-v-

Research procedure. Letters are missing from the given words. Each dash corresponds to one letter. In three minutes you need to form as many singular nouns as possible.

Processing and analysis of results: 25-30 words - high speed of thinking; 20-24 words - good speed of thinking; 15-19 words - average speed of thinking; 10-14 words - below average; up to 10 words - inert thinking.

These criteria should be used when assessing students in grades 2-4; first graders can be examined from the second half of the year and counting starts from the third level: 19-16 words - high level of thinking; 10-15 words - good; 5-9 words - average; up to 5 words - low.

4. Methodology “Study of self-regulation”

Goal: determining the level of formation of self-regulation in intellectual activity. Equipment: sample with the image of sticks and dashes (/-//-///-/) on a lined notebook sheet, a simple pencil.

Research procedure. The subject is asked to write sticks and dashes on a lined notebook sheet for 15 minutes as shown in the sample, while observing the rules: write sticks and dashes in a certain sequence, do not write in the margins, correctly transfer signs from one line to another , write not on every line, but every other line.

In the protocol, the experimenter records how the task is accepted and performed - completely, partially, or not accepted, not performed at all. The quality of self-control during the performance of the task is also recorded (the nature of the mistakes made, the reaction to errors, i.e. notices or does not notice, corrects or does not correct them), the quality of self-control when assessing the results of activities (tries to thoroughly check and checks, is limited to a cursory review, does not look at the work at all, but gives it to the experimenter immediately upon completion). The study is carried out individually.

Processing and analysis of results. Determine the level of formation of self-regulation in intellectual activity. This is one component of overall learning ability.

Level 1. The child accepts the task in full, in all components, and maintains the goal until the end of the lesson; works concentratedly, without distractions, at approximately the same pace; works mostly accurately; if it makes some mistakes, it notices them during testing and corrects them independently; does not rush to hand over the work immediately, but checks what has been written again, makes corrections if necessary, and does everything possible to ensure that the work is not only completed correctly, but also looks neat and beautiful.

Level 2. The child accepts the task in full and maintains the goal until the end of the lesson; makes a few mistakes along the way, but does not notice and does not eliminate them on his own; does not eliminate errors and in the time specially allocated for checking at the end of the lesson, he is limited to a quick glance at what has been written; he is not concerned about the quality of the work’s design, although he has a general desire to get a good result.

Level 3. The child accepts the goal of the task partially and cannot retain it in its entirety until the end of the lesson; therefore he writes signs randomly; in the process of work makes mistakes not only due to inattention, but also because he did not remember some rules or forgot them; does not notice his mistakes, does not correct them either during the work or at the end of the lesson; upon completion of work, does not show any desire to improve its quality; I am generally indifferent to the result obtained.

Level 4. The child accepts a very small part of the goal, but almost immediately loses it; writes characters in random order; does not notice mistakes and does not correct them, and does not use the time allotted for checking the completion of the task at the end of the lesson; upon completion, immediately leaves the work without attention; I am indifferent to the quality of the work performed.

Level 5. The child does not accept the task at all in terms of content, moreover, more often he does not understand at all that some kind of task has been set before him; at best, he only catches from the instructions that he needs to act with a pencil and paper, he tries to do this, writing or painting the sheet as best he can, without recognizing either the margins or the lines; there is no need to even talk about self-regulation at the final stage of the lesson.

Imagination

Methodology “Completing Figures”

Purpose: to study the originality of solving imagination problems.

Equipment: a set of twenty cards with figures drawn on them: outline images of parts of objects, for example, a trunk with one branch, a circle-head with two ears, etc., simple geometric figures (circle, square, triangle, etc. ), colored pencils, paper. Research procedure. The student needs to complete each of their figures so that they get a beautiful picture.

Processing and analysis of results. A quantitative assessment of the degree of originality is made by counting the number of images that were not repeated in the child and were not repeated in any of the children in the group. Those drawings in which different reference figures were transformed into the same element of the drawing are considered identical.

The calculated coefficient of originality is correlated with one of six types of solution to the imagination task. Null type. It is characterized by the fact that the child does not yet accept the task of constructing an imaginary image using a given element. He does not finish drawing it, but draws something of his own next to it (free imagination).

Type 1 - the child completes the drawing of the figure on the card so that an image of a separate object (tree) is obtained, but the image is contoured, schematic, and devoid of details.

Type 2 - a separate object is also depicted, but with various details.

Type 3 - when depicting a separate object, the child already includes it in some imaginary plot (not just a girl, but a girl doing exercises).

Type 4 - the child depicts several objects according to an imaginary plot (a girl walks with a dog). Type 5 - a given figure is used in a qualitatively new way.

If in types 1-4 it acts as the main part of the picture that the child drew (the circle-head), now the figure is included as one of the secondary elements to create an image of the imagination (the triangle is no longer a roof, but a pencil lead, with which the boy draws a picture).

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Popular materials

Elena Nizova
Psychological and pedagogical characteristics of a child of senior preschool age sent to primary medical education.

Dear colleagues! Very often, the responsibilities of an MBDOU teacher include writing psychological and pedagogical characteristics on pupils during the period of graduation from school, transfer to another preschool educational institution, and especially on children of speech therapy groups. Therefore, I offer you an example psychological and pedagogical characteristics for a child of senior preschool age.

Psychological and pedagogical characteristics of a preschool child, sent to PMPC.

Full name Born. G.

The child visits the elder speech therapy group MBDOU No....

Family composition: full family, mother – full name, education – higher, m. of work – ….,” position – ….; eldest child - son: FULL NAME., …. born, student ... class of MBOU secondary school No. ... city....

The family is socially prosperous, the moral situation is satisfactory. The style of family education is democratic (built on relationships of trust and agreement, where the interests of baby). For successful development baby Favorable conditions for games and activities have been created.

The boy experiences slight difficulties in speech development (pronunciation of some sounds - pronounces all sounds correctly in isolation). Difficulties are temporary character. To kid the following levels are inherent development:

Artistic and aesthetic development (average level)

formed: - skill and interest in listening to works of art (reads poetry expressively, participates in dramatizations); - visual skills, the ability to convey images of the surrounding reality in a drawing based on one’s own observations is not enough formed: skills of working with scissors; - does not always move rhythmically in accordance with the nature of the music.

Physical development (high level)– corresponds age norm. Egor participates in games - competitions and games - relay races.

Cognitive - speech development (average level)

Child has a sufficient supply of vocabulary images, uses synonyms and antonyms in speech, and masters forms of inflection. The boy is good at composing simple sentences and distributing them using homogeneous members. Pace speeches: moderate, speech – intonation-expressive. The sounds have been formed, but pronunciation in play and free speech activity has not yet been consolidated. Egor is familiar with letters and has developed the skill of reading syllables with completed letters; knows how to compare and classify objects according to different criteria; skills have been developed about the time of year, changing parts of the day, the order of the days of the week, etc.

Social and personal development (high level)

U preschooler well-developed communication skills, emotional responsiveness, and imitation. He is well acquainted with the rules of behavior, forms of communication, is responsive, able to sympathize and care for others. He is happy to carry out work assignments, knows how to get things done, and has self-service skills.

The boy demonstrates the following skills in productive activities: activities: - knows different methods of sculpting (can sculpt animals, birds, various objects); - creates compositions using appliqué technique; - knows how to draw with different materials based on representation and from life. It is not always possible to depict objects and phenomena in motion, symmetrical cutting.

Reaction to failures - adequate: Shows effort to overcome difficulties. In work with child caretakers, speech therapists use an individual, differentiated approach, as well as work with parents to overcome speech difficulties in development baby.

Egor knows how to manage his behavior, willingly responds to demands and comments; can ask for help, navigates the environment. Character Stable in activity, works with interest.

State of cognitive processes:

Perception matches age. Visual and auditory perception is not impaired; is oriented in the perception of spatial relationships; a complete image of the object is formed - he assembles cut-out pictures independently; is well oriented in time concepts.

Memory prevails: visual, auditory, motor. Voluntary and involuntary memorization is well developed.

Verbal-logical thinking is formed and corresponds age. Visually-effective thinking correlates with visually-imaginative thinking.

Cognitive imagination is formed, child builds an image by supplementing actions with various details. Creative imagination is manifested in role-playing games. The attention is steady.

Speech development: vocabulary corresponds to the norm, the grammatical structure of speech is formed, coherent speech is logical and consistent, phonemic hearing, sound and syllabic analysis correspond to the norm; sound pronunciation is formed, but not fixed.

The boy is calm, balanced, non-conflict, active, independent, kind, affectionate, neat and thrifty; timidity manifests itself in unfamiliar surroundings. Relationships with peers and adults are friendly, communication is easy and quick.

Learning ability, program material and interest baby to obtain knowledge at a high and average level. Psychologist– pedagogical indicators correspond age.

Manager ___

Teacher ___

Publications on the topic:

Diagnosis of the culture of behavior of a child of senior preschool age Program for monitoring the culture of a child’s behavior 1. The ability to say hello a) greets everyone loudly 3 b) addresses only the teacher.

Lesson summary “Harmonization of the emotional sphere of a child of senior preschool age” Procedure: Greeting ritual. They took turns placing their palms on each other’s palms: “Good afternoon.” I’ll tell you a story. In one country...

Consultation “Psychological and pedagogical technologies for supporting the family of a preschool child with hyperactivity” Attention deficit hyperactivity disorder (ADHD) according to the latest medical classification is defined as a mental disorder.

Sample psychological and pedagogical characteristics of a preschool child I present an approximate example of writing a profile for a preschool child for the Center for Preschool Education. Psychological and pedagogical characteristics.

Pedagogical characteristics of a preschooler for undergoing a medical examination before entering school Pedagogical characteristics of a preschooler for undergoing a medical examination before entering school (full name) from *** year of birth, resident.

Content:

Construction principles psychological and pedagogical characteristics were accurately described by A.F. Lazursky: “In order for these characteristics not to represent a chaotic pile of raw material (the value of which in such cases would be more than doubtful), one very important condition must be observed: each characteristic must be subjected to detailed psychological analysis , in order to determine the prevailing inclinations of a given person and the way they are combined, to show how combinations of the prevailing basic inclinations form a series of complex manifestations characteristic of this person, in a word - to find out the psychological structure of this person.

While we attach such importance to the psychological analysis of the results obtained, we at the same time directed all our efforts to avoid another mistake, due to which even detailed characteristics often lose half of their meaning. This mistake lies in the fact that the observer, noting some quality in the person being characterized, does so in general terms, without citing either external, specific manifestations of this quality, or the facts on the basis of which he came to his conclusion. Having noted, for example, that the observed boy is neat, or persistent, or absent-minded and inattentive, they often limit themselves to this and do not consider it necessary to indulge in further explanations.” (A.F. Lazursky, 1908).

Thus, the characterization you compiled should represent an analysis of the child’s personality characteristics, i.e. reveal their internal connection and connection with the child’s environment and activities, and be confirmed by the results of observations and examples from life. This must be a description of a living child, and not an abstract individual, and at the same time it must be an accurate, scientific description in psychological language.