Strebel's technique for early diagnosis. Psychological and pedagogical diagnostics of the development of preschool children

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Strebeleva Elena Antonovna - Doctor of Pedagogy, Professor, Head of the Laboratory for Preschool Education of Children with Developmental Problems, Doctor of Pedagogy, Head of the Project "Early Correction of Developmental Deviations and Preschool Education of Children with Special Needs". Professor of the Faculty of Special Psychology and special pedagogy Department of Oligophrenopedagogy of Moscow State Pedagogical University.

Born in the Kherson region, Ukrainian SSR. Graduated from the Faculty of Defectology of the Moscow State Pedagogical Institute. Lenin. She worked as an educator, defectologist, methodologist of a special kindergarten for mentally retarded children, teacher of the department of oligophrenopedagogy, professor of the department of preschool defectology, Moscow State Pedagogical Institute.

Since 1994, she has been working at the Institute of Psychology and Education of the Russian Academy of Education. The main areas of scientific research are: psychological and pedagogical diagnostics of children of early and before school age; research in the field of mental development of children with intellectual disabilities; raising a child with developmental disabilities in the family; upbringing and education of children in special preschool institutions for children with intellectual disabilities; training of defectologists for work in special preschool institutions.

The author of the approach to the psychological and pedagogical diagnosis of disorders in the development of children of early and preschool age, the system of correctional and pedagogical work on the development of cognitive activity of children of early and preschool age with intellectual disabilities.

Laureate of the Presidential Prize in the field of education for 1999. The prize was awarded for the creation of a set of manuals for diagnosing the mental development of young children for preschool educational and general educational institutions.

Orphans. Development counseling and diagnostics

The manual highlights a modern comprehensive approach to the psychological, medical and pedagogical diagnosis of orphans and children left without parental care.

A description of specific methods for examining children from infancy to adolescence is given. Particular attention is paid to the criteria for assessing the development of children brought up in boarding schools. The book is addressed to managers and employees of PMPK (C), neuropathologists, psychiatrists, pediatricians, psychologists, speech therapists, speech pathologists.

Preschool oligophrenopedagogy

The textbook outlines the theory and practice of preschool oligophrenic pedagogy, reveals the features of the mental and physical development of preschool children with intellectual disabilities, as well as methods of correctional and educational work with them.

The book is intended for students of pedagogical institutes, as well as for teachers-defectologists and educators of specialized (correctional) kindergartens for children with intellectual disabilities.

Correctional assistance to young children

Correctional assistance to young children with organic lesions of the central nervous system in short stay groups.

The book describes a systematic approach to correctional and pedagogical work with children of the third year of life with organic damage to the central nervous system in groups of short stays in preschool educational institutions of a compensatory or combined type.

The book is addressed to teachers (teachers-defectologists, music directors, teachers-psychologists) who work with children with organic lesions of the central nervous system.

Psychological and pedagogical diagnostics of children's development

Special preschool pedagogy

AT study guide the general issues of the formation of special pedagogy as a science and modern theoretical approaches to the development of a system of correctional and developmental education are highlighted.

The content, methods and techniques of correctional and educational work with children, determined by the specifics of each type of violation, are considered. Questions and practical tasks for students are given, as well as a list of additional literature.

Formation of thinking (visual material)

Formation of thinking in children with developmental disabilities (visual material).

Illustrations of visual material correspond to the chapters and sections of the book by E. A. Strebeleva “Formation of thinking in children with developmental disabilities” and are a visual and practical application to it.

The manual is recommended to be used in the process of classes with children for the formation of certain mental actions. With a competent approach to work, the teacher will be able to teach the child a holistic perception of the situations depicted in the pictures, lead to a generalization of ideas about the properties and qualities of objects, mastering the actions of substitution and modeling.

Picture material will provide significant assistance in the formation of the relationship between word and image, the ability to perform classification and systematization, establish cause-and-effect relationships and dependencies, understand hidden meaning and humor.

Formation of thinking in children with developmental disabilities

The book presents a system of correctional and pedagogical work on the formation of the mental activity of children with mental disabilities. Given detailed description more than 200 didactic games, exercises, stories, tasks and riddles that contribute to the activation of the cognitive activity of preschool children. At the end of the manual, two appendices are given with material for educators to understand the creation of a situation for classes with children, and a visual handout for children.

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Psychological and pedagogical diagnostics of the development of children Strebeleva EA free download. Read online.

Psychological and pedagogical diagnostics of the development of children of early and preschool age: Methodological guide with the application of the album "Visual material for examining children."

The manual was created on the basis of a modern approach to diagnostics mental development children of early and preschool age. It includes a description of methods aimed at identifying the level of cognitive and speech development, examining the hearing of children of different age categories.

It is intended for specialists in psychological, medical and pedagogical consultations, speech pathologists, psychologists, speech therapists of preschool educational institutions. It can be useful for students of preschool, psychological and defectological faculties of pedagogical institutes, as well as for parents.

About the author: Strebeleva Elena Antonovna - Doctor of Pedagogy, Professor, Head of the Laboratory for Preschool Education of Children with Developmental Problems, Doctor of Pedagogy, Head of the Project "Early Correction of Developmental Deviations and Preschool Education of Children with Special Needs". Faculty Professor… more…

With the book "Psychological and pedagogical diagnostics of children's development" also read:

Organization and content of diagnostic activities with children of preschool and school age

Organization and content of diagnostic activities with children of preschool and school age.

• Psychological and pedagogical study of preschool children.
• Psychological and pedagogical study of children of primary school age.
• Psychological and pedagogical study of adolescent children.
• Bibliography.

1. Psychological and pedagogical study of preschool children.

Psychological and pedagogical examination begins with a conversation with the child, which is aimed at establishing emotional contact. During the conversation, the general stock of knowledge and ideas of the child about the environment, orientation in time, space, emotional characteristics are revealed: contact, interests, favorite games and activities.

When selecting methods for the diagnostic examination of preschool children, it is necessary to take into account the psychological age-related neoplasms:

• the level of development of perceptual actions;
• leading activity - gaming, as well as typical activities - design and drawing.

The main parameters of the mental development of a preschooler can be considered:

• acceptance of the task;
• ways of performing (chaotic actions, trying on, purposeful tests, practical trying on, visual orientation);
• learning during the examination; relation to performance.

When diagnosing the features of the cognitive sphere of preschool children, special tasks are used, carried out in the form of a "learning experiment", as well as tasks that make it possible to identify the level of formation of knowledge and skills. (Methods for studying the cognitive activity of preschoolers are widely described in the specialized literature).

Analysis of the performance of tasks allows you to assess the nature of the child's activities:

• whether he understands the practical situation as problematic;
• analyzes the conditions;
• can independently find and use auxiliary items to achieve the goal.

Various methods are used to examine a child's motivational readiness to study at school: observation during various types of children's activities, conversation.

The main indicators of the state of the emotional-volitional sphere of a preschooler are:

• possession of the rules of conduct;
• the ability to adequately respond to the assessment of the completed task, the ability to evaluate their work;
• ability to overcome difficulties.

In general, characterizing the main tasks of diagnostic activity at preschool age, we can say that it is aimed primarily at obtaining information about the level of mental development of children, identifying individual characteristics and problems of participants in the educational process.

The choice of tools for diagnostics is carried out depending on the range of developing tasks to be solved.

In diagnostic activities with preschool children, it is mandatory:

1. Examination of children of the second younger group (3 years old) to determine the level of mental development and build an individual trajectory of the child's development.
2. Diagnosis of pupils of the senior group in order to determine the level of mental development for the organization and coordination of work in the preparatory group.
3. Diagnosis of pupils within the framework of the psychological, medical and pedagogical council (PMPk) of the preschool educational institution, in accordance with the regulation on PMPk.
4. Diagnosis of psychological readiness for schooling of children of the preparatory group.

Additionally, at the request of parents, educators, the administration of the preschool educational institution and personal observations, an in-depth diagnostics of the development of the child, children's, pedagogical, parental teams is carried out in order to identify and specify the problems of participants in the educational process.

The content of the diagnosis of mental development of preschoolers

Age group

"Box of Forms", "Pyramid"

Supervision in the course of implementation of techniques.

Expert assessment (according to the scheme of Self-Consciousness by V. S. Mukhina).

2nd junior Observation, peer review (according to the scheme of D. B. Elkonin).

"Cross Picture".

Observation, peer review (according to the scheme of D. B. Elkonin).

"Finishing the figures" O. M. Dyachenko.

"The Fourth Extra"

Observation, peer review (according to the scheme of D. B. Elkonin).

Sequential Pictures Bernstein.

Observation, peer review (according to the scheme of D. B. Elkonin).

Correction test.

Kern-Jirasek test.

"Streets" modification of Dembo-Rubinstein.

The psychological and pedagogical study of a preschool child ends with the compilation of a characteristic that reflects the development of the studied areas of activity, as well as characterological features.

2. Psychological and pedagogical study of children of primary school age.

• difficulties in mastering educational activities;
• difficulty adapting to a new social situation;
• emotional distress;
• difficulties localized in the area of ​​relationship with the teacher;
• difficulties caused by changes in the child's home situation.

And although teachers and parents specially prepare the child for the beginning of school age, the above difficulties sometimes become so acute that the question arises of the need for psychological and pedagogical diagnostics and correction.

The examination reveals:

• the interdependence of processes that provide cognitive activity and affect the emotional-volitional sphere and personality;
• the interests and needs of the child;
• being critical of oneself and others;
• formation of communicative functions.

It should also be noted that along with the specific methods of examination that are in the arsenal of a psychologist and defectologist, there are also general methods of psychological and pedagogical examination:

• study of documentation;
• study of children's work (drawings, notebooks, etc.);
• conversation with the child and parents;
• monitoring the child in the course of his activities;
• experimental methods.

As a rule, the reason for conducting psychological and pedagogical diagnostics is the child's poor progress or deviations in his behavior. The specialist will have to find out the reason for the failure of the child. Underachievement can be the result of both mental retardation and unpreparedness for schooling.

It can also be caused by disturbances in the work of analyzers, poor somatic health of the child; if, under these circumstances, the load regime in the family is not observed or the requirements of teachers are overestimated, then the consequence may be not only poor progress, but also disruptions in behavior.

Reasons for failure:

• unpreparedness of children for schooling,
• unformed mental processes and skills of activity. Children are not accustomed to obey the requirements, they do not know how to bring things to the end, to be attentive in the process of completing the task. Particularly severe consequences are observed in cases where socio-pedagogical trouble occurs in the early months and years of a child's life.
• asthenic condition of the child, caused by a long illness, as a result of which the child quickly gets tired, his memory and attention are weakened, his behavior is disturbed. But all these manifestations are not persistent and are not based on organic disorders.

In all such cases, in order to overcome poor progress, it is necessary to create favorable living conditions, first of all, a protective pedagogical regime.

The most difficult in terms of diagnostics are children with mental retardation (ZPR), who also turn out to be unsuccessful in the first years of education.

When studying mental processes and learning opportunities for children with mental retardation, a number of specific features in their cognitive, personal, emotional-volitional sphere and behavior:

• increased exhaustion (and as a result - low performance);
• immaturity of emotions, weakness of will;
• limited stock general information and representations;
• poor vocabulary, difficulties in sound analysis;
• unformed skills of intellectual activity.
• gaming activity is not fully formed.
• perception is slow.
• in thinking, the insufficiency of verbal-logical operations is revealed.

When a task is presented in a visual-effective way, the quality of its implementation improves significantly. To assess the level of development of thinking during a psychological and pedagogical examination, it is important to compare the results of the child's work with verbal and visual material.

Children with visual and hearing defects are helpless in simple situations, they give the impression of being mentally retarded. But if we offer a hearing-impaired task of a logical nature that does not require perfect hearing from him (classification, laying out pictures taking into account cause-and-effect relationships, etc.), and the visually impaired - the corresponding oral tasks, then they perform them.

In addition, it is very important to separate normal children with speech disorders from mentally retarded children, for whom speech disorders are one of the characteristic features.

A serious consequence of these unresolved problems in a timely manner is school maladaptation. The first stage of psychological and pedagogical assistance is diagnostics.

Scheme of examination of the child in all cases, it is built on the basis of the existing classifications of underachieving students and taking into account hypotheses about the causes of psychogenic school maladaptation.

It includes the following.

1) It is checked whether cognitive processes are violated (a block of diagnostic methods for verbal and non-verbal intelligence, memory, attention, the level of development of speech, motor skills). Talyzina, Amthauer, Veksler's methods for diagnosing intelligence, various methods for diagnosing cognitive abilities can be used.

2) The learnability of the child, the formation of the elements of educational activity, the internal plan of action, and arbitrary regulation of behavior are checked. Various methods are used to diagnose the level of development of perception, imagination, memory, thinking, attention.

The ratio of the level of theoretical generalization and practical actions, the degree of independence, sensitivity to help from adults are being clarified.

The study of the intellectual capabilities of the student allows you to reveal his actual and potential opportunities, to carry out psycho-correctional work.

3) The features of the educational motivation of the child, the level of claims, interests are analyzed.

Are used indirect methods for diagnosing student motivation I:

• observation method,

• essay on the topic "My life at school."

Projective techniques:

• scheduling for the week (S. Ya. Rubinshtein),
• Matyukhina's technique, Etkind's color test of relations.

To study the self-esteem of a younger student, you can use the technique of A. I. Lipkina “Three assessments”.

4) The child's learning skills are checked, his notebooks are looked through, tests are made for reading, writing, solving problems.

5) The emotional component of poor progress is clarified:

• How does a child deal with bad grades?
• what type of feedback does it receive from adults;
• what are the child's ways of compensating for learning failures;
• if possible, the entire system is restored interpersonal relationships child.

6) Typical types of parental assistance to the child in educational activities are clarified:

• who deals with him, how much, what techniques he uses;
• analyzes the style of family education in general, the role of the second parent.

7) The background of the consulted is studied:

• a detailed history is collected, cases of visiting a doctor, a diagnosis, how long and how they were treated;
• it turns out what the parents themselves associate with the poor academic performance of the child.

Diagnostic work at school pursues the following tasks:

• drawing up a socio-psychological portrait of a student;
• determination of ways and forms of assistance to children experiencing difficulties in learning, communication and mental well-being;
• the choice of means and forms of psychological and pedagogical support for schoolchildren in accordance with their inherent characteristics of learning and communication.

From forms of organization diagnostic work the following can be distinguished:

1. A comprehensive psychological and pedagogical examination of all schoolchildren of a certain parallel - the so-called frontal examination. This form is a primary diagnosis, the results of which make it possible to distinguish between "prosperous" and "unfavorable" children in relation to the measured characteristics.

An example of such a survey in primary school can serve as a study of the readiness of future first graders to study at school, tracking the dynamics of adaptation of first graders to schooling, etc.

2. In-depth examination - used in the study of complex cases and includes the use of individual clinical procedures. This form of work is carried out based on the results of primary diagnostics, or, as a rule, is an obligatory component of counseling teachers and parents about the child's real difficulties in communication, learning, etc.

An in-depth examination is individual in nature, using more complex techniques with preliminary hypotheses about possible reasons identified (or declared) difficulties, with the rationale for the choice of strategy and survey methods.

3. Operational survey - is used in case of urgent need to obtain information using express methods, questionnaires, conversations aimed at studying public opinion.

The main parameters of diagnostic work include the study of the student's personality, cognitive mental processes, emotional and volitional characteristics, interpersonal relationships in class and school groups.

3. Psychological and pedagogical study of adolescent children.

The psychological and pedagogical study of adolescents with developmental disorders is based on the same principles as the study of younger children.

At the same time, the research procedure itself, the selection of specific diagnostic methods have a number of features:

1. It is important to take into account the characteristics of adolescence - a tendency to independence, a sense of self.
2. Adolescents may also have pronounced affective outbursts, negativism, especially if they fail to establish contact, so such children require a careful, not forced approach. Calm, respectful attitude towards a teenager - important factor, which ensures his cooperation in the course of the study.
3. In the study of adolescents, the arsenal of diagnostic methods is significantly expanded, since during the period of schooling, children have made great progress in their development. Classical experimental-psychological methods are used here, and in their full version. It becomes possible to use rather complex methods for studying personality and interpersonal relationships - questionnaires, projective tests.
4. Careful selection of research methods, taking into account the speech and intellectual characteristics of the child. However, the applicability of many techniques is still limited. The use of such questionnaires as the Lichko pathocharacterological diagnostic questionnaire for adolescents (PDO), the Cattell, Eysenck and other questionnaires is possible only if there is confidence in their availability for understanding.

Thus, the psychological and pedagogical study of an adolescent with developmental disabilities should be built taking into account both the specific features of adolescence and the nature of developmental disorders.

Bibliography:

1. Kalyagin V. A., Ovchinnikova T. S. Encyclopedia of methods of psychological and pedagogical diagnosis of persons with speech disorders: Practicum. - St. Petersburg: KARO, 2008.
2. Methods for examining the speech of children: A manual for the diagnosis of speech disorders / General ed. G. V. Chirkina. - 4th ed., add. – M.: ARKTI, 2010.
3. Methods for examining the oral and written speech of children with speech pathology: a method. by defectol. specialist. / Ministry of Education and Science of the Russian Federation, Murm. state humanit. un-t; auth.-stat. L. S. Vakulenko, O. A. Onopa. - Murmansk: MGGU, 2011. - 92 p.
4. Psychological and pedagogical diagnostics of the development of persons with handicapped health: a textbook for students. institutions of higher prof. education, training in direction prepared " Special education» / Basilova T. A., Bogdanova T. G.; ed. I. Yu. Levchenko, S. D. Zabramnaya. - 6th ed., revised. and additional - M. : Academy, 2011. - 333 p.

Ivanova Galina Ilyinichna, teacher-speech therapist of the State Budgetary Institution of Central Pedagogical Education and the Joint Venture "Center for Career Guidance" Gagarinsky ",

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Psychological and pedagogical diagnostics of the development of children of early preschool age - Pedagogy - Database of abstracts - Database of abstracts - The first teacher's portal

1.2 Features of the development of the child before birth

1.3 Features of children with disabilities psychophysical development

Section II Methodological support of psychological and pedagogical diagnostics of the development of children in the first year of life

2.1 general characteristics psychophysical development of a child in the first year of life

2.2 Indicators of the psychophysical development of a child in the first year of life

2.3 A comprehensive methodology for monitoring and examining the development of a child in the first year of life along the lines of development and criteria for its assessment

2.3.1 A set of methods for monitoring and determining the quality of the physical and mental development of a child in the first year of life

2.3.2 A comprehensive express method for examining the cognitive development of a child in the first year of life

2.4 Comprehensive habilitation programs for the development of children in the first year of life

Section III Methodological support of psychological and pedagogical diagnostics of the development of children in the second year of life

3.1 General characteristics of the psychophysical development of a child of the second year of life

3.2 Indicators of the psychophysical development of a child in the second year of life

3.3 Comprehensive methodology for monitoring and examining the development of the child

second year of life along the lines of development and criteria for its assessment

3.3.1 A set of methods for monitoring and determining the quality of the physical and mental development of a child in the second year of life

3.3.2 A comprehensive express method for examining the cognitive development of a child in the second year of life

3.4 Comprehensive habilitation programs for the development of children in the second year of life

Section IV Methodological support of psychological and pedagogical diagnostics of the development of children of the third year of life

4.1 General characteristics of the psychophysical development of a child of the third year of life

4.2 Indicators of the psychophysical development of a child of the third year of life

4.3 Comprehensive methodology for monitoring and examining the development of the child

third year of life along the lines of development and criteria for its assessment

4.3.1 A set of methods for monitoring and determining the quality of the physical and mental development of a child of the third year of life

4.3.2 A comprehensive express method for examining the cognitive development of a child of the third year of life

4.4 Comprehensive habilitation programs for the development of children of the third year of life

"A child, like a plant, creates itself from within, and this process is strictly individual. This is one of the laws of life. External conditions serve a child, like a plant, as a "material base", where it draws the resources necessary for its nutrition and growth. On us there is an obligation to bring these resources closer to her, to create a favorable nutrient environment for her."

Foreword

Changes in society caused new social processes, touched upon the issues of attention and development of the state to the family, to children, awareness of the need to predict the development prospects of each child from an early age. Recognition of the UN Convention on the Rights of the Child, the National Doctrine of the Development of Education in Ukraine in the 21st Century, the laws "On preschool education", "On the Protection of Childhood" contributes to the provision of optimal conditions, as an important basis for the full development of the personality of a future citizen from an early age.

It is the early age that is unique and decisive for all subsequent mental, physical, speech and emotional development of the child. This is the period of the formation of functional systems, the formation of higher cortical functions as a result of the interaction of the child with the environment, which occurs especially intensively in the first three years of life.

During this period, the brain's abilities to receive signals from the outside world, process and store information are improved, processes of perception, visual-effective and visual-figurative thinking, memory, memory, attention are formed, which creates the basis for further mental development. Therefore, deviations in motor, mental , speech and emotional development, which manifest themselves already at an early age, negatively affecting the further development of the child, causing difficulties in mastering reading, writing and counting, is the cause of the appearance of secondary psychological layers and school maladaptation.

In this regard, psychodiagnostics is of particular importance as a branch of psychology, aimed at a comprehensive analysis of the mental, physical and speech and personality as a whole in order to identify and overcome developmental deficiencies. The main tasks of psychodiagnostics in special pedagogy and psychology are the establishment of a primary defect and the targeted correction of the identified violations and the prevention of possible secondary consequences. The earliest intervention in order to identify and overcome deviations in the development of young children and prevent their consequences is relevant today and encourages the development and systematization of diagnostic methods and didactic materials for working with young children in the conditions of kindergarten, PMPK and family.

The proposed manual highlights the methods of observation and examination aimed at the timely study of the level of psychophysical development of young children, in particular the first, second and third years of life, and makes it possible to identify the prerequisites for a possible deviation and determine a strategy for further pedagogical influence. The presented set of methods for monitoring the psychophysical development and examination of cognitive development is based on many years of experience in research and practical activities of psychological, medical and pedagogical counseling for children of early preschool age, allows you to monitor the progress of the psychophysical development of such children who are brought up and trained in various conditions, and in a timely manner to detect adverse factors affecting the formation of their psyche. The manual is recommended for wide implementation in pedagogical practice.

Section I Scientific and methodological foundations of psychological and pedagogical diagnostics of the development of children of early preschool age

1.1 Psychological and pedagogical diagnostics of the development of children - a component of the pedagogical process

The orientation of national education on the child's personality predetermines a new upbringing strategy based on humanistic principles providing for the recognition of the personality of the child as the highest social value. The personality of the child is the product of the whole society.

In domestic child psychology and preschool pedagogy, the need for systematic monitoring of the course of the mental development of children has long been recognized, since in the period of early and preschool childhood there is an active formation of the child's personality, which directly depends on his socio-cultural conditions. According to scientists (L. Artemova, I. Bekh, N. Gavrish, A. Kononko, I. Pinchuk, N. Pobirchenko, V. Tarasun, M. Sheremet and others), updating the didactic foundations of education through the implementation of the strategy of subject-subject education, the implementation of personal- oriented approach.

The basis for the implementation of a personality-oriented approach in the process of teaching and educating preschool children is pedagogical diagnosis. Since, starting from early childhood, it is necessary to form a personality capable of overcoming difficulties, navigating in new situations, diagnosing the development of young children is designed to help teachers and parents build the pedagogical process correctly.

Indeed, from an early age, the institution is a type of person, in all life retains the ability to change, actively build and rebuild his inner world. Therefore, it is especially important to carefully study all aspects of a child's development at an early age, because, according to Masaru Ibuka (Japan), "after three, it's already too late."

In this regard, diagnosing young children should be considered as a general approach to organizing a personality-oriented upbringing process aimed at ensuring the full individual development of each child from birth. In addition, it is necessary to distinguish between diagnostics as a general approach and diagnosing as a component of the process of practical pedagogical activity.

Diagnostics is the substantiation of all aspects of the didactic process, aimed at determining its results. Diagnosis is a timely identification, evaluation and analysis of the course of both the educational process and the individual development of the child. The need for such a diagnosis is indicated, in particular, by scientists L. Bozhovich, L. Wenger, Z. Gilbukh, V. Mukhina, N. Karpenko, N. Serebryakova, A. Strebeleva, V. Tarasun, M. Sheremet and others.

In the examination of young children, as a rule, non-standardized methods are used, namely, game methods with objects familiar to the child - pyramids, cubes, etc. The examination process is carried out in an arbitrary form, the leading method is observation.

So, the diagnosis of the development of a young child is a purposeful, benevolent observation of children in various activities, the use of a variety of individual tasks.

The use of diagnostic methods in the pedagogical process to study the level of formation of the leading activity of the child is designed to detect naturally born neoplasms that will raise the child from the previous level. age development to the next. Being filled in the process of development with new content, refracting through the characteristics of the child's individuality, they gradually form a unique ensemble of qualities of the future personality.

However, research recent years showed that the formation of a child's personality, including the formation of a personal attitude to the surrounding objective and social world, as well as to oneself, begins from the first months of life and should be based on the collection of information about the child, as a rule, these are data from the anamnesis of the life of the parents, the development of the child, clarified from the words of the parents in the course of the conversation. An objective history is part of the survey, the basis for building a survey plan and choosing methods. Therefore, the specialist conducting the examination should be well versed in the age norms of development and take into account the individual conditions of the child's development.

Diagnosis of certain aspects of mental development and the level of mental development occupies a particularly important place in modern pedagogical practice, since children under three years of age are mainly brought up in the family (mother's leave to care for the child is "long") and are not covered by the system of public education, where diagnosing is a component pedagogical process. Teachers and parents should focus on the image of the child as a person controlled from within, as an active, independent and creative person, capable of making decisions regarding own life. Therefore, diagnosis should be considered as:

Mandatory process in the family and public education of children;

A means of implementing a personality-oriented approach in education;

The basis for creating conditions for the individual and personal development and self-realization of each child;

The leading condition for preventing the occurrence of intellectual, speech and social disorders, problems of adaptation of the child's personality in a modern rapidly changing society;

The way to check the purpose

Examination of children using this method begins with the diagnosis of cognitive development

This methodology includes the following tasks:

1. Fold (cut picture "Clown")

2. Ideas about the environment (conversation)

3. Ideas about the seasons

4. Quantitative representations and counting

5. Tell me (a series of plot pictures “In Winter”)

6. Draw

7. Tell me (the plot picture "In the forest")

8. Sound analysis of the word

9. Continue the series (letter)

10. Shape recognition (Bernstein test)

1. "Fold"

Purpose: to identify the level of development of interest in cognitive tasks,

establishing cooperation with an unfamiliar adult in a new environment, identifying the level of development of a holistic perception of a subject image.

Equipment: two pictures of a clown, one of them cut into five parts.

Conducting an examination: an adult shows the child parts of a split picture, asks them to examine them and says: “Fold the picture”. In case of difficulties, training is provided.

Education: an adult shows the child a whole picture and asks to do the same. If the child again fails to cope with the task, then the adult begins to superimpose the split parts on the whole picture - the head, then the hands. Next, the child is offered to complete the folding of the clown. Only after that he is asked to independently complete the task, focusing on the sample.

Evaluation of the child's actions: acceptance of the task; execution methods; learnability; relation to the results of their activities.

Evaluation of results:

1 point - the child does not understand the goal; in the conditions of training acts inadequately.

2 points - the child accepts the task, but folds the picture, not focusing on the integrity of the image even after showing the sample.

3 points - the child accepts and understands the conditions of the task; performs the task with the help; focuses on the sample - the whole picture; after training, the task is performed using practical fitting.

4 points - the child accepts and understands the conditions of the task; independently performs the task, using various types of orientation.

2. "Representations of the seasons"

Purpose: to identify the level of formation of ideas about the seasons, their sequence.

Equipment: four plot pictures depicting specific natural phenomena for each season.

Conducting a survey: an adult asks the child: “What time of the year do you think it is?” Then he lays out four pictures depicting the seasons in front of him at once and asks: “Find a picture that depicts winter (spring, summer, autumn). What season will come after that? And what time of year will it be? Find a picture. How many seasons are there? What season comes after autumn? What season will come after spring? What time of year do you go to school? What is the name of the first autumn month? In case of difficulties, training is provided.

Education: an adult helps the child to correlate the present season with the image in the picture, and then asks him clarifying questions: “When winter ends, what season will come? At this time, the sun shines brightly, the snow melts, green grass appears, buds on the trees. Find this season in the picture. And then what time of year will come? Find it in the picture. How many seasons are there?"

Evaluation of the child's actions: the level of formation of ideas about the seasons; the ability to independently determine and explain the sequence of seasons; learnability; correlation of descriptions of the seasons with their image in the pictures.

Evaluation of results:

1 point - the child does not understand the task; in the conditions of training acts inadequately.

2 points - the child accepts the task, but does not understand its conditions; lays out pictures without taking into account the sequence of seasons.

3 points - the child accepts and understands the task, but cannot immediately complete it on his own; performs the task after training.

4 points - the child accepts and understands the task; performs the task independently; formed ideas about the seasons and their sequence.

3. Tell me (a series of plot pictures "In Winter")

Purpose: to identify the ability to determine the temporal sequence of events, to combine successive actions into a single plot.

Equipment: four plot pictures depicting a familiar to children life situation. In the first picture, it is snowing, children are dressed in winter clothes, catching snowflakes; on the second - children roll a snowball; on the third - a boy rolls a small ball for his head, and two guys put one ball on top of the other; on the fourth - the children made a snowman, instead of a hat they put a bucket on him.

Conducting a survey: the child is offered to look at the pictures and is told: “Think about how to make up a story from these pictures.” If the child finds it difficult, then the adult clarifies: “Lay out the pictures so that you get a story that has a beginning, a continuation and an end.” After completing the task (regardless of whether the correct sequence events or not), the child’s actions are not evaluated, he is offered to compose a story based on a series of plot pictures. In the process of telling the story, the child can change the pictures in places.

Evaluation of results: understanding of a single plot in this series of pictures; accounting for temporal and logical sequence; the ability to convey the plot and sequence of events in your story.

4. Draw

Purpose: to identify the level of development of productive imagination and graphic skills.

Equipment: a sheet of paper with the image of six semicircles, felt-tip pens (colored pencils).

Conducting a survey: the child is offered to consider semicircles and draw them so that six different objects are obtained.

Evaluation of the child's actions: acceptance of the task and understanding of its conditions; the ability to independently complete the task; analysis of drawings.

Evaluation of results:

1 point - the child does not accept and does not understand the conditions of the task; after training, acts inadequately.

2 points - the child accepts the task, but does not understand the terms of the task.

3 points - the child accepts u1080 and understands the purpose of the task; can draw three or four objects.

4 points - the child accepts and understands the purpose of the task; draws six objects.

5. Tell me (the plot picture "In the forest")

Purpose: identifying the level of development of elements logical thinking, the ability to perceive a holistic situation depicted in the picture, to establish cause-and-effect relationships between the depicted objects and phenomena.

Equipment: story picture

Conducting a survey: the child is offered to consider a plot picture, and then make up a story based on it. In case of difficulty, he is offered to answer a series of consecutive questions: “What season is shown in the picture? Where did the children go? Why did the children come to the forest? Who came to the forest with children? What happened here? Clarifying questions allow the child to consider objects and situations, to understand the cause-and-effect relationship.

Evaluation of results: acceptance and understanding of the task; the ability to independently understand the plot and compose a story; the ability to establish causal relationships; the ability to use the help of an adult, the result.

6. Sound analysis of words

Purpose: identifying the ability to analyze the sound composition of a word, determining the level of development of the prerequisites for learning to read and write.

Equipment: counting sticks.

Conducting a survey: an adult says: "I will now name the word, and you must determine how many sounds it contains." Then he calls the word house, finds out the number of sounds from the child and asks: “Name the first sound, the third, the second.” In the same way, they propose to analyze the following words: cat, table, bridge, tail, etc.

Learning: if the child cannot analyze the word house, the adult himself names the sounds in turn and lays out the appropriate number of sticks. Then, together with the child, the word cat is analyzed. In cases where the child understood how a word is analyzed, he can be offered an analysis of other words.

Evaluation of the child's actions: acceptance and understanding of the task; methods of implementation - independently or after training; interest in the task.

Evaluation of results:

1 point - the child does not accept and does not understand the terms of the task.

2 points - the child accepts the task, but does not understand the terms of the task; responses are inadequate; responds adequately under the conditions of training, but after training, he cannot cope with the task on his own.

3 points - the child accepts and understands the conditions of the task; performs the task independently only after training.

4 points - the child accepts and understands the conditions of the task; handles it on its own.

6. Continue the row (letter)

Purpose: to check the level of development of the child's readiness for writing, the ability to accept a task related to educational activities, the ability to analyze a sample and work on it.

Equipment: a pen, a sheet of paper on which three samples of writing tasks are presented: sticks on the first line, sticks and hooks on the second, and triangles on the third.

Conducting an examination: the child is asked: "Continue the line, as here."

Evaluation of actions: acceptance and understanding of the task; sample analysis; the ability to write according to the model, observing the line and the principle of alternating elements of letters; result.

Evaluation of results:

1 point - the child does not accept the task; in the conditions of training acts inadequately.

2 points - the child accepts the task, but cannot write according to the model; writes only some elements of the samples, not taking into account their sequence, not observing the lines.

3 points - the child accepts and understands the conditions of the task; can write some samples, but the principle of alternation of elements when writing does not take into account.

4 points - the child accepts and understands the conditions of the task; copes with the task without errors.

7 . "Shape recognition" (Bernstein test)

Purpose: checking the level of memory development

Equipment: 2 tables with geometric shapes

Conducting a survey: the child is offered a table with geometric shapes, the display time is 10 seconds. They tell him: "Remember these figures." After showing the first table, the child is presented with another one, on which the standard figures are scattered among many different figures. He is asked to find among them those geometric figures that he saw in the first table.

Evaluation of the child's actions:

very high result - nine figures were recognized correctly,

norm - seven to eight figures,

low result - six figures,

very low - less than six figures.

The results of the survey are evaluated in points.

1 point - the child does not accept the task.

2 points - the child accepts the task, but can identify no more than two or three figures in another table.

3 points - the child accepts and understands the task; can recognize four or five figures.

4 points - the child accepts and understands the task; learns

seven -- nine figures in another table.

Examination of the speech development of children 7 years old

Survey methods include 8 series of tasks

The tasks are aimed at revealing the understanding of the semantic shades of significant words (nouns, verbs, adjectives), formed mainly in an affixal way (with the help of suffixes and prefixes).

1. Find differences in words

Purpose: to identify the ability to explain the meaning of words with a diminutive suffix.

Examination technique: an adult invites the child to listen to the words and explain how they differ: mother - mother - mother, brother - brother - brother, hare - hare - hare - hare, house - house - house.

Fixed: an explanation of the meanings of words with a diminutive suffix (house - little house, house - big house); explanation of the meanings of words with a disparaging or ironic connotation (zaychische).

2. "Explain actions"

Purpose: to reveal the understanding of the semantic shades of the meanings of verbs formed in an affixal way (using prefixes that give words different shades).

Examination technique: an adult invites the child to listen to the words and explain their meanings: run - run up - run out, play - win - lose, laugh - laugh - ridicule, walked - walked away - entered.

It is fixed: the child's understanding of the semantic shades of the meanings of verbs depending on different prefixes (winning is good, and losing is bad).

3. Pick a word

Purpose: to reveal understanding of shades of meanings of synonyms of adjectives

Examination technique: an adult invites the child to choose synonyms for adjectives, for example: smart - reasonable weak - ... timid ... old - ...

Fixed: the ability to make synonymous pairs

3. "Explain"

Purpose: revealing the understanding of the figurative meaning of adjectives.

Examination technique: the child is offered to explain the following phrases: evil winter, golden hands, golden hair, prickly wind, light breeze.

It is fixed: the child's ability to explain the semantic side of phrases.

Tasks are aimed at identifying the state of phonemic hearing.

1. The game "Echo"

Purpose: testing auditory perception and the ability to reproduce syllabic rows in a given sequence.

Examination technique: the child is offered to play the game "Echo". An adult pronounces the following syllable rows:

pa-pa-ba, ta-da-ta, pa-ba-pa;

pa-ba, pa-ba, pa-ba, ka-ha-ka;

sa-za-sa, za-sa-za;

sa-sha-sa, sha-sa-sha.

Fixed: performance of the task in accordance with the instructions

2. "Repeat"

Purpose: Auditory attention, perception and the ability to correctly reproduce the proposed words in a given sequence are tested.

Examination technique: an adult invites the child to repeat a series of words: roof - rat daughter - dot - bump

log - knee grandmother - tub - pillow

earth - snake bear - bowl - mouse

Fixed: performance of the task in accordance with the instructions.

3. "Guess how many sounds"

Purpose: to check the level of formation of phonemic hearing and the ability to perform sound analysis of a word.

Examination technique: an adult calls the child a word, for example, a house, and offers to answer the question: “How many sounds are in this word? Name the first sound, the third, the second. In case of difficulty, the adult himself identifies sounds, explaining to the child the place of each sound in this word. Then other words are suggested: vase, car, pen, pencil case, book.

It is fixed: the child's ability to produce a sound analysis of words.

Series 3 Tasks are aimed at identifying vocabulary mastery (accuracy of word usage, use of different parts speech).

1. Guess what it is (Appendix 9)

Purpose: revealing the mastery of generalizing words

Examination technique: an adult invites the child to solve riddles.

The following are fixed: the child's ability to use generalizing words in active speech; the ability to recognize an object by description.

2. Who does what

Purpose: to identify the child's ability to select action words for nouns.

Equipment: plot pictures

Method of examination: an adult invites the child to answer the questions:

"What's the hairdresser doing? (He cuts his hair.) What is the driver doing? (Drives a car.) What is the artist doing? (Draws.) What is the dressmaker doing? (Sews.) What is the seller doing? (Sells.) What is the postman doing? (Brings letters and newspapers.) What is the pilot doing? (Flies.) What is the cook doing? (Preparing.) What is the hockey player doing? (Plays hockey.) What is the librarian doing? (Gives out books.)

It is fixed: the child's ability to select action words for nouns, based on ideas about people's professions.

3. Pick a word

Purpose: to identify the child's ability to select synonyms for given words of different parts of speech.

Examination technique: an adult calls the child a word and asks to pick up words close to it, for example: big, huge, huge, brave, ... (brave, brave), mystery, ... (secret, riddle).

Recorded: acceptance and understanding of the task; level of vocabulary development.

Series 4 Tasks are aimed at identifying the state of the syllabic structure of words.

1. "Repeat after me"

Purpose: to test the ability to pronounce words of various syllabic structures in sentences.

Examination technique: an adult invites the child to repeat the following sentences: “The store sells a floor polisher, a vacuum cleaner. Leaves are falling - leaf fall is coming. The motorcyclist rides a motorcycle. The photographer takes pictures of children. Grandmother knits a collar for her granddaughter. An angler catches a fish. The bees are bred by the beekeeper. A dump truck arrived at the construction site.

Fixed: understanding of instructions; the child's ability to perceive and reproduce words of a complex syllabic structure.

Series 5. Tasks are aimed at identifying the ability to independently compose coherent statements

1. Tell a story

Purpose: to identify the child's ability to make a coherent statement based on a familiar literary work (the fairy tale "Gingerbread Man").

Examination technique: the child is asked to tell the fairy tale “Gingerbread Man”, in case of difficulty, an adult helps the child and begins to tell the first: “Once upon a time there were a grandfather and a woman, a woman kneaded the dough and made a bun. What happened next?

Fixed: the child's ability to build storyline, adhering to the main content of the tale.

2. Retell

Purpose: to identify the ability to highlight the structural parts of the statement, to use a variety of syntactic constructions when compiling a retelling.

Examination technique: the child is offered to listen and remember the tale, and then retell it. “Once upon a time there were two brothers: a hare and a hare. Once, when spring came and it became quite warm, the hares went for a walk in the clearing and ... saw a fox. One of the rabbits got scared and rushed home. It was a cowardly bunny! And the brave hare shouted: “Do not be afraid, I can protect you!” He said to the fox: “Get out of here, redhead, otherwise I’ll call the hunter!” The fox was frightened and backed away into the forest. And the brave hare went home. At home, mother praised the brave man, kissed him, and then told the hares a fairy tale and they fell asleep.

The following are fixed: the child's ability to single out the structural parts of a fairy tale (beginning, middle, end); use a variety of syntactic constructions, conveying the storyline; construct a coherent retelling.

Series 6. Tasks are aimed at determining the state of the side of speech - grammatical

1. "Hide and Seek"

Purpose: to identify understanding and active use of complex prepositions (with, between, about, because of, from under)

Equipment: toy - bunny

Examination technique: the child is offered to perform a series of actions, for example: "Hide the bunny behind your back." Then the child is asked questions and given tasks: “Where does the bunny look from? Hide the bunny under the table. Where is the bunny looking from? Put the bunny on the table. Bunny jumped to the floor. Where did the bunny jump from?

Fixed: the child's understanding and use of complex prepositions.

2. Name it right

Purpose: to identify the ability to coordinate pronouns and verbs in speech.

Examination technique: an adult invites the child to change the words-verbs to sew, sing, dance, paint, fly in accordance with pronouns. For example: "I go, we go, they go."

Fixed: understanding of the task; ability to use verbs correct form taking into account the person of the pronoun.

Target: identifying the ability to use nouns in the correct grammatical form.

Equipment: pictures depicting a forest in winter, summer, spring, autumn; zoo, circus.

Survey methodology: the child is offered to look at the pictures and answer the questions: “What is there in the forest? Where do the leaves fall from in autumn? (R.p.) Who do you like to visit? Who needs a daughter? (D.p.) Who did you see at the zoo (circus)? (VP) What are you looking at? What are you listening to? (Etc.) What do children ride in winter? (P.p.)

It is fixed: the child's ability to answer questions in the correct grammatical form.

Series 7. Tasks are aimed at checking the state of sound pronunciation

1. Name it right

Equipment: pictures for the examination of sound pronunciation.

The tasks are aimed at examining the articulatory apparatus, the preservation of its innervation.

The results of the survey are recorded in detail in the protocol (Appendix 10).

pedagogical psychological correctional dyslexia dysgraphia

Strebeleva Elena Antonovna - Doctor of Pedagogy, Professor, Head of the Laboratory for Preschool Education of Children with Developmental Problems, Doctor of Pedagogy, Head of the Project "Early Correction of Developmental Deviations and Preschool Education of Children with Special Needs". Professor of the Faculty of Special Psychology and Special Pedagogy of the Department of Oligophrenopedagogy of the Moscow State Pedagogical University.

Born in the Kherson region, Ukrainian SSR. Graduated from the Defectological Faculty of Moscow State Pedagogical Institute named after Lenin. She worked as an educator, defectologist, methodologist of a special kindergarten for mentally retarded children, a teacher at the department of oligophrenopedagogy, a professor at the department of preschool defectology at the Moscow State Pedagogical Institute named after Lenin.

Since 1994 he has been working in the Institute of Computer Science of the Russian Academy of Education. The main directions of scientific research are: psychological and pedagogical diagnostics of children of early and preschool age; research in the field of mental development of children with intellectual disabilities; raising a child with developmental disabilities in the family; upbringing and education of children in special preschool institutions for children with intellectual disabilities; training of defectologists for work in special preschool institutions.

The author of the approach to the psychological and pedagogical diagnosis of disorders in the development of children of early and preschool age, the system of correctional and pedagogical work on the development of cognitive activity of children of early and preschool age with intellectual disabilities.

Laureate of the Presidential Prize in the field of education for 1999. The prize was awarded for the creation of a set of manuals for diagnosing the mental development of young children for preschool educational and general educational institutions.

Books (7)

Orphans. Development counseling and diagnostics

The manual highlights a modern comprehensive approach to the psychological, medical and pedagogical diagnosis of orphans and children left without parental care.

A description of specific methods for examining children from infancy to adolescence is given. Particular attention is paid to the criteria for assessing the development of children brought up in boarding schools. The book is addressed to managers and employees of PMPK(C), neuropathologists, psychiatrists, pediatricians, psychologists, speech therapists, speech pathologists.

Preschool oligophrenopedagogy

The textbook outlines the theory and practice of preschool oligophrenic pedagogy, reveals the features of the mental and physical development of preschool children with intellectual disabilities, as well as methods of correctional and educational work with them.

The book is intended for students of pedagogical institutes, as well as for teachers-defectologists and educators of specialized (correctional) kindergartens for children with intellectual disabilities.

Correctional assistance to young children

Correctional assistance to young children with organic lesions of the central nervous system in short stay groups.

The book describes a systematic approach to correctional and pedagogical work with children of the third year of life with organic damage to the central nervous system in groups of short stays in preschool educational institutions of a compensatory or combined type.

The book is addressed to teachers (teachers-defectologists, music directors, teachers-psychologists) who work with children with organic lesions of the central nervous system.

Psychological and pedagogical diagnostics of children's development

Psychological and pedagogical diagnostics of the development of children of early and preschool age: Methodological guide with the application of the album "Visual material for examining children."

The manual was created on the basis of a modern approach to diagnosing the mental development of children of early and preschool age. It includes a description of methods aimed at identifying the level of cognitive and speech development, examining the hearing of children of different age categories.

It is intended for specialists in psychological, medical and pedagogical consultations, speech pathologists, psychologists, speech therapists of preschool educational institutions. It can be useful for students of preschool, psychological and defectological faculties of pedagogical institutes, as well as for parents.

Special preschool pedagogy

The textbook highlights the general issues of the formation of special pedagogy as a science and modern theoretical approaches to the development of a system of correctional and developmental education.

The content, methods and techniques of correctional and educational work with children, determined by the specifics of each type of violation, are considered. Questions and practical tasks for students are given, as well as a list of additional literature.

Formation of thinking (visual material)

Formation of thinking in children with developmental disabilities (visual material).

Illustrations of visual material correspond to the chapters and sections of the book by E.A. Strebeleva “Formation of thinking in children with developmental disabilities” and are a visual and practical application to it.

The manual is recommended to be used in the process of classes with children for the formation of certain mental actions. With a competent approach to work, the teacher will be able to teach the child a holistic perception of the situations depicted in the pictures, lead to a generalization of ideas about the properties and qualities of objects, mastering the actions of substitution and modeling.

Picture material will provide significant assistance in the formation of the relationship between word and image, the ability to perform classification and systematization, establish cause-and-effect relationships and dependencies, understand hidden meaning and humor.

Formation of thinking in children with developmental disabilities

The book presents a system of correctional and pedagogical work on the formation of the mental activity of children with mental disabilities. A detailed description is given of more than 200 didactic games, exercises, stories, tasks and riddles that contribute to the activation of the cognitive activity of preschool children.

At the end of the manual, two appendices are given with material for educators to understand the creation of a situation for classes with children, and a visual handout for children.