Child psychodiagnostics. When psychodiagnostics is indispensable

METHODS OF PSYCHOLOGICAL DIAGNOSTICS

Psychodiagnostics- This region psychological Sciences, within which methods, methods, techniques are developed recognition of individual typological characteristics personality.

Structure of psychodiagnostics:

Iblock– general theory of psychological measurement

IIblock– private theories and concepts, as well as methods based on them

Eysenck personality test – 2 factors

Catell's 16-factor questionnaire – 16 factors

IIIblock– outside test diagnostics.

Psychodiagnostic methods:

- conversation

- observation(structured, fixed)

- experiment(laboratory, natural)

- testing(distinguished by its measurement and testing focus. The result is a quantitative assessment of the phenomenon being measured)

- survey, survey

- pedagogical documentation forbaby– what, how many visited, difficulties of work, products of activity

- medical documentation– anamnesis, developmental history, illness

- collection of psychological history– information about family, environment. Personality research method – A.E. Lichko

- psychobiographical history– collection of information about the development situation

Testing

Primary requirements to psychodiagnostic tools:

1) Standardization– instructions, stimulus material, procedure, results, norm

2) Validity– compliance with the child’s development level, subject of study, age.

Anna Anastasi “Psychological Testing”: Test validity is a characteristic of what exactly the test measures and how well it does it.

3)Reliability– accuracy and reliability of measurements. The more reliable it is, the less its results depend on the influence of extraneous factors.

Types of validity:

1) Differential diagnostic– a characteristic of how much the test results allow one to differentiate subjects according to the indicator being studied (for example, normal from pathological)

2) Current– to what extent the test results reflect current level child development

3) Prognostic- from the word forecast. Characteristics of how the test results can determine the future development of the child (ZPD - zone of proximal development)

4) Criteria– from the word criterion – when the test results correspond to an external criterion.

Basic psychodiagnostic approaches

3 ways to get information:

Objective approach

Subjective approach

Projective approach

Objective– diagnostics is based on assessing the results of the subject’s activity and the methods of this activity (all tests of intelligence and cognitive activity)

Subjective– diagnostics is based on the subject’s self-assessments, characteristics of his personality (character, value orientations, etc.) – personality questionnaires and scale methods

Projective– diagnostics is based on the mechanism of personality projection onto weakly structured ambiguous stimulus material (all projective techniques). Roshikh techniques (ink blots)

Drawing tests are impressive - the drawing is already ready. It remains only to be interpreted. Rosen-Zweik test (for frustration tolerance)

Expressive - the child draws - a cactus, a house-tree-person, a non-existent animal, etc.

An unfinished sentence is a problem area in a person’s personality system.

The projective approach is very popular, but the difficulty is that the professional is subjective when processing the results.

The most successful diagnosis is one that uses all approaches.

The main stages of a psychological examination of a child (individual)

I. Preparatory

II. Basic

III. Final

Preparatory stage– listening to complaints from parents (teachers) and requests to a psychologist. The request must be recorded in writing. Familiarity with all documentation. Study of works, activities. Conversation with the child, observing his behavior and reactions. A rough idea of ​​what kind of child it is and what the problem might be. Cognitive environment, emotional-volitional sphere, etc.

Get internal agreement child to work with a psychologist. Positive motivation for examination.

Main stage- implementation of the planned plan. Beginning of the examination. We uncover the problem and adjust the original plan.

The final stage– 1) initial processing of the result (calculation of raw points)

2) translation of primary estimates into standard ones - to compare different methods with each other

3) Comparative analysis of these estimates with the standards that are given.

4) analysis and interpretation of the results obtained

5) drawing up a conclusion

Conclusion diagram:

must be targeted. Psychological and pedagogical recommendation.

3 main parts.

Part 1 – during the conversation….

Conversation and observation. How he came into contact, easily (reluctantly, etc.) related to the examination, etc., how conscientiously he completed the task, reaction to success and failure, formation of self-control, activity in solving problems, anxiety, perseverance/restlessness, exhaustion, understanding of instructions, how, from what point times.

Everything that can help in diagnosis is recorded.

Part 2 – description of all research results

2 basic rules: (1) – Description and analysis of the result in detail.

Data are analyzed according to the subject of study, and not according to methods.

The subject is not the emotional-volitional sphere, but the understanding of emotions, anxiety, etc.

(2) – It is necessary to analyze not only the weaknesses of the child’s development, but also his strengths in order to identify compensation mechanisms.

Interpretation is a psychological description of the results obtained.

Part 3 – summary of the data obtained

What comes to the fore comes to the background.

Summary. The psychologist does not make a diagnosis! He makes only a psychological diagnosis, i.e. He does not identify any nosologies like F84 or others.

L.S. Vygotsky wrote that the final result of the activity of a diagnostic psychologist is the establishment of a psychological diagnosis, the content of which is associated with the determination of individual typological characteristics of a person.

Psychological diagnosis is associated with psychological prognosis.

The concept of psychological diagnosis and psychological prognosis according to L.S. Vygotsky:

3 conditions for psychological diagnosis:

1) symptomatic– identification of any violation, underdevelopment

2) etiological– identification of the cause, origin of the violation

3) typological– identification, the ability of the psychologist to fit the identified violations into the dynamic picture of the personality.

The personality is seen more holistically. But it is necessary to take into account the child’s development factor 

Psychological prognosis – the ability of a psychologist, based on knowledge about the past and present development of a child, to understand the logic of this development in order to predict his future development.

In addition to IQ given by a psychologist, there is a structure of intelligence - a graph for various indicators.

LV – lag in all indicators. ZPR – indicators are uneven, lagging behind. for some, normal for others

The concept of functional diagnosis

(medical, but advanced)

Originated in rehabilitation medicine. The main motto of rehabilitation medicine is an appeal to the personality of the sick person.

F.D. = medical part(u/o, from psychologist IQ and structure of intelligence) + psychological part(personality characteristics) + social part(work of a social teacher: conditions, family, etc. Socio-demographic passport for the child)

The psychological part and the social part make up the psychological history.

Diagnostic training experiment as a method of psycho-pedological diagnostics (DOE)

Training, training, learning ability. Which of this is a pedagogical concept and which is a psychological one?

Education– the process of transferring knowledge, skills, abilities from one to another. Pedagogical technology and effectiveness are assessed by teachers.

Training– the degree of assimilation of knowledge, skills and abilities in the learning process. Pedagogical learning diagnostic tool - quizzes, tests, answers at the board, on the spot, etc.

Learning ability– the child’s ability to absorb knowledge.

Psychological technology. The psychologist determines what the child’s potential is. Reveals the structure, abilities, what is lower, higher or normal. Specifies what exactly the child is capable of.

DOE is a popular psychodiagnostic method aimed at studying a child’s potential for learning in specially organized conditions under the influence of an adult. DOE is intended for qualitative and quantitative assessment of a child’s learning ability.

A child’s learning ability has 3 main components:

1) activity in solving intellectual problems - interest in knowledge

2) receptivity to adult help

3) the formation of a logical transfer of the learned method of solving problems to new, similar ones.

The methods developed in the DOE version are distinguished by high predictive validity, as well as differential diagnostic validity.

This DOE is developed based on the concepts of L.S. Vygotsky on the zone of proximal development and the relationship between learning and development.

Learning entails development, so learning is aimed at the zone of proximal development – ​​the ZPD.

An example of a technique developed for DOE is method A.Ya. Ivanova entitled "Classification geometric shapes».

Purpose: to identify the level of mental development of a 6-9 year old child, an indicator of his learning ability.

Stimulus material: 2 sets of cards, 24 cards each, depicting geometric figures of different shapes, colors and sizes.

1 set – 4 shapes (circle, square, diamond, triangle) – 3 colors (red, yellow, blue) – 2 sizes (large, small)

2 set – 3 shapes (circle, square and pentagon) – 4 colors (red, yellow, blue and green) – 2 sizes (large, small)

The first set comes with a table showing all the figures in this set.

DOE consists of 2 parts:

1) educational– three types of assistance are provided:

Stimulating

Organizing

2) similar to task– stimulating assistance. organizing if necessary.

Training assistance only in the first part. Strictly dosed. Each dose of help is a hint lesson (no. 1, no. 2, no. 3, etc.)

The second part - a similar task is given. It looks like the first stage of the experiment has been mastered, transferring the learned methods of solving problems to independent activity.

Based on the methodology carried out, it is possible to calculate the learning ability indicator - LP.

PO = OR + VP + LP

OR = indicative response. passive = 0 points, active = 1 point.

RP = receptivity to help. PI is a manifestation of inertia. 1 point for each. KU – number of lessons.

LP – logical transfer – PPSLF = 0 points. Complete transfer of verbal-logical form - named and showed 3 forms.

CHPSLF = partial transfer of verbal-logical form = named and showed 2 forms = 1 point

PPNDF = complete transfer of visually effective form. didn't say, made 2 forms = 2 points

PPNDF = partial transfer of visually effective form. didn’t say, showed 2 forms = 3b.

OLP = lack of logical transfer = 4 points.

Standards:

Software norm – 0-5 points

PO ZPR – 5-9 points

PO OU – 9-18 points

Identifies risk groups. Good for preparing for school.

(Book: Rubinstein S.Ya. Moscow. “Experimental methods of pathopsychology”, 2011.

Volume 1 – description, volume 2 – stimulus material)

Intelligence and cognitive tests

Very popular, aimed at assessing general abilities to understand the world around us. The result is IQ (quantitative assessment) and the level of formation of individual cognitive processes (structure of intelligence).

2 theories:

KTL (culture of free intelligence) - intelligence is determined by the social conditions of the child.

Intelligence is a hereditary factor.

The first measured mental abilities - Galton(work - Measurements of a person's mental abilities)

1905– a scale appeared Binet-Simone. Allowed to differentiate normal from pathology.

List of tasks for 5-10 years. They give a 6-year-old child a 6-year-old test. The answer is correct – IQ norm. If he doesn’t answer, they give him a test for 5 years, etc.

Modification scales - 1908-1911 - they themselves. Not only the norm from the pathology, but also the range of the norm. Their merit is that they found a way to diagnose intelligence in the normal range and introduced the concept of “mental age.”

1927 – L.S. Vygotsky wrote an article criticizing the Binet-Simon scale, but emphasized its enormous psychodiagnostic value.

1909 - Russia - development of Rassolimo - proposed a test to differentiate educational attainment from the norm, proved that underachieving children are not always successful.

Not only IQ, but also drew the structure of intelligence.

Components of a child’s mental development:

1) mental tone

3) thinking

Compiled 7 types of mental development. Each parameter in detail - “Psychological profile”

Raven's Test - "Progressive Matrices" - 1936

Attention, thinking on a non-verbal level.

Reliable, valid, for the study of non-verbal intelligence.

Adult version - from 11 years old - black and white. Children - 5-11 years old - color.

Black and white version – 60 matrices. 5 episodes. 12 tasks.

1, A – the easiest difficulty and series

12, E – the most difficult.

Children's – 36 matrices, 3 series. A, A/B, B. A/B – intermediate series.

The result is the level of intelligence in %.

The structure of intelligence cannot be drawn.

The procedure is used on children and adolescents as a performance test.

Advantages and limitations of the Raven test:

Since the test is non-verbal, it can be used with children who are deaf, with speech impairments, or with migrant children.

You can't measure verbal intelligence.

Amthauer test - 1953

The direction of problems of professional selection and career guidance. For teenagers and adults (from 11 years old).

176 tasks – 90 minutes. The result is grouped into 9 subtests. Based on the result drawing of the structure of intelligence.

"Structure of Intelligence"

Several similar versions. You can track the dynamics of the child's development. You can get IQ. The test is working, diagnostic, effective.

Wechsler test

Basic principles for diagnosing deviations in the child’s birth defects at the PMPK

PMPK – psychological, medical and pedagogical K-commission, K-consultation, K-consilium (school). PR – mental development

Consilium:

Determine a child assistance program

1 month to implement - again consultation

Send to commission to see dynamics

Consultation:

Expand the functions of the commission

Before organizing the commission, assistance to parents and children

Operate as psychological assistance centers for children

They organize correctional and developmental groups

Communication with maternity hospitals for statistics and information in RONO, etc., how many children were born and with what pathologies.

PMPCommission

1 principle– integrated approach When examining a child for PMPK, the child is examined by different specialists, and a psychological study is an integral part of the clinical, neuropsychological and socio-pedagogical examination of the child. Familiarity with medical documentation. Only a psychologist gives IQ.

2 principle– age validity of the selected methods.

Rozanova T.V. – 9 age stages.

3 principle– a dynamic approach to the study of a child. Any study of a child should be organized taking into account the child’s development factor. Those. Not only the child’s current level is assessed, but also the zone of proximal development (ZPD).

To put this principle into practice, the psychologist relies on: - from top to bottom (age task, easier, 6 year old, even easier, even easier, 5 year old…….)

From bottom to top (task is easy - done - harder - done - harder......)

4 principle– a psychologist conducts a comprehensive and holistic examination

5 principle– interaction, activity approach.

Compliance with the conditions for conducting psychological research.

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Memory test for children 6 - 7 years old. "Memorizing 10 words by A.R. Luria

The technique is intended to study the process of voluntary memorization in children aged 6-7 years. The very process of memorization gives an idea of ​​the stability and concentration of attention, the ability to work, and the child’s ability to perform rather boring, purposeful activities. Conducted in silence. Stimulus material - 10 simple words, not related to each other in meaning.

For example: 1) year, elephant, ball, soap, salt, noise, river, floor, spring, son or: 2)g ora, saw, rose, soap, leg, feather, glasses, river, sofa, bread

It is advisable to have several such sets.

Instructions: “Now I want to check how you can remember words. I will tell you the words, and you listen to them carefully and try to remember. Since no one remembers all the words the first time, I will read them to you several times. After each time you will repeat all the words you remember, in any order." Instructions for the 2nd presentation: “Now I will repeat the words again, and you remember and repeat after me everything you remember, including those you said last time.” At presentations 3 and 4, it is enough to say “Listen again,” at presentation 5, “Now I will read the words in Last time, and you will try to repeat more." In cases where the child reproduces words very slowly and uncertainly, you can stimulate him with the words "More! Try to remember some more!” After memorization, the child is engaged in other tasks, and at the end of the study it is necessary to check how many words remain in his memory (delayed reproduction).

Normally, on the first presentation, 3-5 words are reproduced, on the fifth - 8-10. Delayed playback - 7 - 9 words. The results are entered into

STUDY PROTOCOL

№

Mountain

Saw

Rose

Soap

Leg

Feather

Glasses

River

Sofa

Bread

Additional words

Bottom line

1

2

3

4

5

In one hour

Evaluation of results:

4 points - High level - remembered 9 - 10 words after the 5th presentation, 8-9 words during delayed recall.

3 points - Average level - remembered 6 - 8 words after the 5th presentation, 5 - 7 words during delayed recall.

2 points - Below average - remembered 3 - 5 words after the 5th presentation, 3 - 4 words during delayed recall.

1 point - Low level- remembered 0 - 2 words after the 5th presentation, 0 - 2 words during delayed reproduction, or at the age of 6-7 years does not make contact, or cannot organize himself to perform this activity.

Psychological children's diagnostics, tests‎

Psychological diagnostics and tests for children from 5 to 7 years old. (79)

A 5-year-old child’s interest is increasingly directed towards the sphere of relationships between people. An adult’s assessments are subject to critical analysis and comparison with one’s own. Under the influence of these assessments, the child’s ideas about the real self (what I am, what I am according to my parents’ attitude towards me) and the ideal self (what kind of me, how good can I be?) are differentiated more clearly.

There is further development of the cognitive sphere of the personality of a preschool child.

Development of arbitrariness and strong-willed qualities allow the child to purposefully overcome certain difficulties specific to a preschooler. Subordination of motives also develops (for example, a child may refuse noisy play while adults are relaxing).

Interest in arithmetic and reading appears. Based on the ability to imagine something, a child can decide simple geometry problems.

The child can already remember something purposeful.

In addition to the communicative function, the planning function of speech develops, i.e. the child learns build your actions consistently and logically(formation of self-control and regulation), talk about it. Self-instruction develops, which helps the child in advance organize your attention on upcoming activities.

An older preschooler is able to distinguish the entire spectrum of human emotions, he develops stable feelings and relationships. “Higher feelings” are formed: emotional, moral, aesthetic.

To emotional feelings can be attributed to:

- curiosity;

— curiosity;

- sense of humor;

- astonishment.

Towards aesthetic feelings can be attributed:

- sense of beauty;

- feeling heroic.

To moral feelings can be attributed:

- feeling of pride;

- feeling of shame;

- feeling of friendship.

Against the background of emotional dependence on the assessments of an adult, the child develops a claim to recognition, expressed in the desire to receive approval and praise, to confirm his importance.

Quite often at this age, children develop such a trait as deceit, that is, a deliberate distortion of the truth. The development of this trait is facilitated by a violation of parent-child relationships, when a close adult, with excessive severity or a negative attitude, blocks the development of a positive sense of self and self-confidence in the child. And in order not to lose the trust of an adult, and often to protect himself from attacks, the child begins to come up with excuses for his mistakes and shift the blame onto others.

Moral development of an older preschooler in depends largely on the degree of participation of an adult in it, since it is in communication with an adult that a child learns, comprehends and interprets moral! norms and rules. It is necessary to form the habit of moral behavior in a child. This is facilitated by the creation of problematic situations and the inclusion of children in them in the process of everyday life.

In older children preschool age By the age of 7, a fairly high level of competence has already been formed in various types of activities and in the field of relationships. This competence is manifested primarily in the ability to make one’s own decisions based on existing knowledge, skills and abilities.

The child has developed a stable positive attitude towards himself and confidence in his abilities. He is able to show emotionality and independence in solving social and everyday problems.

When organizing joint games, he uses an agreement, knows how to take into account the interests of others, and to some extent restrain his emotional impulses.

The development of volition and volition is manifested in the ability to follow the instructions of an adult and adhere to the rules of the game. The child strives to complete any task efficiently, compare it with a model and redo it if something did not work out.

Attempts to independently come up with explanations for various phenomena indicate a new stage of development cognitive abilities. The child is actively interested in educational literature, symbolic images, graphic diagrams, and makes attempts to use them independently. Children of senior preschool age tend to predominate socially significant motives over personal. In the process of assimilating moral norms and rules, an active attitude towards one’s own life is formed, empathy and compassion develop.

The self-esteem of a child of senior preschool age is quite adequate; it is more typical to overestimate it than to underestimate it. The child evaluates the result of an activity more objectively than the behavior.

At the age of 6-7 years, visual-figurative thinking with abstract elements develops. However, the child still experiences difficulties in comparing several features of objects at once, in identifying the most significant in objects and phenomena, in transferring the acquired skills of mental activity to solving new problems.

In an older preschooler, the imagination needs support from an object to a lesser extent than at previous stages of development. It turns into internal activity, which manifests itself in verbal creativity (counting books, teasers, poems), in the creation of drawings, modeling, etc.

There is a gradual transition from play as a leading activity to learning.

Psychological readiness for school.

Components psychological readiness	Content characteristics
Intelligent Readiness	 Having a broad outlook and stock of knowledge.  Formation of initial skills in educational activities.  Analytical thinking (the ability to comprehend signs and connections between phenomena, the ability to act according to a pattern).  Logical memorization.  Development fine motor skills and sensorimotor coordination.  The ability to identify a learning task and translate it into an independent goal of activity.  Development of phonemic hearing
Personal readiness	 Acceptance of a new social position.  A positive attitude towards school, teachers, educational activities, and oneself.  Development of cognitive criteria, curiosity.  Developing a desire to go to school.  Voluntary control of one's behavior.  Objectivity of self-esteem.  Loss of “childhood”, spontaneity
Social and psychological readiness	 Flexible mastery of ways to establish relationships.  Development of the need for communication.  Ability to obey rules and regulations.  The ability to act together and coordinate your actions.
Emotional-volitional readiness	 Development of “emotional anticipation” (anticipation and experience of long-term consequences of one’s activities).  Emotional stability.  Formation of not being afraid of difficulties. Self-esteem.  The ability to limit emotional outbursts.  Ability to systematically complete tasks.

Psychological diagnostics and tests for children‎

Test for the attention of a child 4 - 7 years old "Find the difference"

This technique is intended for children 4-7 years old and allows you to determine the level of attention.

Child's assignment

You need to look carefully at the two pairs of pictures and note how they differ.

There are 10 distinctive features in the first pair of pictures, and 7 in the second. Therefore, the child can score a maximum of 17 points for this test. The time to complete this task is 4 minutes.

Evaluation of results
16-17 points- high level;

4-7 points - below the average;

13-15 points - above average;

0-3 points- low level.

8-12 points -average level;

Test "Ability to learn at school" for children 5 - 7 years old

Target: Diagnostics of psychological readiness of children 5 - 7 years old for schooling, level of mental development of the child.

The test consists of 15 tasks. Each of them has its own scoring system, which is specified in the test manual. All results are recorded on the registration form. It is used exclusively individually and requires good preliminary preparation of the researcher.

Test Guide

Introductory task. (Not assessed, as it is used to establish contact with the child, as well as to facilitate his understanding of the essence of the first task).

The task consists of a series of three consecutive pictures based on the plot “The story of the construction of the tower” (Fig. 1 - 3). The pictures need to be laid out in the correct sequence in front of the child. The adult himself tells the story, each time pointing to a picture corresponding to a particular phrase.

Instructions: “Look at these pictures. They will tell us a story. A little girl is building a tower out of cubes, she is glad that the tower turns out so beautiful (1st picture). Suddenly one mischievous boy came and deliberately destroyed the tower with his foot (2nd picture). The girl was very upset and cried bitter tears (3rd picture).”

Then the pictures are removed, and the child is asked to repeat the story he heard, but without looking at the pictures. Regardless of the quality of the story, the researcher once again briefly formulates the essence of the plot: “Very good. The boy destroyed the girl’s tower, and that’s why she cried.”

First task: “History in pictures” (Fig. 4 - 6)

The task consists of three pictures, which are laid out sequentially in front of the child with a request to tell the story that he sees on them. In this case, no help is provided to the child. After the child has composed a story, the pictures are removed and he is asked to briefly retell the essence of the story again (see Introductory task).

Assignment rating:

7 points - The child very well reflected the semantic connection of all three pictures, paying attention to the main thing in the plot. The summary consisted of a basic summary of the story.

5 points - The child reflected the semantic connection well in the pictures. The essential and the minor are described with equal attention. Secondary is also included in brief retelling stories.
3 points - The child was able to correctly and independently reflect the semantic connection between only two pictures. A resume focuses on minor details.
2 points - The child was unable to find a semantic connection between the pictures and described them separately from each other.
0 points - The child was unable to compose a story.

Second task: “Knowledge of color”

Place a board with 12 colors in front of the child (red, orange, yellow, green, blue, indigo, purple, pink, black, gray, white, brown) and alternately, in any order, ask him to name one color or another.

Assignment rating: For each correctly named color, 1 point is awarded.

Third task: “Memorizing quatrains”

Instructions (consists of three stages):
Introductory part: “Now we will learn one thing good poem, which you try to remember so that you can later tell your dad (grandmother, sister...) at home. Listen here:

“How he treasures any day
Little bee! -
It hums and curls over the flower,
Diligent and sweet."

Stage 1: “Now I will tell the first part of the poem, and then you will repeat it:

“How he treasures any day
Little bee!

Stage 2: If the child made mistakes when repeating, then he is told: “You told it well, but not everything is correct yet.” At the same time, they indicate what mistakes he made and how the phrase should sound correctly. Then they ask him to repeat it again. If the child makes mistakes again, the phrase can be repeated no more than three times.

Then, by analogy, the second part of the poem is memorized:

"It hums and curls over the flower
Diligent and sweet."

Stage 3: When both parts of the poem are more or less memorized, the researcher says to the child: “Very good. Now let's repeat the entire poem. And I’ll read it to you again, and then you repeat it in full.” Both parts are read. If there are errors, proceed in the same way as in the first part.

The progress of learning (the number of errors and the amount of assistance offered and accepted) is recorded in the registration form.

Assignment rating:

8 points - Correct complete reproduction of all three parts.
5 points - Rearranging, omitting or adding words in any part.
3 points - Reproduce the meaning of the quatrain in your own words.
2 points - Individual semantic connections are preserved, but the integral semantic connection is broken.
0 points - A set of meaningless words or complete refusal.

Fourth task: “Knowing the names of objects.”

Any 9 pictures are laid out in front of the child: apple, carrot, rose, pear, tulip, cabbage, sunflower, cherry, clove.

Then they are asked to name each item. When answering, for example, “This is a flower,” they ask to clarify which one. If the child names objects incorrectly, the researcher must correct his mistakes at the end of the task.

Assignment rating:Each correct answer is worth one point.

Fifth task: “Counting process.”

Pictures from the fourth task are used. The child is asked: “Tell me now, how many objects are there?” If he finds it difficult to answer or gives an erroneous answer, then he is prompted: “You can count.” (Then, if necessary, you can offer to count again).

Assignment rating:

5 points - Counting without motor components.
4 points - Silent pronunciation (lip movement).
3 points - Speaking in a whisper, perhaps with a nod of the head.
2 points - Pointing with a finger at counting objects without touching them.
1 point - Touching objects with a finger or moving them when counting.
0 points - Refusal to answer.

Sixth task: “Counting order.”

All children who have completed the fifth task are asked: “Count in order as much as you can.” If the child does not understand the task, then the researcher helps him: “1, 2, 3...”. Then the child is asked to start over on his own. When the counting stops, the researcher says: “That’s right, what number is next?” There is no need to count beyond 22.

Assignment rating:
The number to which the child correctly counted is given as a score.

Seventh task: “Classification of objects.”

Pictures from the fourth task are used. A sheet of paper with a picture of three baskets is placed in front of the child.

Instructions: “Here are three baskets. This (show) a basket for fruits, this (show) for vegetables, this (show) for flowers. Please collect all the fruits here, all the vegetables here, all the flowers here (the corresponding baskets are also indicated).”

Assignment rating:
One point is awarded for each correctly classified item.

Eighth task “Perception of quantity”.

Consists of two parts.

Part 1: Materials from the seventh task of the seventh are in the last position. They cover the basket with flowers with a sheet of paper and say: “Now please tell me how many items there are in total?” If there is no correct answer, then the child is helped:

First aid: items are removed from the baskets and laid out in a chain, but space is left between fruits and vegetables. They ask: “How many objects are there?”

Second help: they close the gap between vegetables and fruits by moving them and say: “How many items are there?” If the child finds it difficult, then ask him to count.

Part 2: Then the same thing is done for all three baskets, that is, they are asked to say how many items are in them together using the same system of assistance.

Assignment rating:
Correct, independent answers are scored 3 points for each part of the task, that is, the maximum possible score is 6 points. For each type of assistance, 1 point is calculated, that is, the more assistance, the lower the amount of points. If there is no solution or an incorrect result - 0 points.

Ninth task: “Placement of figures.”

Materials: three cards with drawings of a circle, triangle, square; nine cut out geometric shapes: circles, triangles, squares

Part 1: The child is asked, pointing to the cards: “What is drawn here?” It is acceptable if instead of “square” he says “rectangle” or “quadrangle”. If the child does not know the names of the figures, then they should be named.

Assignment rating: One point is awarded for each correct name.

Part 2: Then the child is asked: “Why do you think a triangle is called a triangle, a quadrilateral is called a quadrangle, and a circle is called a circle?”

Right answers: A triangle has three angles, a quadrilateral has four angles, and a circle is round.

For each correct explanation - one point.

Part 3: Nine cut-out figures are placed scatteredly in front of the subject and, at a distance from them, three cards with drawings of a circle, a triangle and a square.

Instructions (point at three cards in turn): “Here we have a triangle, here we have a square, and here we have a circle. Please collect and put here (pointing to the square) all the quadrangles, here (pointing to the triangle) - all the triangles, here (pointing to the circle) - all the circles.”

Assignment rating: For each correctly collected pile, one point is awarded.

Tenth task: “Comparing pictures.”

Material: Four pairs of compared pictures.

Alternately laying out and removing each pair of pictures after completion, the child is asked: “Why do you think this picture (show) looks different from this one (show)?” If the child has difficulties, they help him: “What is different in this picture? What’s drawn here and what’s here?”

Assignment rating:

2 points - Correct solution without help.
1 point - Correct solution with help.
0 points - No solution.

Each pair is evaluated separately, therefore, the maximum amount for 4 pairs of pictures is 8 points.

Eleventh task: “Differentiation of color and shape.”

A sheet of paper with drawings of unfinished figures is placed in front of the child.

Instructions: “Rectangles are drawn here (show). Each of them is missing a piece (show). For each rectangle, select a suitable piece from all those drawn here (show). Look which piece fits this rectangle (point to the first figure)?”

Then they sequentially point to the remaining figures, asking them to select the missing parts for them.

Assignment rating: Each correct solution should be worth one point.

Twelfth task: “Reproduction of quatrains.”

The child is asked to reproduce the poem from the third task. “You and I were learning a poem. Do you remember him? Try to tell me. “If the child makes mistakes or has completely forgotten the poem, then the learning process is repeated according to the same pattern as the third task. To evaluate the result, the same criteria for the quality of work are used as in the third task.

Thirteenth task “Finding analogies.”

Instructions: “Please answer a few questions:
It's light during the day, but at night?... (dark)
The bird sings, and the dog?... (barks)
The car is moving, but the plane?... (flies)
The dove flies, but the fish?... (floats)
A cat has fur, and a duck?... (feathers)
The dress is made of fabric, and the shoes?... (leather)

Assignment rating: One point is awarded for each correct answer.

Fourteenth task “Drawing”.

Figures are offered for sketching, for middle group- a square and a triangle (Fig. 16), and for the older one - a triangle and a cross and two patterns reminiscent of a capital font (Fig. 17).

Instructions; “There are two figures and two patterns drawn here (show). Try to draw the figures here as best as possible (show) and continue the patterns here (show).”

Assignment rating: Exhibited separately for each drawing. Changes in sample size and minor spatial distortions are not taken into account.

6 points - The drawing is similar, adequate to the shapes and proportions of the sample.
3 points - The drawing is generally similar to the sample, some distortions of shapes are allowed.
2 points - The drawing is partially similar to the sample: the main shapes are unrecognizable, but some details can be guessed.
0 points - The drawing is not at all similar to the sample, scribbles.

Fifteenth task: “Description of the picture.”

The child is shown a picture

and they say: “Please tell me about what is happening in the picture (Fig. 18).”

Assignment rating:

a) Conversational speech.

2 points - Fluent speech without hesitation
1 point - Quite fluent speech, but there are pauses.
0 points - Speech is stuttering, intermittent.

b) Constructing sentences.

8 points - Well-structured complex sentences, connecting conjunctions are used.
6 points - Complex sentences, one conjunction is stereotypically used.
4 points - Mostly simple sentences.
1 point - Mostly incomplete sentences.
0 points - The construction of sentences is broken.

c) Articulation.

2 points - Clear pronunciation of sounds.
1 point - Unclear pronunciation of sounds.

d) Fantasy, imagination.

It is scored 1 point if the child not only talks about what is shown in the picture, but also about the experiences, thoughts of the characters, speculates about what was or will be, etc.

Thus, the maximum score for the entire task is 13 points.

PROCESSING AND INTERPRETATION OF RESULTS:

The sum of points received for all tasks is calculated. The overall total indicator is converted into percentages using the standard table. The result obtained is an indicator of the child’s mental development and his intellectual readiness for school.

TABLE OF STANDARD INDICATORS
Table 1

Interest	4	10	20	30	40	50	60	70	80	90	98	100
Total indicator	71	76	79	85	90	92	96,5	99	102	108,5	111	117

The average norm for the subjects is considered to be an indicator of mental development of approximately 60% or more percent.

The test allows you to diagnose the current level of mental development of a child in three areas: learning ability, level of thinking development and level of speech development. There are certain components of mental development necessary for learning at school, which together form the child’s intellectual readiness for learning at school. These components are correlated with specific test items in Table 2.

This table facilitates the analysis of the subject’s answers, his most or least developed components of mental development.

table 2

Components of mental development	Job numbers
1. Learning ability (as the ability to learn)	3, 8, 12
2. Level of education of concepts	1, 4, 13
3. Level of speech development	1, 15
4. General awareness (knowledge about the world around you)	1, 4, 9, 13
5. Mastery of set relations	5, 6, 7, 8
6. Knowledge of forms and their differences	9, 11
7. Ability to differentiate sensations, level of development of perception	2, 10, 11, 13, 14
8. Ability to work with pen and pencil, orientation in small spaces	14
9. Ability to classify objects	7, 9
10. Memory	3, 12

Registration form for the test
Table 3

Job numbers	Child's answers	Notes	Ratings
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

Test tasks for children 5-6 years old

Purpose: Checking the level of development of auditory memory.

Description: Invite your child to memorize 10 words. Words should be simple and short.

It could be like this: Cat, spruce, house, winter, needle, car, sister, horse, glasses, table.

You slowly read the words to your child and ask him to repeat everything he remembers. Then you read the same words a second time, and the child again repeats everything he remembers. The procedure is repeated until the child remembers all 10 words. (but no more than 5 times).

Rating: Normal - the child remembers 4-5 words the first time, and all 10 words after 3-5 repetitions.

2. Test for studying visual memory.

Purpose: Using this test, you can examine the characteristics of a child’s visual memory.

Description: Show your child 10 pictures. Show each picture for 5 - 6 seconds. After showing your child all 10 pictures, ask him to name the objects that he remembers. The playback order does not matter.

Rating: Good result - 8-10 pictures.

Satisfactory result - 5-7 pictures.

Unsatisfactory result - less 5 pictures.

3. Tapping test.

Goal: Determination of neurodynamic features.

Description: The child’s task is to put dots in the work square as quickly as possible ( see figure 1 ) and on a signal move to another. 5 seconds are allotted to work in each square. Then the child moves on to the next square and so on until the sixth. The top row of squares is filled with the right hand, the bottom row with the left, starting with the fourth, fifth and sixth.

Scoring: Calculate the average number of dots in each square (add the dots in all squares and divide by 6).

1-16 points - the child is slow, he will complete all tasks at a slow pace, there is no point in rushing him. It is better to work on the automaticity of movement, due to this the speed of work can increase.

16-20 points - the child is able to work at a normal, average pace. Will have time to cope with the given amount of work.

20 and more dots - a fast kid, in whom everything simply “burns in his hands.” It makes sense to pay attention to the quality of work.

4. Classifications.

Purpose: the task reveals the level of development of the child’s conceptual, verbal and logical thinking, the ability to find significant signs and, based on these signs, combine various objects.

Description: We pronounce 4 words, the child must which word is extra, and explain why.

1. Snake, hedgehog, hare, horse.
2. Violin, guitar, harp, drum.
3. Notebook, textbook, notepad, pencil.
4. Beetle, spider, butterfly, fly.
5. Nest, yurt, house, multi-storey building.
6. Pear, banana, tomato, apples.
7. Cornflower, poppy, rose, cactus.
8. Owl, swallow, sparrow, dove.
9. Boy, woman, man, old man.
10. Airplane, rocket, helicopter, tank.

5. Test Correction test.

Purpose: A task to determine the amount of attention (the number of letters viewed) and its concentration (the number of mistakes made). You can use tasks like these as exercises to train your attention.

Description: Any printed text is suitable for proofreading: magazines, newspapers. The child must find certain letters as quickly as possible, crossing them out.

Rating: If a child looks at 400 characters or more in 5 minutes, he has good attention.

If he makes less than 5 mistakes, we can talk about a high degree of concentration.

Kindergarten - drawing technique

A test to check the psychological comfort of children staying in a kindergarten group.

Sometimes a teacher needs to understand how comfortable the students feel.
The most convenient option in this case is to invite the children to draw a picture on the topic “I am in my kindergarten group.”

This will not take the teacher much time during the working day, and he can reflect on the results at his leisure.

The proposed drawings of children can be divided into three groups.

1. The child draws only the building.

2. The child draws a building with elements of a playground.

3. The child depicts himself in the room or on the street.

The first group of drawings is the most alarming. If there is nothing in the picture except a building, it means that the baby perceives the kindergarten as something alienated, faceless. So life in kindergarten does not evoke positive emotions in him and he is not identified with the events taking place there.

The situation that inspires the most optimism is when a child depicts himself in a drawing. In this case, you can put a bold cross next to the child’s last name: the events that happen in kindergarten are personally significant for him.

But the analysis of the situation is not limited to this. You need to pay attention to other elements of the picture. Are there children in the picture? Teacher? Playing field? Toys?

Their presence allows the teacher to put another cross: the child has reflected in his work many different connections and relationships. The playing field, for example, is a very important element. If a child depicts himself standing on the carpet, on the floor, on the ground (children often depict their support as a straight line), this is a good indicator. This means that he “stands firmly on his feet” and feels confident. It’s good if the picture shows flowers, the sun, birds - all these are details that indicate “peace” in the soul.

You need to try to understand what the child is expressing when drawing the teacher. On the one hand, her appearance in the picture is a positive thing. This means that a teacher for a child is significant character, whose presence he must reckon with. But it is important how the teacher faces the child - with her back or face, how much space she takes up in the picture, how her hands and mouth are depicted.

The emphasis on the mouth and the many lines around it may indicate that the child perceives the teacher as a bearer of verbal aggression.

The color scheme of the picture is also important.

A positive emotional mood is indicated by the child’s use of warm colors (yellow, pink, orange) and calm, cold colors (blue, cyan, green).

A rich violet color, which covers quite large areas of the picture, may indicate the stress that the child is experiencing, and an abundance of red may indicate an overabundance of emotional stimuli.

Abuse of black color, thick shading that presses through the paper, similar to crossing out, signal the child’s increased anxiety and emotional discomfort.

A patterned drawing cannot be considered diagnostic when a child depicts familiar and familiar elements that he has drawn many times, and a patterned drawing made in a drawing class or in an art studio.

During testing drawing, the teacher should not comment on the children’s actions and tell them directly or indirectly what elements can be added to the drawing.

In this case, it is also impossible to evaluate children’s work. It is better if the teacher simply asks the kids to give him drawings as a souvenir.

What is attention?

Attention- direction and concentration of the psyche on a specific object. Psychologists distinguish between two types of attention.

It is easiest to focus on those objects in the surrounding world that are interesting and important in your life. this moment. A bright light, a sudden sound, a pungent smell, an unusual taste, something tonal, unexpected, surprising, interesting for a person - all this involuntarily attracts our attention. This type of it is called involuntary. Involuntary attention does not require a controlled choice of the object of attention, does not require effort to retain and maintain it. It is characteristic of all people from birth, and in preschool age it is predominant. That is why, when a child’s education begins at this stage, it is built primarily on play, colorful visuals, and awakening the child’s interest in the object of attention.

Voluntary attention is distinguished by its awareness and purposefulness: we ourselves choose the object on which we want to focus. Without managing your attention, it is impossible to successfully study at school, at a university and work effectively. A child makes his first attempts to control his attention at the age of 6, when he forces himself to concentrate on something important, sacrificing something interesting. Such attempts require physical effort and will from him, so it is difficult for the baby for a long time doing the same thing, he is easily distracted and tired. However, adults can help a preschooler learn to control his attention even in kindergarten - with the help of games and exercises that develop attention.

Properties of attention

Before introducing educational games, you should determine the current level of development of the child’s attention. To do this, let’s look at the properties of attention: it is their development that we will check using attention diagnostics junior schoolchildren.

1. Volume attention- the number of objects to which the child’s attention can be simultaneously directed. This property of attention will be useful to the student when mastering counting skills.

A child’s attention span at 4-5 years old is 1-2 objects (and the brightest and most unusual ones), at 6 years old - already 3 objects, at school age - up to 5 objects. Compare: the attention span of an adult is 7 objects.

2. Sustainability of attention shows how long a child can focus on an object of attention. This property of attention helps a person to know the world, without being distracted by extraneous connections and unimportant characteristics, and also to form interior plan actions. The skill of solving arithmetic problems, writing creative texts, creating drawings - all this requires sustained attention.

Research shows that children 5-6 years old can do things that are of little interest to them 4 times longer than children 2-3 years old. However, even at this age, children can be most actively and productively engaged in a task for no more than 10-15 minutes.

3. Concentration of attention determines how strongly a child is able to focus on the object of attention and resist distractions. We use this property of attention when mastering reading skills.

4.Switching attention - the speed of a child’s deliberate transition from one object (or type of activity) to another. Poor attention span can sometimes manifest itself in such a widespread phenomenon as absent-mindedness.

5.Distribution of attention - dispersing attention to several objects at the same time, the ability to perform several actions at once. Essential for learning to write.

The last three properties of attention in preschoolers, as a rule, are poorly developed.

Methods for diagnosing attention, as well as attention tests for children, are aimed at identifying the individual characteristics of these properties of attention.

Methods for diagnosing attention

There are several methods for diagnosing the level of development of attention and its properties in children. Below follows them short description, pictures for each technique can be downloaded at the end of the article.

When testing, follow two basic rules:

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

So, all methods are divided into:

1. tasks for diagnosing the level of attention:

— “Find differences/similarities”, “Find two identical objects/pairs”
- “What has changed in the picture?”, “What has been removed/added in the picture?”
— “Find the circle/rectangle/triangle “hidden” in the picture”
- “Go through the maze.” Attention! In this task, younger children (3-4 years old) are allowed to help themselves with a pencil or finger; older children should try to “go through the maze” only with their eyes).

2. tasks for diagnosing the volume and concentration of attention:

— “Corrective test” technique

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

The number of letters viewed indicates the amount of attention, and the number of mistakes made indicates its concentration. The norm for attention span for children 6-7 years old is 400 characters and above, concentration is 10 errors or less; for children 8-10 years old - 600 characters and above, concentration - 5 errors or less.

3. tasks for diagnosing attention stability:

- “What is shown in the picture?”

The child must carefully examine the picture and answer questions like “What animals are drawn in the picture? Which animals live here and which ones live in warm countries? What animals are there in the picture? Pay attention to how the child views the picture: is he active, interested, is he focused.

- “Find and cross out”

The picture shows simple figures in random order. Before the test, the child receives instructions:

“Let's play an attentiveness game with you. I will show you a picture with objects familiar to you. When I say the word “begin,” you will begin to search line by line and cross out the items that I name. You must search and cross out until I say the word “stop.” At this time, you must stop and show me the image of the object that you saw last. After that, I will mark on your drawing the place where you stopped, and again I will say the word “begin.” After that you will continue to do the same thing, i.e. e.look for and cross out given objects from the drawing. This will happen several times until I say the word “end.” This is where the game ends."

Operating time is 2.5 minutes, during which the words “stop” and “start” are said to the child five times in a row (every 30 seconds). Next, the number of objects found is calculated for each time interval: an approximately equal number of them will indicate a high stability of attention.

4. tasks for diagnosing attention switching:

— “Red-black table” technique

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

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

5. tasks for diagnosing attention distribution:

— “Different counting” technique

The child must write the numbers from 1 to 20, while simultaneously counting out loud from 20 to 1. Option: the child must count out loud from 1 to 31, without naming numbers that include three or multiples of three, but saying instead the word “I won’t get lost.” If the child immediately begins to get confused, the distribution of attention is poorly developed.

— “Ring” technique

The table shows rings that have a gap in different parts. The child must quickly find and cross out two types of rings with a gap in the indicated places (for example, on the right and on top). Working time - 2 minutes (10-11 lines for a child 6-7 years old).

6. other tasks:

A. for diagnosing selectivity of attention (“Color in the letters first, then the numbers”)

b. on the level of development of thinking and attention (search for inconsistencies “What did the artist mix up?”)

V. for diagnostics of memory and attention:

Within 30 seconds, the child is presented with a picture of objects, then the picture is removed and the child must answer questions from memory like “What objects are drawn in the picture? How many objects did you see in the picture? What did you see, a pen or a pencil? How many candies are in the picture?

g. on the speed of indicative-search eye movements:

- Schulte tables. The child must show and name all the numbers from 1 to 25 on the table as quickly as possible and without errors. At the signal “Start!” The stopwatch starts and the time spent working with each table is recorded. The norm is 30-50 seconds per table.

Each indicated technique can be used not only as a test, but also as a developmental exercise.

Attention is a special property of the human psyche. Memory, thinking, and even success in life are based on it. By developing your child’s attention in a timely manner, you can not only prepare him for school, but also create for him the potential opportunity for successful self-realization in adulthood.

Test “Palette of Feelings”

The test is intended to study the emotional state of the child.
To carry out this test, you will need a sheet of white paper (A3 or A4) and a palette form (Table No. 1).

Love
Hatred
Happiness
Sadness
Anger
Fear
Loneliness
Guilt

This test can be carried out only with a child or with the whole family. The child is asked to draw a picture of absolutely any subject on a sheet of white paper (A3 or A4). After the child finishes the drawing, he is given a form with table No. 1. And the rules are read:
“In this palette, feelings are written on the left, and empty squares on the right. Choose a color for each feeling and fill in the empty square on the right with the color you think is appropriate.”
In this test, both the color that was chosen by the child for each of the senses and the style of painting itself are important.

Test result

When analyzing the results, it is necessary to correlate the color selected for each feeling in the palette with the quantity and quality of the image of this color in the drawing.
This test is designed to help your child express in words those feelings that he may not be able to express in words. And it will help parents to better hear and understand the feelings of their child, and possibly themselves, if they take this test together.

Test “Tree of Wishes” V.S. Yurkevich

The purpose of the test is to study the cognitive activity of children (pictures and verbal situations are used)
1.If a powerful wizard could fulfill 5 of your wishes. What would you ask him for? (time given to answer 6 minutes)
2.The most a wise man I could answer any of your questions in the world. What questions would you ask him? (the first 5 answers are marked) - time to answer 6 minutes.
3. The magic carpet is ready to take you wherever your heart desires in an instant. Where would you like to go? (the first 5 answers are recorded) - time for answer is also 6 minutes.
4. The miracle robot can do everything in the world: sew, bake pies, wash dishes, make any toys. What would you ask him to do? - response time 5 minutes.
5. The most important book in the land of Fantasy. It contains any stories about everything in the world. What would you like to learn from this wonderful book? - response time 5 minutes.
6. You were a fool and ended up with your mother in a place where anything is possible. You can do whatever you want there. Think about what you would like to do in such a place? - (the first 5 answers are marked) - the time to answer is 4 minutes.

From all your child’s answers, answers related to the desire to learn something new are selected.

A high level of cognitive need is 9 answers or more.
The average level of cognitive need is from 3 to 8 answers.
Low level of cognitive need - 2 or fewer answers.

1. A high level is an indicator of the desire to penetrate into the logical chains of connections between phenomena; in this case, the child has an exploratory interest in the world.
2. Average level - there is a need to learn new things, but the child is for the most part attracted only to specific information, and rather superficial information at that.
3.Low level - children are ready to be satisfied with information presented in monosyllables, for example, they may be interested in how real they once heard in a fairy tale, epic, etc.

All these judgments are cognitive in nature to varying degrees, but differ in different levels of complexity.

The answers of “consumer” content are to have toys, to spend leisure time simply playing, without learning anything.

Test "Invent a game yourself"

The child is given the task to come up with some kind of game in 5 minutes and tell about it in colors, answering the following questions from parents:

1. What is the name of your game?
2. What is the point of the game?
3. How many people should participate?
4. What roles would you assign to the participants in the game?
5. How will your game play?
6. What are the rules of the game you invented?
7. How should the game end?
8. How will you evaluate the results of the game and the success of the people participating in it?

Test results

The child’s answers evaluate not speech, but the very content of the game he created. Therefore, when asking a child, a parent needs to help him - by asking leading questions, but without telling him the answer.
The criteria for assessing the meaning of the game conceived by the child in this test are as follows:
1. Creativity.
2. Thoughtfulness of all conditions.
3. The presence of roles in the game for many participants.
4. The presence of certain rules in this game.
5. Accuracy of criteria for assessing the success of completing the game.

For each of the above criteria, a game invented by a child can be scored from 0 to 2 points. A score of 0 points means the complete absence of any of the features in the game (the game is scored separately for each of them). 1 point – the presence of a sign, but its severity is very weak. 2 points - the presence and distinct expression of a particular feature in the game.
Based on all these criteria and characteristics, a game created by a child’s imagination can receive a total score from 0 to 10 points. And based on the total number of points calculated, a conclusion is made about the level of imagination development.

10 points - very high.
8-9 points - high.
6-7 points - average.
4-5 points - low.
0-3 points - very low.

Test "Make up a story yourself"

Give your child the task of coming up with a fairy tale or story. During the story, the child’s imagination is assessed according to the following criteria:

1. Speed ​​of imagination.
2. Unusual, creative images.
3. Wealth of imagination.
4. Depth and elaboration (detail) of images.

For each of these characteristics, the story should receive from 0 to 2 points.
0 points are given only when this feature is practically absent from the story. A story receives 1 point if this feature is present, but not very strongly expressed. A story earns 2 points only when the corresponding feature is not only present, but also very strongly expressed.

If within 1 minute the child has not come up with a plot for the story, then the parent conducting the test himself suggests a plot to him and gives him 0 points for the speed of imagination. If the child himself was able to come up with the plot of the story by the end of the minute allotted to him, then for the speed of imagination he receives a score of 1 point. And finally, if the child managed to come up with the plot of the story very quickly, during the first 30 seconds of the allotted time, or if within one minute he came up with not one, but two or even three different plots, then based on the “speed of imagination processes” the child is given a 2 points.
Creativity and originality of images are determined in this way.
If the child simply retold what he once heard from someone or saw somewhere, here he gets 0 points. If a child retells what is known, but at the same time makes adjustments to it and comes up with new details, then the originality of his imagination is assessed at 1 point. And finally, if a child came up with something that he could not see or hear anywhere before, then the originality of his imagination receives a score of 2 points.
The richness of a child’s imagination is also manifested in the variety of images he uses. When assessing this quality of fantasy processes, the total number of different living beings, objects, situations and actions, various characteristics and signs attributed to all of this in the child’s story is recorded.
If the total number named exceeds 10, then the child deservedly receives 2 points for the richness of his imagination. If the total number of parts above the specified type is in the range from 6 to 9, then the child receives 1 point. If there are few signs in the story, but overall no less than 5, then the richness of the child’s imagination is assessed at 0 points.
The depth and elaboration of images are determined by how diversely the story presents details and characteristics related to the image (person, animal, fantastic creature, object, object, etc.) that plays a key role or occupies its central place in its story. Grades are also given here on a three-point system.
A child receives 0 points when the central object of his story is depicted very superficially, without a detailed elaboration of all its features. 1 point is given if, when describing the central object of the story, its detail is quite moderate. A child receives 2 points for the depth and elaboration of images if the main image of his story is described in great detail, with many characteristics and details.
The impressionability or emotionality of images is assessed by how much interest and emotion it all evokes in the listener.
If the images used by the child in his story are uninteresting, ordinary, and do not make an impression on the listener, then according to the criterion under discussion, the child’s fantasy is assessed at 0 points. If the images of the story arouse considerable interest on the part of the listener and some emotional response, but this interest, together with the corresponding reaction, soon fades away completely, then the impressionability of the child’s imagination receives a score of 1 point. And, finally, if the child used bright, very interesting images, the listener’s attention to which, once arose, then did not fade away and even intensified towards the end, accompanied by emotional reactions type of surprise, admiration, fear, etc., then the impressionability of the child’s story is assessed by highest score — 2.
Thus, the maximum number of points that a child can get for his imagination in this test is 10, and the minimum is 0.
To make it easier for a parent, while listening to a child’s story, to record and further analyze the creations of the child’s imagination according to all the parameters listed above, it is recommended to use the diagram presented in the table. It must be prepared in advance, before the examination begins.

Assessment of a child’s imagination and fantasy

0 1 2
1. Speed ​​of fantasy processes
2. Unusual, creative images
3. Richness of imagination (variety of images)
4. Depth and elaboration (detail) of images
5. Impressionability, emotionality of images

As the child’s story progresses, the child’s fantasy ratings in points are marked with a cross in the required column of this table.
Conclusions about the level of development
10 points – very high.
8-9 points - high.
4-7 points - average.
2-3 points - low.
0-1 point - very low.

Criteria for assessing a child’s aggressiveness

1. At times it seems that he is possessed by an evil spirit.
   2. He cannot remain silent when he is dissatisfied with something.
   3. When someone does him harm, he always tries to repay the same.
   4. Sometimes he feels like cursing for no reason.
   5. It happens that he breaks toys with pleasure, breaks something, guts it.
   6. Sometimes he insists on something so much that others lose patience.
   7. He doesn't mind teasing animals.
   8. It’s difficult to argue with him.
   9. He gets very angry when he thinks that someone is making fun of him.
   10. Sometimes he has a desire to do something bad, shocking others.
   11. In response to ordinary orders, he strives to do the opposite.
   12. Often grouchy beyond his age.
   13. Perceives himself as independent and decisive.
   14. Likes to be the first, to command, to subjugate others.
   15. Failures cause him great irritation and a desire to find someone to blame.
   16. Easily quarrels and gets into fights.
   17. Tries to communicate with younger and physically weaker people.
   18. He often has bouts of gloomy irritability.
   19. Does not consider peers, does not yield, does not share.
   20. I am confident that he will complete any task better than anyone else.
2. A positive answer to each proposed statement is scored 1 point.
3. High aggressiveness - 15-20 points.
   Average aggressiveness - 7-14 points.
   Low aggressiveness - 1-6 points.

   Aggression criteria (child observation scheme)

   1. Often loses control of himself.
   2. Often argues and quarrels with adults.
   3. Often refuses to follow rules.
   4. Often deliberately annoys people.
   5. Often blames others for his mistakes.
   6. Often gets angry and refuses to do anything.
   7. Often envious and vindictive.
   8. Sensitive, reacts very quickly to various actions those around him (children and adults), who often irritate him.

   It can be assumed that a child is aggressive only if at least 4 of the 8 listed signs have been manifested in his behavior for at least 6 months.

   A child whose behavior shows a large number of signs of aggressiveness needs the help of a specialist: a psychologist or a doctor.

If you want to protect your child from difficulties in communicating with peers, with studying and identify him strengths and abilities that require differentiated development, then psychological diagnostics of children at the Socrates center will help you with this. Experienced Russian psychologists and teachers have been trained in French methods developed at the Institute of Cognitive Psychology in France. These innovative methods are highly informative both in preschool and school age. The Socrates Center is always ready to help in difficult situations!

Features of psychodiagnostics of children

Correct child psychological diagnosis is unthinkable without deep knowledge of differential and developmental psychology. Therefore, it should be trusted only to professionals. They know that each age group requires a special approach and special research methods. Thus, when examining newborns and children under 3 years of age, specialists at the Socrates Center use:

• expert assessment of actions and behavior;
• observation;
• experiment in natural conditions.

As the child gets older, examination methods can be expanded. You can actively interact with him and engage in joint activities to increase the flow of information.

Another feature of children that is important in psychodiagnostics is that the solution of specific problems and the formation of specific skills and abilities occur during certain age periods. So, in order for a child to be able to study successfully in the future, he must at an early age learn to observe objects and what is happening around him. Observation becomes possible at 3-5 months, when the muscles of the back and neck begin to actively develop.

When psychodiagnostics is indispensable

Diagnosis of a child’s psychological readiness for the transition from one stage of development to another is always necessary. However, there are situations when the problem has already appeared and there is no point in delaying its resolution, because... it will get even worse. Therefore, parents should be aware of these “alarm bells” and contact specialists in a timely manner. Symptoms depend on age.

For children 3-7 years old, “alarming” signs are:

• denial of everything around;
• whims and persistent stubbornness;
• pugnacity and aggressiveness;
• fears present during the day and night;
• delayed speech development;
• intellectual developmental delay;
• shyness;
• lack of interest in other children and various games;
• injuries received;
• frequent illnesses, especially colds;
• increased excitability and increased activity;
• reluctance to communicate;
• destructive behavior - damage to clothes, household items, toys, etc.;
• sudden emotions incommensurate with external circumstances.

At the age of 7-12 years, problems are mainly primarily related to the process of learning at school. Therefore, in order to avoid them, it is important to diagnose the child’s psychological readiness at the preschool stage. But if for some reason this is not done, then you must immediately suspect the problem that has arisen and promptly contact the specialists at the Socrates center, who will help in any, even seemingly hopeless, situation. So, parents should be alert to the following problems at the age of 7-12 years:

• difficulties in learning to write and read;
• speech underdevelopment;
• difficulty adapting to school or other microsociety;
• reluctance to attend school (gymnasium, lyceum);
• poor academic performance, especially if it was initially good and then declined;
• inability to organize your time and work process;
• conflicts with peers;
• difficulty remembering;
• repeated episodes of lying;
• inability to concentrate and absent-mindedness;
• conflicts with parents;
• touchiness;
• frequent or sudden mood swings;
• emotional lability – causeless laughter or tears;
• lack of trust in yourself or others;
• sudden/unreasonable fear or aggression.

How are diagnostics carried out at the Socrates center?

Psychological diagnostics of child development at the Socrates center consists of 3 meetings, each of which solves specific problems and achieves set goals. During the examination, our specialists use international-level tests that take into account the achievements of cognitive and experimental psychology, psychodynamics and neuropsychology.

First meeting

The first meeting is actually an outline of the main problem that worries the parents (the child does not want to play or study, is not assiduous, is too active, etc.). Only at first glance it is formed so simply. At this stage, the specialist carries out its details - finds out under what circumstances this problem is observed, what affects its severity, in what other ways it manifests itself, etc. A series of leading questions help the clinical psychologist understand the essence of what is happening and what techniques need to be applied to find the right solution to the problem.

Second meeting

This is the most time-consuming stage of research for a psychologist. The child is required to complete a whole series of test tasks. Psychologists record everything that happens on an observation sheet. Nothing should escape the eye of a specialist - not a word, not a number, not a drawing, not an action, not an inaction, in one word “Nothing”.

At this stage, the psychologist processes the received data for 6-10 hours. This allows him to see not only the obvious personality traits, but also to notice those that are hidden in depth. The result of the second stage is a psychological report drawn up based on the diagnostic results. It is usually about 20 pages long. In conclusion, a complete psychological portrait of the child is presented, an analysis of his characteristics, detailed comments and practical recommendations, which are important for parents and educators. The appendix contains scales, descriptions, drawings and other materials.

Third meeting

At this stage, the psychologist clearly and in detail explains to the parents the received psychological conclusion - interprets the meaning of the indicators, shares his professional observations of the child’s actions, and indicates the circle current problems, predicts the direction of development and learning, recommends methods of education and communication that are acceptable for a given child, and gives recommendations for the development of abilities. During this stage, the main tasks and goals for the near future and methods for solving them are determined. After the third meeting, parents no longer see the problem, but the answer to the question posed. Now they know how to help their child reach his full potential.

Our services

Child psychological diagnostics at the Socrates center are based on the following tests:

• measuring the intelligence of children and adolescents;
• identification of features and trends personal development;
• identification of abilities;
• diagnosis of disorders of personal and intellectual development.

Psychological diagnostics of a 5-7 year old child in our center also includes determining his readiness for the learning process. Knowing this, parents will be able to navigate at what age to send their child to school and what age educational institution choose.

Our specialists will also conduct a psychological diagnosis of the parents. The results obtained will be compared with the results of the examination of children. Based on this, specific recommendations are given regarding proper upbringing in the family, and a forecast of possible problems is made.

On our website you can take an introductory version of the test to identify your child’s abilities. With its help, parents will understand exactly which direction they need to move in order to maximize their children's potential. However, this test does not replace a consultation with a psychologist; it provides only indicative information.

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

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

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Introduction

This work is carried out in the form of conducting a study of the characteristics of the child’s cognitive and personal development according to the proposed list of methods. The work is divided into seven chapters, the first of which reflects the stages and timing of the research. The second chapter reveals basic information about the subject, the third reveals the nature, goals and objectives of the study. The fourth chapter describes the methods used in diagnosis. Chapter five is a discussion of the results obtained and, finally, the sixth gives a holistic portrait of the subject and is especially significant, and in the seventh, based on the data obtained, recommendations should be made to parents and, if any problems are detected in the subject, a set of pedagogical measures should be proposed that will help the child overcome them.

1. Psychological examination of the child

1.1 Stages and timing of the study

The process of psychological examination of the child included several stages.

The initial stage of this work was a preliminary conversation with the child’s parent, as a result of which, based on the stated complaints, alleged psychological problems and a request were formulated.

Before the examination itself, contact was established with the child.

Next, using the proposed set of methods, a diagnosis of the subject’s personal and cognitive development was carried out. Based on the data received and subsequently processed, a holistic psychological portrait of the child was compiled.

On final stage The study developed a set of pedagogical measures and provided recommendations for parents.

The diagnostics were carried out on January 19. and took 2 hours.

1.2 History of the subject and general information about him

Evgeniya K., 6 years old, born in 2006; Gender Female.

The second child in the family, the family is complete. Zhenya is active, attends nursery preschool from 1.5 years. Social adaptation in the garden was difficult; she cried for 6 months. Now he goes to kindergarten with pleasure and makes contact with children. This year I started doing gymnastics. Constantly takes part in children's matinees, dances and sings. I don’t have many friends, I only told about two. Likes drawing.

2. Description of the study

Before the psychological examination began, contact with the child was first established.

During a preliminary conversation with the client, an anamnesis was collected, that is, information about the previous course of the child’s development, as well as general information about the subject.

Based on the client’s complaints, an assumption was formulated about an existing psychological problem consisting of increased activity, anxiety and talkativeness, that is, those problems that directly relate to behavior, emotional and personal spheres.

The main objectives set as the basis for the diagnostic examination of the child were as follows:

1. clarification of the psychological problem;

2. identifying the child’s attitude to the current situation;

3. identification of those psychological characteristics of the child that may influence the implementation of recommendations related to the main problem.

During the psychodiagnostics, the following psychological drawing tests were carried out:

1. “Drawing of a man”;

2. “House - tree - person”;

3. “Drawing of a family”;

4. “Non-existent animal”;

5. "Beautiful drawing."

In addition, in the diagnostic examination of the child the following cognitive tests were used:

1. “Complex figure”;

2. “Ten words”;

3. "Coding"

After this, all the data obtained were interpreted on the basis of a methodological complex and a holistic “psychological portrait” of the child was compiled.

Finally, a set of pedagogical measures was developed to help the child overcome his problems, and recommendations were formulated for the parent.

3. Description of methods

3.1 Projective drawing tests

"Drawing of a Man"

This test was first proposed by F. Goodenough to study cognitive abilities. Subsequently, K. Machover developed criteria that allow assessing personal characteristics. Since then, the assessment criteria have been revised many times, but the test itself remains one of the most commonly used diagnostic methods, since its data allows us to immediately put forward reasonable hypotheses about what psychological problems the child has.

The specifics of the procedure are that a sheet of paper is placed vertically in front of the child and a simple pencil with an eraser is given. The instructions for the task are as follows: “Draw a person - all, entirely. Try to draw as best as possible - the way you know how.”

"House - Tree - Man"

The test was developed by J. Buck in 1948. It is an extension of the Human Drawing test and provides additional information about the psychological characteristics of the child. The drawing of the house reflects the child’s attitude towards the family, towards his loved ones. The drawing of a tree reveals the child’s ideas related to growth, development, connections with environment. Additional information is provided by the child's answer to the question about who lives in the house.

"Drawing of a family"

This technique was proposed by Hulse and Harris to identify the characteristics of family relationships in the child’s perception. It is carried out in the same way as other drawing tests. A sheet of paper is placed horizontally in front of the subject. The instructions for the task are as follows: “Draw your whole family on this sheet.”

"Nonexistent Animal"

This technique, developed by M.Z. Dukarevich, very informative. A sheet of paper is placed horizontally. The instructions for the task look like this: “I want to see how you can imagine. Invent and draw an animal that doesn’t actually exist, has never existed, and that no one has ever invented before you - which is not in fairy tales, or in computer games, or in cartoons.”

When the child finishes drawing, he is asked to come up with a name for the animal. It is recorded in the protocol. After this, additional information is collected from the subject: “Now tell me about his lifestyle. How does it live? What does it eat? Where does he live? What does it usually do? What does it like to do most? What does it dislike most? Does it live alone or with someone else? Does he have friends? Who? Does he have any enemies? Who? Why are they his enemies? Is there anything that it is afraid of, or is it not afraid of anything? What size is it?..”

Then the child is asked to imagine that this animal has met a wizard who is ready to fulfill any three of his wishes, and is asked what these wishes could be.

All answers are recorded in the protocol.

"Beautiful drawing"

The technique is aimed at identifying emotional characteristics. The nature of the color scheme used by a child can say a lot about his emotional state. To complete the test, you need a sheet of paper, which is placed horizontally in front of the child, a simple pencil and a set of colored pencils (at least twelve, with all primary colors represented). Colored pencils are better than felt-tip pens because they allow you to vary the color density by changing the amount of pressure. The instructions for the task are as follows: “Draw some beautiful picture with colored pencils - whatever you want.”

While drawing, the sequence of the child’s use of different colors should be noted in the protocol.

3.2 Cognitive tests

"Complex figure"

This test was developed by A. Rey. It assesses the development of perception, spatial concepts, visual memory, organization and planning of actions. During this study a somewhat simplified version was used, suitable for testing primary schoolchildren and adolescents. To carry out the test, a sample figure, unlined paper and colored pencils were taken.

The child is asked to redraw the figure - a sample on a separate sheet. He is given one of the colored pencils with which the inspector previously wrote the number “1” in the protocol. After a few seconds, this pencil is taken away and the child is given the next one, having first written the number “2” in the protocol. Changing pencils continues until the work is completed. Colors help determine the sequence of the image different parts figures.

At the end of the work, the sample and drawing made by the child are removed. After 15-20 minutes, they give him a new sheet of paper and say: “Try to remember the figure that you redrew. Draw everything you can remember on this sheet.” Then the procedure described above is repeated (with changing pencils), but now the sample is missing and the drawing is done from memory.

"Ten Words"

This technique is aimed at studying verbal auditory memory. It is advisable to carry it out in the first half of the examination so that the child is not tired (fatigue greatly affects the productivity of memorization). The instructions for the task are as follows: “Now I will read the words to you. You will listen to them and try to remember them. When I finish reading, you will repeat all the words that you remember. The words can be named in any order." After the message, the instructions are read out. They are read clearly, loudly enough and not very quickly. There are no distractions allowed during this test.

Immediately after reading, they say: “Now repeat the words that you remember.” The named words are noted in the first column of the protocol.

When the child finishes reproducing the words, you need to praise him for doing a good job and say: “Now we will learn the remaining words. I will read them again, and when I finish reading, you will repeat all the words that you remember - both those that you already mentioned the first time and those that you forgot then.” Then the procedure is repeated, that is, all 10 words are read again. The playback results are recorded in the second column of the protocol. Then, if not all words have been learned, the same procedure is repeated a third time. If 9 or all 10 words are now reproduced, then the procedure ends, otherwise it is repeated a fourth time. It is not advisable to repeat the memorization further, even if the child does not remember all the words.

After 30-40 minutes, the child is again asked to remember the words that he has learned (this time the words are not read out beforehand). The results are entered in the fifth column of the protocol.

There are several standard sets of words for this technique. In this case, the following series of words was used: table, water, cat, forest, bread, brother, mushroom, window, honey and house.

"Coding"

This test is aimed at studying attention and pace of activity. The principle of its construction goes back to Bourdon’s “Corrective Test”. The proposed modification basically reproduces the version used in the Wechsler test. The option described below is suitable for use throughout school age.

The material is a pencil and a sheet of figures, in each of which the child will have to draw a specific symbol. The test is carried out with time recording, so it requires a stopwatch or a watch with a second hand.

The top of the sheet shows which symbol should be drawn inside each of the shapes. The next shortened line is a training one. Next are the test lines. The instructions look like this: “Different figures are drawn here. Each of them must have its own icon. At the top it is shown in which shape, which icon you need to draw. Draw the necessary icons in the shapes inside the frame.” If a child makes mistakes during training, then it is necessary to point them out and invite the child to correct them. After the training figures are completed, the instructions for further completion of the task explain: “Now put the necessary icons in the remaining figures. Start with the first figure and move on without missing a single one. Try to do it faster." When the child begins to fill out the test figures, it is necessary to note the time. After a minute, note in the protocol the number of the figure the child is currently filling out. After the second minute, the task is terminated.

4. Discussion of results

4.1 “Drawing of a Man”

The schematic method of representation corresponds to the age of the child. The image of a doll - there is dependence on others. Large head, normal for his age. Elements of the face are carefully drawn - a strong concern for relationships with others.

Large eyes indicate a tendency to seduce, combined with long eyelashes, a desire to attract attention.

Emphasis on the mouth indicates increased speech activity. Angular shoulders - excessive caution, unpaired shoulders - emotional instability. The hands are located close to the body, of varying thickness, indicating restraint in their expressions, helplessness and energy. No brushes - lack of communication. Legs apart - extroversion. A long and narrow body, this is characterized by isolation and isolation. No clothing speaks of immaturity and bodily narcissism.

4.2 “House - tree - man”

When drawing a tree, the child puts more pressure on the pencil, which causes emotional tension. An apple tree is depicted, this is characteristic of an infantile personality.

The tree has no leaves, which is an indicator of the presence of depression associated with a lack of communication and emotional warmth. However, the tree is deciduous, so communication is not difficult. Most likely, the lack of communication is due to other reasons. The trunk is drawn with one line - concrete thinking, perhaps intellectual disability. The branches diverge to the sides, which indicates the child’s extroversion. The non-closedness of the crown indicates the child’s openness to communication. The branches point upward, which is a sign of activity.

The branches are thin, there is restlessness and indecision. The presence of the sun is a symbol of an authority figure. Clouds in the sky are a sign of anxiety. The grass is depicted with shading, this also indicates the presence of anxiety.

In the drawing of the house the following can be noted.

The house hangs in the air, which indicates a weak domestic orientation and weakened attachment to home and family. There are large, open windows in the house - an active readiness for contacts, a demonstration of excessive openness. A large door indicates excessive availability, excessive dependence on others, and ease of establishing contacts. Big roof - an accentuated fixation on fantasies as a source of pleasure in interpersonal interaction. A large amount of thick smoke above the chimney indicates internal tension. The presence of the sun is a symbol of an authoritative figure, the need for an additional source of heat.

4.3 “Drawing of a family”

The schematic method of representation corresponds to the age of the child. The pace of work is high, which indicates the child’s activity. The family is depicted in full, all its members are smiling, this indicates that the child is experiencing emotional well-being in the family. All family members in the form of dolls are dependent on others, perhaps because she is the smallest in the family. The figure of the mother is drawn first, she is the largest, this indicates the child’s perceived importance of this person, strength, dominance in the family. Separates gender. Similar details of the two figures of the daughter and mother can be interpreted as the daughter’s desire to be like her mother. In the family, closeness of relationships prevails, as there are small intervals between figures. Mom's eyelashes are drawn out carefully - this speaks of demonstrativeness. The figures of the mother and daughter are elongated, indicating that the child is asthenic; there are no feet - a weak everyday orientation. All family members have legs apart - extroversion. Her brother's eyes have blackened irises, which indicates her fears of him. Everyone's arms are pressed to the body - restraint, hands are missing - lack of communication. There is an emotional distance from her dad, since he is located farthest from her.

4.4 "Nonexistent Animal"

The animal's name is Raznetonets. Constructed from parts of real animals (hare heads, tiger torso and legs, fox tail). This indicates a rationalistic, uncreative approach to the task. The isolation of the place of life and the inaccessibility of housing (“... in a hole, in the forest”) of this animal reflects the child’s experience of a feeling of loneliness and fear of aggression. His diet (grass and bread) indicates low socialization and impaired communication.

4.5 “Beautiful drawing”

The picture is shifted upward - increased self-esteem, possibly compensatory. The child reacted positively to the lesson and said that he really likes to draw, this indicates an orientation towards cooperation or demonstrativeness. The high pace of work indicates high level activity. Strong pencil pressure and multiple dashed lines, increased brightness of colors indicate high emotional tension and increased anxiety of the child.

4.6 "Complex figure"

Details are depicted in a random sequence, without any system, this corresponds to level 1, which is acceptable for the age of 6 years. When reproducing details, the child scored 4 points out of 5 possible, which reflects the average level of perception and imaginative thinking, and the average development of visual memory.

4.7 "Ten Words"

When the child was presented with 10 words for the first time, she named 8. The second time - 9, the third time - 10. After 30 minutes, the child reproduced 9 words. The indicator of verbal (auditory) memory and stability of memorization is normal.

4.8. "Coding"

Of the 80 possible figures, 57 figures were correctly encoded within 2 minutes. There is 1 error. The number of correctly labeled figures is higher than the estimated average, which indicates high tempo activity, and a small number of errors in this case means good concentration.

5. Conclusion on psychological examination

Taken together, the presented data from the psychological examination allow us to conclude that this child lacks communication. She is characterized by hyperactivity, excessive availability, and extroversion.

There is asthenicity, weak everyday orientation and weakened attachment to home and family, caused by the peculiarities of family relationships.

The child feels dependent on others and strives to be like his mother. There is a strong concern about relationships with others, a desire to attract attention.

The child is open to communication, demonstrates excessive openness, ease of establishing contact, speech activity.

There is excessive caution, restraint, helplessness, isolation, fear, anxiety and the presence of depression associated with a lack of communication and emotional warmth.

In addition, the child experiences internal tension, feelings of loneliness and fear of aggression. The level of perception and development of visual memory is normal. The indicator of verbal (auditory) memory and resistance to memorization also corresponds to the norm. At a high pace of activity, good concentration of attention is observed.

So, the child is active, strives to communicate, there is a lack of emotional warmth, especially from close people. This is why the child experiences a feeling of loneliness and there is a need for an additional source of warmth.

The client complains that the child is very active and talkative. Increased excitability and anxiety are observed. Based on this, an assumption was formulated about an existing psychological problem concerning the behavior, emotional and personal sphere of the child.

These problems may be partly explained by the individual psychological characteristics of the child, which were identified during the study.

1. Psychocorrectional work aimed at combating fears. Using the child’s creative abilities, it is possible to conduct art therapy together with fairy tale therapy. Visual activity, which involves transferring information from the emotional to the cognitive level, will allow you to achieve a state of psychological comfort.

2. Psychocorrectional work aimed at combating anxiety.

Increase the child’s self-esteem, engage in relaxation exercises, and develop the skill of confident behavior in specific situations.

Since your child lacks communication, spend more free time with him, relax together, play, find a common activity, ask how his day was, what new things he learned in kindergarten. Let him talk it out.

cognitive personality child diagnostics

7. Protocol for psychological examination of a child

Last name, first name Zhenya K.

Age 6 years 6 months.

Female gender

Features of the well-being and behavior of the subject:

The child is friendly. Looks good. Completes all tasks quickly, conscientiously, and with pleasure. Asks questions very often. Somewhat unsure of herself. Shows curiosity about why she is doing it.

Notes regarding the nature of the tasks:

1. Projective drawing tests.

1.1. "Drawing of a Man."

I drew calmly. I asked the question, who should I draw, a boy or a girl? First the head was drawn, then all the other parts of the body.

1.2. "House - tree - man."

Pressing hard on the pencil, I impulsively drew the grass in a sweeping manner.

1.3. "Drawing of a family."

I drew my mom and myself first, then my brother and dad. I started drawing all the family members from the head, then everything else.

1.5. "Non-existent animal."

The child’s answer: “This is the Raznetonets. He lives in a hole in the forest. Its size is 10 cm. It eats grass and bread. Loves to run and train, does not like to sleep. His friends are the hare and the forest. Afraid of birds and deer. Enemy is a lion.” To the question: “Why is he afraid of a lion?”, the child answers that “... because he attacks non-predatory animals.”

Three wishes of an animal:

1. “...wants to learn to fly so that he can look at the sky and how it works”;

2. “...not afraid of anything, wants to be brave”;

3. “run fast to escape from enemies.”

1.6. "Beautiful drawing."

Zhenya drew a butterfly. The sequence of color selection is pink (butterfly outline), black (antennae), lilac (pattern on the upper wings), green (pattern on the lower wings), red (hearts), black (circles on the wings), light green (grass), yellow (sun), blue (sky, simple pencil (wrote her name).

2. Cognitive tests.

2.1. "Complex figure."

The nature of copying a complex figure (see Appendix)

2.3. "Ten words."

The task turned out to be quite easy; the first time the child named 8 words, the second time 9 words, the third time 10 words, and when administered delayed, she named 9 words. (see Attachment).

2.4. "Coding".

While completing the task, the child was calm and unhurried. I made 1 mistake and completed 22 figures in 1 minute. (see Attachment).

Bibliography

1. Wenger A.L. Psychological counseling and diagnostics. Practical guide. Part 1. - M., 2001.

2. Wenger A.L. Psychological drawing tests: an illustrated guide. - M., 2006.

3. Psychodiagnostics: workshop/comp. T.V. Pfau. - Abakan: Khakass Publishing House state university them. N.F. Katanova, 2008. - 80 p.

4. Psychological drawing tests. Methodology “House - Tree - Person” / Z.F. Semenova, S.V. Semenov. - M.: AST; St. Petersburg: Sova, 2007.-190, p.: ill.

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