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Methods of psychological diagnostics of the development of children of early and preschool age. Psychological diagnostics of child development

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 the child’s current level of 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(Job 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 of A.Ya. Ivanova entitled "Classification of geometric figures."

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 significance.

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 factor of child development. 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.

This material has been collected to help psychologists working in educational institutions. There is nothing difficult about choosing your own diagnostic techniques. But this sometimes takes up time that could be usefully spent working with children. And sometimes it’s really difficult for young, novice specialists to get their bearings. Therefore, I have compiled this list of methods for diagnosing the emotional and personal sphere of preschoolers, their relationships with surrounding peers and adults. It is quite convenient to use this table for planning work and directly examining children, since it indicates the age category, what exactly this or that technique is intended for, and there is a brief description.

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Methods of psychological diagnostics.

The material was prepared by a teacher-psychologist of MBDOU No. 21 of the city of Armavir

Vasilenko O.N.

Diagnosis of a child’s personality characteristics .
Diagnosis of a child’s emotional state .
Diagnostics of interpersonal relationships .

Techniques	Age	Purpose of the technique	Brief description of the technique
"Ladder"	from 3 – 7 years	The technique studies the child’s self-esteem: how he evaluates his personal qualities, his health, his appearance, his importance in the team (kindergarten group, school class), in the family.	The child is given a form with the stairs shown. The child is asked to determine his place on the ladder of health, beauty, etc.
Methodology "Man in the Rain"	from 6 years old	The technique is focused on diagnosing the strength of a person’s ego, his ability to overcome unfavorable situations and resist them. It also allows for the diagnosis of personal reserves and characteristics of defense mechanisms. The technique allows you to determine how a person reacts to stressful, unfavorable situations, how he feels when faced with difficulties.	On a blank sheet of A4 size paper, which is vertically oriented, the subject is asked to draw a person, and then, on another similar sheet, a person in the rain.
Methodology "Two houses"	3.5 – 6 years	The purpose of the technique is to determine the child’s circle of significant communication, the characteristics of relationships in the family, in the children’s group, identifying sympathy for group members, identifying hidden conflicts, situations that are traumatic for the child.
Methodology “Houses” by O. A. Orekhova	4 – 12 years	The technique studies personal relationships, social emotions, value orientations; allows you to determine: degree of differentiation - generality emotional sphere; values that are relevant to the child; preferences for certain types of activities (in fact, the test is the first professiogram for children preschool age); options personal development with correction recommendations.	The method includes 3 tasks: 1 – Color the color path, starting with the most attractive color and ending with the most unattractive. 2 – Coloring houses where human feelings live, where the child needs to choose a different color for each feeling. 3 – Coloring houses, each of which houses different activities, where you also need to choose a specific color for each activity.
DDH technique (House-Tree-Man)	from 5 years old	The technique is aimed at studying the child’s personal characteristics, including behavioral characteristics and internal motives.	The technique includes three tests, each of which can be used separately, independently:
Anxiety test Temml, Dorki, Amen	3.5 – 7 years	The technique is used to study a child’s anxiety in relation to a number of typical life situations of communication with other people. Determining the degree of anxiety reveals the child’s internal attitude to a certain situation, provides indirect information about the nature of the child’s relationships with peers and adults in the family, kindergarten, school.	The child is presented with 14 drawings sequentially. Each drawing represents some typical situation in a child’s life. The child's face is not drawn in the drawing, only the outline of the head is given. Each drawing is accompanied by two additional drawings of a child's head with a drawn face (a smiling and a sad face), the dimensions exactly corresponding to the contour of the face in the drawing. The child is asked to choose a suitable face for each situation for the child depicted. The drawings are made in two versions: for girls and for boys.
Hand test (hand test)	from 5 years old	The purpose of the test is to predict overt aggressive behavior.	The child (adult) is sequentially presented with ten cards with images of a human hand in various positions, and the sequence and position in which they are given are standard. The question is asked: “What do you think this hand is doing?”

Drawing test Silver (stimulus drawing technique)	from 5 years old	Art therapy technique allows you to evaluate spatial thinking, creative abilities, emotional state and attitude towards yourself and others.	The drawing test includes three subtests: “Prediction task”, “Drawing task from life” and “Imagination task” and has two components: emotional and cognitive.
Szondi test	from 6-7 years old	The technique is intended to study the content and structure of human motives, assess the emotional state and personality traits, and predict the likelihood of professional preferences.	A child (adult) is sequentially presented with 6 series of 8 photographs of portraits of people. In each episode, you are asked to choose the most attractive, cutest faces and the least attractive.
Methodology "Nonexistent Animal"	From 6 years old	The technique studies the personal characteristics of a child (adult): his level of activity, self-esteem, level of anxiety, presence of fears, confidence in his position, aggressive tendencies of an attacking or defensive nature, creative abilities, etc.	The child is asked to come up with and depict an animal that does not exist in nature on a white standard sheet of paper (A 4), as well as give it a non-existent name.
Methodology "Contour SAT-N"	3 – 10 years	The technique reveals the child’s real state (emotional, affective, motivational) through his answers. The main purpose of testing is to reveal the relationship between the child and the people around him (parents) in the most important or traumatic life situations for the child. It is important that the results of the technique do not depend on the cultural differences of a particular society and the level of social development of the child.	The stimulus material consists of 8 drawings with contour images of human figures (one plot contains an image of an animal) on a plain pale green background. This background is optimal for perceiving drawings when working with children with any visual impairments. The drawings are numbered and presented in a certain order.
Methodology "Self-Portrait"	from 6-7 years old	The technique is aimed at studying the personal, individual-typological characteristics of a child (adult), self-perception (image of oneself, one’s appearance), self-presentation of a person; his emotional sphere, communication abilities.	The child is asked to draw his portrait on a blank white sheet of paper.
Luscher color test	from 3.5 years	The Luscher color test is used to assess the emotional state and level of neuropsychic stability; identifying intrapersonal conflicts and a tendency to depressive states and affective reactions.	The child is presented with eight cards of different colors and is asked to choose the most attractive colors at the time of testing. A set of cards is presented twice.
Method "Cactus"	from 4 years old	The technique is aimed at studying the state of the child’s emotional sphere, identifying the presence of aggression, its direction and intensity.	The child is asked to draw a cactus on a piece of paper as he imagines it. Then a conversation is held.
Family drawing	from 4 years old	The technique is aimed at studying the characteristics of a child’s perception of intrafamily relationships.	The child is asked to draw his family.
Test "Emotional spheres"	from 6 years old	It makes it possible to quickly and fairly objectively determine the emotional state of a person and the behavioral tendencies prevailing in his life.	There is a certain protective shell around each of us. Some call it an energy field, others call it an aura, but we will call it a sphere. How do you imagine your field? Draw it on a sheet of paper using colored pencils, a pencil and an eraser there if necessary. The size of the sphere, its location, the colors used - whatever you want.
Test "Fairy Tale"	from 3.5 years	Observation of spontaneously arising emotional phenomena;Depending on the child’s answers, we can draw a conclusion about the characteristics of emotional experiences (primarily anxiety, aggressiveness) and the sources that cause these experiences.	The research procedure is as follows: a child is read a fairy tale, and he must come up with its continuation.
Methodology "Applique"	from 6-7 years old	Diagnosis of psycho-emotional state. Diagnosis of the psychological climate in the family.	The child is asked to cut out figures from colored paper and use appliqué to depict himself and/or his family. Ready-made figures, but varied in color and shape, may be offered for selection.
Methodology Rene Gilles	from 5 years old	The purpose of the methodology is to study the child’s social adaptability (curiosity, desire for dominance, sociability, isolation, adequacy), as well as his relationships with others (attitude to the family environment, attitude to a friend or girlfriend, to an authoritative adult...)	The technique is visual-verbal (visual-verbal), consists of 42 pictures depicting children and adults, as well as text tasks.
Methodology "Two houses"	3.5 – 6 years	The purpose of the technique is to determine the child’s circle of significant communication, the characteristics of relationships in the family, in the children’s group, identifying sympathies for group members, situations that are traumatic for the child.	The child is offered to place residents in the red and black houses drawn on the sheet.
CTO - Color Relationship Test (A. Etkind).	From 6 years old	This is a non-verbal compact method that reflects both conscious and partially unconscious levels of relationships.	During the diagnosis, the subject is asked to express his attitude towards his partner using color.
Methodology "Mosaic"	From 6 years old	The features of interpersonal relationships between children in a peer group are studied, including: the degree of emotional involvement of the child in the actions of a peer; the nature of participation in the actions of a peer, the nature and degree of expression of empathy for a peer, the nature and degree of manifestation of prosocial forms of behavior in a situation where the child is faced with the choice to act “in favor of another” or “in his own favor.”	The technique involves two children. The adult gives each of the children their own field for laying out the mosaic and their own box with colored elements. First, one of the children is asked to lay out a house on their field, and the other is asked to observe the actions of their partner. Here it is important to pay attention to the intensity and activity of the observing child’s attention, his involvement and interest in the actions of his peer. As the child completes the task, the adult first condemns the child’s actions and then encourages them. Here the reaction of the observing child to the adult’s assessment addressed to his peer is recorded: whether he expresses disagreement with unfair criticism, or supports the adult’s negative assessments, whether he protests in response to rewards or accepts them. After the house is completed, the adult gives a similar task to another child.
Interview " Magic world" (L. D. Stolyarenko)	From 5 years	This diagnosis can be attributed to the catharsis technique.	In the interview, the child is asked to identify himself with an omnipotent wizard who can do whatever he wants in a magical land and in our real world: turn into any creature, into any animal, become small or adult, a boy can become a girl and vice versa, etc. n. As the interview progresses, identification with the omnipotent wizard weakens, and at the end of the interview the psychologist removes the child from the role of the wizard.
Animal test Rene Zazzo	From 5 years	This projective test by French psychologist Rene Zazzo is used to determine the basic tendencies and values of a 5-12 year old child, his position and emotional reactivity.	A set of questions is proposed that establishes what kind of animal the child would like to become if he could turn into one, what kind of animal he would not want to become and why. The child must first make a spontaneous choice, and then express sympathy or antipathy for the animals whose names the subject reads. The child must justify each reaction.

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Report

“Features of psychodiagnostics of preschool children”

Features of psychodiagnostics of preschool children The word “psychodiagnostics” literally means “making a psychological diagnosis,” or making a qualified decision about the final psychological state of a person as a whole or about any individual psychological property. Practical psychodiagnostics is used in a variety of areas of activity of a psychologist: both when he acts as an author or participant in applied psychological and pedagogical experiments, and when he is engaged in psychological counseling or mental correction. But most often, psychodiagnostics acts as a separate, completely independent field of activity. Its goal is to make a psychological diagnosis, i.e. assessment of a person’s current mental state.
Preschool children have a number of psychological and behavioral characteristics, knowledge of which is necessary in order to obtain reliable results in the process of their psychodiagnostic examination. These features include, first of all, the comparative low level consciousness and self-awareness. For most preschoolers, cognitive processes such as attention, memory, perception, imagination and thinking are at a relatively low level of development.
In order to correctly judge the level of development achieved by a child, it is necessary to select psychodiagnostic test tasks in such a way that they are simultaneously designed for both voluntary and involuntary levels of regulation of the cognitive sphere. This allows us to adequately assess, on the one hand, the degree of arbitrariness cognitive processes, and on the other hand, the real level of their development if they are not yet voluntary. Children 3-6 years old already have elements of voluntariness in managing their cognitive processes. But the main part of children of this age is characterized by a predominance of involuntary cognitive processes, and the child relies on them, learning the world. Psychodiagnostics of children of this age, therefore, should be two-directional:
A detailed study of the development of involuntary cognitive processes.
Timely detection and accurate description of voluntary cognitive actions and reactions.
Preschool children are very poorly aware of their own personal qualities and cannot correctly assess their behavior. Starting from 4 to 6 years old, children can already evaluate themselves as an individual, but within limited limits. Therefore, it is recommended to use the method of external expert assessment, using adults who know the child well as experts.
Also not quite suitable for preschoolers personality questionnaires, containing direct judgments of a self-evaluative type. If we are talking about indirect judgments, then they should also not include features of the psychology of behavior that the child is not yet well aware of. In general, the use of such questionnaires for psychodiagnostic purposes in preschool age should be minimized, and if resorting to them is inevitable, then each question must be explained in detail and clearly to the child.
Only then will preschoolers demonstrate their abilities in the process of psychodiagnostics, i.e. show results that correctly reflect the level of their mental development, when the methods themselves and the tasks they contain arouse and maintain the child’s interest throughout the entire time. As soon as the child’s immediate interest in the completed task is lost, he ceases to show the abilities and inclinations that he actually possesses. Therefore, if we want to identify the actual level of psychological development of a child and his capabilities, for example, the zone of potential development, it is necessary in advance, by drawing up instructions and methods, to make sure that all this arouses involuntary attention on the part of the child and is interesting enough for him.
Finally, one should take into account the characteristics of the involuntary cognitive processes themselves, for example, the inconsistency involuntary attention and increased fatigue in children of this age. Therefore, a series of test tasks should not be made too long or require a lot of time. The optimal time for completing test tasks for preschool children is considered to be in the range from one to ten minutes, and the younger the child’s age, the shorter it should be. The best psychodiagnostic results can be obtained by observing children in the process of engaging in the leading activity for a given age - play.

When taking a child for diagnostics, you must keep in mind that he should not be torn away from an activity that is interesting to him and brought against his will. In this case, the research results may be unreliable.

To carry out diagnostics, a separate room is required, in which no one will interfere with the work with the child. Appearance has rooms great importance. The less it looks like an official office, the freer the child will feel. Important condition psychodiagnostics - adaptation to the individual characteristics of the child: his pace, level of fatigue, fluctuations in motivation, etc.

Methods of psychodiagnostic examination of preschool children

Let us consider the features of using such various methods of studying children as observation, survey, experiment and testing.

Observation method

The observation method is one of the main ones in working with children. Many methods commonly used in studying adults - tests, experiments, surveys - have limited scope application in studies conducted on children due to its complexity. They are, as a rule, inaccessible to children, especially in infancy.

One of the first researchers to monitor child development was Charles Darwin. In 1881, it was he who first described the appearance of a child’s smile on the 45th-46th day of life, attachment to an adult at the end of the fifth month of life, and many other important facts. The prominent Swiss psychologist J. Piaget, highlighting the stages of mental development of a child, often referred to observations of his own grandchildren. The famous Soviet child psychologist D.B. Elkonin used observations of his grandson to describe the process of formation of the child’s objective actions.

Before you begin observing what and how children do, it is necessary to establish the purpose of the observation, answer questions about why it is being carried out, and what results it will ultimately produce. Then it is necessary to draw up an observation program, develop a plan designed to lead the researcher to the desired goal.

The observation method can provide very important results. But it all depends on what and how to observe. In this regard, several observation options are distinguished.

Firstly, it can be continuous or selective.

Secondly, observation can be hidden and included.

Third , observation can be one-time or long-term.

The observation method has a number of undeniable advantages. It allows us to unfold before us the concrete life of a child, gives many living, interesting facts, but allows you to study the child in the natural conditions of his life. It is indispensable for initial orientation in the problem and obtaining preliminary facts. But this method has a number ofshortcomings , the main one being its extreme labor intensity. It requires high psychological education of the researcher and a huge investment of time, which does not at all guarantee obtaining facts. The researcher is forced to wait until the phenomena of interest arise by themselves. In addition, observational results often do not allow us to understand the reasons for certain forms of behavior. Many researchers have noticed that when observing, a psychologist sees only what he already knows, and what is still unknown to him passes by his attention.

Experimental method

In research work with children, experimentation is often one of the most reliable methods of obtaining reliable information about the psychology and behavior of a child, especially when observation is difficult and survey results may be questionable. Including a child in an experimental play situation makes it possible to obtain the child’s immediate reactions to the influencing stimuli and, on the basis of these reactions, to judge what the child is hiding from observation or is unable to verbalize during questioning. The spontaneity of children's behavior in play, the inability of children long time consciously play a certain social role, their emotional responsiveness and fascination enable the researcher to see what he is not able to obtain using other methods.

An experiment in working with children allows you to get the best results when it is organized and carried out in the form of a game or activities familiar to the child - drawing, designing, guessing riddles, etc. Children should not suspect that the games they are offered are specifically designed for their learning.

The experimental procedure has a greater impact on children than on adults. An explanation for this is found inpeculiarities of the child's psyche :

Children are more emotional when communicating with adults . An adult is always a psychologically significant figure for a child. He is either kind, or dangerous, or likable and trustworthy, or unpleasant and should be stayed away from.

Consequently, children strive to please an unfamiliar adult or “hide” from contact with him.

The manifestation of personality traits in a child depends on the situation to a greater extent than in an adult. The situation is constructed during communication: the child must successfully communicate with the experimenter, understand his questions and requirements. A system of concepts and methods of communication that are unusual for a child will be a powerful barrier to his inclusion in the experiment.

The child has a more vivid imagination than the experimenter, and therefore can interpret the experimental situation differently than an adult. Experimenters are advised to pay attention to whether the child correctly understands the questions and requests addressed to him when giving one or another answer.

The specificity of an experiment in child psychology is that experimental conditions should be close to the child’s natural living conditions and should not disrupt the usual forms of his activity. Unusual laboratory conditions may confuse the child and cause him to refuse to do activities. Therefore, an experiment involving children should be close to natural conditions child's life activity.

One of the types psychological experiment are tests.

Test is a system of specially selected tasks that are offered to children under strictly defined conditions. For completing each task, the child receives a score.

Helper Methods

In addition to the main methods of studying children - observation and experiment - auxiliary methods are used. These include analysis of the results of children's activities (drawings, crafts, fairy tales composed by children, etc.) and the method of conversation (or interview). Analysis of children's drawings is especially widely used. Children's drawings reflect the child's emotional state, the peculiarities of perception of surrounding people and objects, and the nature of relationships with others. When interpreting drawings, it is imperative to take into account the visual experience of the “artist,” since children’s graphic activity may be poorly formed. The presence or absence of visual skills, the use of stereotypes, templates, age characteristics - all this significantly influences the diagnostic portrait of a person. Interpretation of children's drawings requires high qualifications and extensive experience working with this material. In addition, it can never be definite and unambiguous and always presupposes some subjectivity of the researcher. Therefore, in serious research this method can only be used as an auxiliary method.

The conversation method (question method) can be used in working with children starting from the age of 4, when they already have a fairly good command of speech, but within very limited limits. The fact is that children of preschool age cannot yet express their thoughts and experiences in words, so their answers are usually short, formal and reproducing the words of an adult. Selecting questions to talk to children is a great art. Difficulties may be caused by the fact that the child does not always correctly understand the questions addressed to him.

Conclusion:

Psychodiagnostics of preschool children has its own characteristics. Preschool children have a number of psychological and behavioral characteristics, knowledge of which is necessary in order to obtain reliable results in the process of their psychodiagnostic examination. These features, first of all, include a relatively low level of consciousness and self-awareness. In addition, it should be taken into account that processes such as memory, attention, thinking, and imagination are not sufficiently developed. The most commonly used research methods are observation and experiment, as well as auxiliary methods: analysis of the results of children's activities and conversation. The best psychodiagnostic results can be obtained by observing children in the process of engaging in the leading activity for a given age - play.

Literature:

Vallon A. Mental development of the child. - M., 1967

Wenger L.A. Pedagogy of abilities. - M., 1973

Vygotsky L.S. Pedagogical psychology. - M., 1991

Gurevich K.M. Psychological diagnostics. Tutorial. M., 1997.

Druzhinin V. N. Experimental psychology. - 2nd ed., add. - St. Petersburg, 2002.

Piaget J. Selected psychological works. - M., 1969

Elkonin D.B. Child psychology. - M., 1960

Elkonin D.B. Mental development in childhood.-M., 1995

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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.

At the final stage of the study, a set of pedagogical measures was developed and recommendations for parents were made.

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

Methods of psychological diagnostics of the development of children of early and preschool age. Psychological diagnostics of child development

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