J-P scale: a way of interacting with the outside world. Methods of psychodiagnostics of preschool children

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1. BRIEF THEORETICAL REVIEW

Psychodiagnostics of children includes several areas:

1 - diagnostics of mental development of children;

2 - diagnostics of personal development and motivational sphere;

3 - diagnostics of school readiness;

4 - diagnosis of violations in the development of the child;

5 - diagnosis of giftedness of children;

6 - diagnosis of causes school maladaptation child;

7 - diagnostics of behavior with deviations;

8 - diagnostics of interpersonal relations of the child: in the family and in the group of peers;

9 - professional consultation diagnostics.

2 . PSYCHODIAGNOSIS OF EARLY CHILDHOOD

This is a set of methods and means for diagnosing the mental development of young children (newborns, infants, younger preschoolers). child psychodiagnostics school development

Psychodiagnostics of early childhood is an important and relevant area of ​​psychodiagnostics. In early childhood, control over compliance with the norms of mental development is necessary for the purpose of early detection of possible deviations, planning of individual correction and prevention measures aimed at leveling certain aspects of mental development. The importance of such work is associated with the exceptional importance of the early stages of mental ontogenesis for the development of the individual. Due to the rapid pace of development during early childhood, unnoticed or seemingly insignificant deviations from normal development sometimes lead to pronounced shifts in more mature age. In early childhood, on the other hand, there are more opportunities for correction due to greater "plasticity", sensitivity to influences aimed at optimizing the child's mental development.

Methods for diagnosing the psychomotor, emotional, sensory development of children, especially the earliest age groups (newborns, infants), have a number of features. Most tests for children younger than 6 years of age are either elementary action tests or oral instruction tests. A small number of tasks include elementary actions with a pencil and paper. Most of tests for infants are designed to study sensorimotor development (the ability to hold the head, manipulate objects, sit, turn, follow the object with the eyes, etc.) (A. Anastasi, 1982).

Tests for early age, as a rule, are built according to the Binet-Simon, Stanford-Binet mental development scale.

Children's methods include a certain range of standards-criteria, which are the basis for monitoring the manifestations of various areas of the child's mental development (sensomotor, "emotional communication", "speech development", etc.). Evaluation of the level of development is based on fixing the performance of a normative task (for example, operating cubes in a special way) or detecting one or another ability (for example, moving towards an object and grabbing it). The norms correlate with the age of detection of this ability in normal children in the standardization sample. Based on a comparison of the “mental” and chronological (passport, biological) ages determined in this way, quantitative and qualitative indicators of the level of mental development are calculated.

The prerequisites for the development of normative scales were created by research and observation of the mental development of children (V. Stern, E. Claparede, S. Buhler, and others). The second most important condition for the emergence of the group of methods under consideration was the creation of psychometric scales for the study of intelligence. One of the first tests for infants was a variant of the Binet-Simon scale, proposed by F. Kuhlmann in 1912. In this variant, tasks similar in nature to the tasks of the main scale were used, as well as indicators of psychomotor development. The Binet-Kühlmann scale was intended for examination of children from the age of 3 years.

One of the most famous scales in the history of psychological diagnostics for the study of children in the first years of life was A. Gesell's "Tables of Development" (1925) (subsequent edition - A. Gesell, K. Amatruda, -1947). The tables include indicators-norms for four areas of behavioral manifestations: "motor skills", "language", "adaptive behavior", "personal-social behavior". The study is based on a standardized procedure for observing the child in social life, assessing the reaction to toys, and taking into account the information provided by the mother of the child. A detailed, illustrated description of the procedure for observing behavior typical of children of different ages helps in conducting the survey. The scale is designed for the age range from 4 weeks to 6 years.

The experience gained by the school of A. Gesell in research on the diagnosis of development in early childhood was the basis for the development of a very common in the 30s and 40s. methods of S. Buhler and G. Getzer (tests of the neuropsychic development of children aged 1-6 years of life (1932); translation into Russian - 1935). On the basis of A. Gesell's tests, a scale of psychomotor development in early childhood was developed, proposed by O. Brunet and I. Lezin (1951). The scale is intended for the study of children aged 1 to 30 months. The scale contains 160 tasks related to the manifestations of behavior in the areas of "motor skills", "visual-motor coordination", "speech development", "social development". The norms-criteria for development in these areas are arranged on a scale in accordance with age levels (a total of 16 levels are distinguished: from 1 to 10 months, then - levels of 12, 15, 18, 21, 24 and 30 months, - 10 tasks for each month ).

When evaluating the completed task for the first 10 months. was assigned 1 point, 12 months. - 2 points, from 15 to 24 - 3 points, for the level of 30 months. - 6 points each. When processing the results, the sum of the points received by the child is divided by 10. The resulting indicator reflects the "global age" of the development of the child under study. By correlating the global age with the chronological age, the “development rate” (QD) indicator is determined. The scale is adapted to assess the four areas of behavior studied separately. The results can be expressed as profile scores,

IN Lately in the field of psychodiagnostics of early age abroad, the scales of N. Bailey (Bayley Scales of Infant Development, 1969) have found wide application. This technique is intended for examination of children aged 2 to 30 months. The test suite consists of three parts:

1. The mental scale (Mental Scale) is aimed at assessing sensory development, memory, learning ability, the beginnings of speech development. The result of the measurement is the "Intelligence Index" (MD).

2. Motor scale (Motor Scale) measures the level of development of muscle coordination and manipulation. The result of the measurement is the “index of psychomotor development”. (PDI).

3. Record about the behavior of the child (The Infant Behavior Record) is designed to record the emotional and social manifestations of behavior, attention span, perseverance, etc. (Ya. Koh, 1978).

The norms for the scales were established on a sample of 1,262 children. Development indexes, determined using scales of mental and motor development, are expressed in the standard IQ rating scale. Estimates on a scale are set for each age group (age groups are drawn up at intervals of half a month for the age from 2 to 6 months and a month for children from 6 to 30 months). The reliability coefficients of the scale of mental development, obtained by the splitting method, take values ​​of 0.81 - 0.93. Coefficients of the scale of motor development 0.68 ~ 0.92, respectively. There is evidence of high validity of the scales. According to A. Anastasi (1982), the Bailey scale compares favorably with other available methods for young children and is very useful for early recognition of sensory and neurological disorders, emotional disorders and negative influence environment on child development.

For the diagnostic examination of children aged 2.5 to 8.5 years abroad, another standardized scale proposed by McCarthy (Mc-Carthy Scales of Childrens Abilities) is used. The scale is a test battery including 18 tests. The complex of studied indicators of mental development is much wider than in the methods considered earlier. The tests are grouped into 6 scales (“verbal”, “perceptual action”, “quantitative”, “general cognitive abilities”, “memory” and “motor”). As a result of the measurement, the “general cognitive ability index” (GCI) is determined in units of the IQ indicator, standard for each age group, with an interval of 3 months. It is possible to use profile assessments on separate scales. The reliability of the technique is very high. The reliability coefficients determined by the splitting method for the GCI scale are 0.93, for the remaining scales - 0.79-0.88, the reliability coefficients of the retest are 0.90 and 0.69-0.89, respectively. Unlike the Bailey scales, which are mainly intended to assess the current level of development, there is information characterizing the predictive validity of the McCarthy scales in relation to the criterion of educational achievements at the end of education in the first grade (A. Anastasi, 1982).

IN domestic psychology a significant contribution to the development of psychodiagnostics of early age in the 20-30s. introduced by Soviet researchers. At that time, in our country, complexes of tests and other methods for studying the mental development of children, developed by K. Kornilov, were used (“Methodology for studying a child of an early age”,

Table 1. Binet-Simon mental development scale (1911 version)

	1. Show your eyes, nose, DOT		3. Detection of gaps in the image of people
	2. Repeat a sentence up to six syllables long		4. Name the day, day, month, year
	3. Remember two numbers		5. Repeat a row of five single-digit numbers
	4. Name the drawn objects		1. Name all months
	5. Give your last name		2. Name the value of all coins
	1. State your gender		3. Compose two phrases from the proposed three layers
	2. Name the indicated items		4. Answer three easy questions
	3. Repeat a series of three single-digit numbers		5. Answer five more difficult questions
	4. Compare the length of the shown pins (3 tasks) ¦		1. Item ranking
	1. Compare (in pairs) severity (3-12 g. 15-6 g. 3-12 g)		2. Playing figures
	2 Draw a square		3. Finding inconsistencies in stories
	3. Repeat a word of three syllables		4. Answers to difficult abstract questions
	4. Solve the puzzle		5. Drawing up a sentence of three words with one of those proposed in the task
			1. Resisting suggestion when comparing lines of different lengths
	1. Determine the time of day		2. Making sentences from those words
	2. Name the purpose of several household items		3. Within three minutes, say 60 words
	3: Draw a diamond		4. Definition of abstract concepts
			5. Restore the word order of 13 tasks)
	5. Compare two faces from an aesthetic point of view (3 tasks)		1. Repetition of single digits
	1. Distinguish between right and left CTODOHV		2. Search for three rhymes for the word "glass"
	2. Describe the picture		3. Repetition of sentences 2b syllables long
	3. Run multiple errands		4. Explanation of the meaning of the picture
	4. Name the total value of several coins		S. Ending the story
	5. Name the four primary colors shown
	1. Comparison of two objects from memory. Establishing similarities between them
	2. Count down from 20 to 1

1921), A. P. Nechaev (1925), A. A. Lyublinskaya and A. I. Makarova (“Measuring scale of the mind for children preschool age”, 1926), a methodology for studying children proposed by N. L. Figurin and M. P. Denisova. In the 40s. N. M. Shchelo-valov developed "Indicators of the neuropsychic development of children in the first year of their life." The development contained criteria for assessing the level of mental development of children aged 2 to 13 months. The set of normative criteria was supplemented by N. M. Askaria (1969), the range of the study was extended to age groups from birth to three years. The methodology allows only a qualitative assessment of mental development in terms of compliance or non-compliance with the norm of development. Similar in this respect are the “Indicators of the neuropsychic development of children of the 2nd and 3rd years of life” (R. V. Tonkova-Yampol-skaya, G. V. Pentyukhina, K. L. Pechora, 1984).

Conducting research and evaluating the results. Young children are examined across the entire scale, with a gradual transition from lower to higher age levels. Examination of older children begins with a set of tasks that correspond to a level one step lower than the passport (chronological) age. If at this level the subject receives less than five points, tests of an even lower level are offered. The test continues until the age level at which all five tests are inaccessible to the child.

Table 2

		Execution criterion
	1. Bringing a hand or object to the mouth. Put a cube or other light object in your right hand. Watch, pull the pi into your mouth. Repeat the same with the left hand. If the experiment is not successful, observe that the child will not put his hand to his mouth	Movement is directed, not random
	2. Reaction to sound. Clap your hands once at each ear. Repeated claps with an interval of at least 1 min.	Reaction in the form of startle or other movement
	3. Coordination of eyeballs. Hold the child with his back to the light, move a large shiny object in front of his eyes in different directions. Distance from the face - 75 cm	Correct coordination of moving the eyes to the edges of the palpebral fissures
	4. Tracking an object in the lateral pope of vision. Keep your back to the light. Slowly introduce a large luminous object into the field of view from behind the child's back	Head or eye rotation
	5. Blink. Sharp movements before the eyes	Starts blinking
	1. Holding the head and sitting. Sit the child with a pillow under his back	Holds the head upright. Sitting for 5-10 s.
	2. Turning the head to the sound. Hold the telegraph key behind the right and left ears at a distance of 60 cm. Quickly click one, then the other. If unsuccessful, repeat the experiment with a bell or hail	More or less rapid turn of the head towards the sound
	3. Abduction of the thumb. ^ Putting a pencil or a 2-3 cm cube into the child's palm	The object must be grasped with all five or thumb and forefinger
	4. Holding an object in the hand. Putting a cube, ball, etc. into the hands	The hold is longer than with a reflex grasp
	5. Movement of the hands towards the object. Outstretched bright object within reach of the child	Confidently reaching out to the object
	1. Standing and sitting. The child is seated and left without support and support, then placed on the floor	Stands for 5 seconds, sits for 2-3 minutes.
	2. Speech. Repetition of syllables after adults or independently	Independent pronunciation or repetition of 2-3 syllables
	3. Imitative movements. Wave a rattle at a distance of 60 cm from the child's face, then put it in your hand. If the task is not completed, shake the child's hand	Unmistakable repetition of movements
	4. Drawing. With a pencil, make a few strokes on paper. Give a pencil to a child. If not, move the child's hand.	The desire to reproduce strokes. No aimless movements
	5. Preference. From a number of familiar objects, find out which one he prefers. Then repeat the experience	Repeated preference for individual items
	1. Ability to drink	Drinking in frequent sips rather than sucking
	2. Self-catering	Trying to use a spoon and fork on your own
		Pronunciation of simple words (“dad”, “mother”, “yes”, “no”). Understanding questions without gesticulation
	4. Spitting. Put a piece of bread dipped in vinegar into your mouth	Active spitting
	5. Recognition. Recognition of painted objects	Interest in individual pictures, indicating knowledge of subjects
	1. Show named items. Demonstration of eight pictures with images of various objects	Five of the eight items must be named and displayed.
	2. Imitative movements. Raise your hands in front of the child. Suggest that he do the same. Clap your hands. Suggest to repeat. Put your hands behind your head. Offer to do the same.	Correct reproduction of two or three movements
	3. Fulfillment of simple assignments. Rolling the ball. Repeat the action from a distance of 4.5 meters. Invite the child to throw the ball, then pick it up and put it on the table	Action Playback
	4. Copying a circle. Draw one or two circles in front of the child's eyes. Offer to complete the task yourself. If unsuccessful, repeat the show, leading the child's hand	Self-drawing a circle
	5. Candy unwrapping	Unfolding before putting in the mouth

One point is awarded for each of the five tests, but the “price” of this point for tests intended for children aged 3 and 6 months is 0.6 months, and for 12, 18 and 24 months - 1.2 months. Test performance times are added together to determine mental age.

It should be noted that the indicators of mental development, on which the Kuhlmann scale is based, are significantly behind the norms of the mental development of children of the corresponding age groups at the present time.

Diagnostics of the mental development of a child can be carried out on the basis of the Binet-Stanford scale, the Wechsler test (children's version), the Raven test (children's version), the "culturally-free intelligence test" (Kat-tel), the ASTUR, STUR, test Witzlack, Goodenough's "draw a man" test, and others.

The Goodenough Draw a Person test is designed to measure the intellectual level of children. The level of intellectual development of the child is assessed on the basis of what parts of the body and details of clothing the child depicted in the drawing of a man, how proportions, perspective, etc. are taken into account. Goodenough developed a scale by which 51 elements of the drawing can be evaluated. There are norms for children from 3 to 13 years old, which can be compared with mental age. The reliability of the test is quite high, it can be used in individual and group examinations.

In the primary school age (grades 3-6), the ^Group Intellectual Test (GIT) by the Slovak psychologist J. Wanda can be used to diagnose mental development. The GUI contains 7 subtests:

1) execution of instructions (for example, underline the longest word, the largest of the numbers, etc. - the speed of understanding the instruction and the accuracy of execution are diagnosed;

2) arithmetic problems;

3) addition of 20 sentences with missing words (the child needs to catch the meaning of the sentence, his vocabulary and the correct construction of sentences are diagnosed);

4) similarities and differences of concepts;

5) "analogies" of 40 tasks to identify logical relationships ("species - genus", "part - whole", "opposite", etc.);

6) "number series" (it is necessary to understand the pattern of construction number series; patterns change, therefore, flexibility of thinking and inductive logic are diagnosed) ;

7) "symbols"

In grades 7-9, the School Intelligence Test (SIT) may be used. The ASTM assignments include educational and scientific concepts that are subject to mandatory

assimilation at school in the subjects of mathematical, humanitarian and natural science cycles.

STUR consists of 6 subtests: /, 2 subtests - for general awareness; 3 - to establish analogies; 4 - for classification; 5 - for generalization; 6 - establishing patterns in the numerical series.

Shtur features:

1 - not statistical norms are taken into account, but a socio-psychological criterion standard;

2 - use compulsory school concepts;

Table 3. Results of the practical solution of a visual problem (according to G. A. Uruntaeva and Yu. A. Afonkina)

	Materials used	Description of practices	Data processing
			thought processes	sensory processes
1 year-1 year 6 months	Auxiliary items	1. "Find a ring." Ribbons (thick threads, ropes) of the same length lie in a row parallel to each other, one of which is tied to a ring. Offer the child to get the ring. 2. "Roll the nesting doll." There is a nesting doll on the cart. Around the vertical pin, located on the edge of the trolley, there is a braid, the ends of which are turned towards the child and run parallel to each other.	Observe whether the child is able to detect and explore ready-made interdisciplinary connections	Evaluate: how developed is the perception of the co-movement of objects, how the child emotionally reacts to the approach of the object - the goal
1 year 6 months-2 years	The simplest tools	1. "Get the ring." On the opposite side of the table from the child is a ring, next to it is a wand. The child is offered to get the ring without touching it with his hands. 2. “What is in the tube?” Balls in a transparent tube	Find out if the child manages to establish the relationship between the object and the tool	Determine: the availability of perception of objects in the dynamics of their co-movement; Does the child take into account the shape, spatial
		or other small games. There is a wand next to it. Offer the child to get the balls		position of objects
1 year 6 months - 2 years 6 months	Specialized guns	1. “The doll went to visit. There is a cart with a doll on the table. The trolley has a vertically fixed rod. Nearby lies a wand with a ring on the end. They offer the child to ride the doll without touching the cart with his hands 2. "Catch a fish." Plastic fish swim in a basin of water, and a net lies at the bottom. They offer the child to catch fish 3. "Get the balls out." Balls float in a tall transparent jar, a scoop lies nearby. Offer the child to get the balls	They analyze whether the child is able to achieve the result, taking into account the features of the tool, the shape and position of the object	They note whether the child is able to use a tool that moves in different directions, given the shape of objects
		A one-color rectangular cube with holes stands in front of the child. Bushings with flat caps must be inserted into the holes of the cube (it is difficult to insert the bushings tightly into the hole with a hand up to the cap itself and must be hammered). Invite children to insert bushings	They reveal how the child establishes a connection between several objects to combine them into a whole through a tool	Assess how the child perceives objects in the dynamics of coexistence, influences and changes, and also note the features of the allocation of parts and the whole

3 - it is possible, on the basis of the test, to provide special methods for correcting defects in mental development.

To diagnose the mental development of school graduates, applicants, students, a special ASTUR test (Mental development test for applicants and students) can be used, which consists of 8 subtests:

1) awareness;

2) double analogies;

3) lability;

4) classification;

5) generalizations;

6) logic circuits;

7) number series;

8) geometric figures(tasks based on school programs).

On the basis of the test, it is possible to determine the overall "score of mental development, as well as the priority mastery of any academic disciplines (mathematical, natural science, humanitarian cycle), the predominance of verbal and figurative thinking; as a result, it is possible to predict the success of training in various educational institutions in specialties of different profiles

To diagnose the personality characteristics of children, a 16-factor Cattell personality test (children's version), Eysenck's test (children's version), the LDT Psychodiagnostic Test, methods for identifying self-esteem, projective methods (CAT, drawing tests), etc. can be used.

2.1 Deprivation and ways to detect it

Mental deprivation is a mental state that occurs as a result of life situations when the subject is not given the opportunity to satisfy some of his basic (life) mental needs for a long time. In psychology, there are several theories of mental deprivation. The term "mental deprivation" refers to various adverse influences that occur in life.

Manifestations of mental deprivation can cover a wide range of personality changes from mild oddities that do not go beyond the normal emotional picture, up to very gross defeats in the development of intelligence and character. Psychic deprivation can present a motley picture of neurotic signs, and sometimes manifest itself as pronounced somatic features.

Various forms of mental deprivation occur simultaneously in life. They can only be isolated experimentally.

Most often, the following forms of mental deprivation are distinguished.

I. Deprivation stimulus (sensory): a reduced number of sensory stimuli or their limited variability.

II. Deprivation of meanings (cognitive): too changeable chaotic structure of the external world without a clear order and meaning, which makes it impossible to understand, anticipate and regulate what is happening from the outside (see: I. Langmeyer, 3. Matejczek. Psychic deprivation in childhood. Prague, 1984 ).

III. Deprivation of an emotional relationship (emotional): insufficient opportunity to establish an intimate emotional relationship with any person or the severance of such an emotional connection, if one has already been created.

IV. Identity deprivation (social): limited opportunity for assimilation of an independent social role.

Therefore, it is not only the overcoming of the phenomenon of deprivation in children brought up outside the family that presents great difficulties, but also the competent diagnosis of this phenomenon. In this case, the cooperation of a number of workers is necessary - a pediatrician, a child psychiatrist, a psychologist, a social worker, a teacher and others. In view of the fact that the effectiveness of therapeutic and corrective measures also depends on timely recognition, all workers who communicate with deprived children, especially children's doctor, educators, social workers and children's nurses, should be familiarized with these signs.

Diagnosis of deprivation is quite complicated, it should be carried out in several stages. A mandatory component of such a diagnosis should be a medical examination. It is necessary to take into account the fact that deprivation moments can be of decisive importance in some children referred to a pediatrician with signs of physical disorders, for example, delayed physical development. A necessary component of the medical examination is a neurological examination, which helps to distinguish between deprivation consequences and disorders of encephalopathic origin.

Only after a medical examination of the child and the establishment of truly mental causes of deprivation should one proceed first to the pathopsychological and only then to the actual psychological research. Experts believe that there is no and probably never will be a special deprivation test, so the suspicions that pathopsychologists and psychologists can express should come from the results of a fairly extensive study.

Long-term observation of the child and regular monitoring of development are an effective diagnostic tool that provides an opportunity to respond in time to difficulties and deviations that gradually arise at individual stages of development.

To diagnose the level and type of deprivation, it is necessary to obtain a differentiated picture of the level of development of the child's psyche for a number of individual terms: gross and fine motor skills, social behavior, speech, etc.

Here are some examples of methods that can be used for this purpose.

Dynamic organization of motor act

"Finger Fingering" -. Alternately touching the thumb to the 2nd, 3rd, 4th and 5th fingers (5 series of movements),

which should be done with both hands, first in slow (2-3 series of movements, each series in 5 seconds), and then at the fastest pace (5-7 series of movements, each series in 3 seconds). In case of difficulties, a game component and speech commands are introduced: “Let all the fingers take turns saying hello to the thumb - one, two, three, four” or: “You are the commander, and your fingers are soldiers, command: one, two, three, four. .."

Evaluation of the results: 4 points - the execution is correct, but at a somewhat slow pace; three points - deautomatization of movements for exhaustion; two points - the phenomenon of perseveration to exhaustion; 1 point - pronounced persistence of movements.

Reciprocal coordination of movements (Ozersky's test). Simultaneous and alternate squeezing of the brushes. First, the experimenter shows how to make hand movements, if the child cannot repeat the movements, the second demonstration is accompanied by the instruction: “Put both hands on the table - like this. Clench one into a fist, and let the other lie quietly for now. Now put your hands like this. Keep moving with me."

Evaluation of results: 4 points - movements are coordinated, smooth, but slow; 3 points - deautomatization and impaired coordination, isolation or illirovannost movements; 1 point - pronounced persistence of movements.

"Asymmetric" tapping. The 1st part of the task is to reproduce by imitation 5-9 series of movements from alternating tapping twice with one hand and once with the other (symbol: "2 - 1"). In the 2nd part of the task, the order of blows is opposite ("1 - 2"). The task is offered twice: at a fast (8-9 series, each series is 5 seconds) and slower (5-6 series, each series is 7 seconds) pace. In case of difficulties, speech miscalculation of strikes, a game situation are introduced.

Evaluation of results: 4 points - moderate pace in the 1st part of the task, but slowing down in the 2nd; 3 points - slowness of movement with a tendency to disautomation in the 1st part; in the 2nd - pronounced exhaustion, propulsion; the child notices mistakes, accepts help; 2 points - pronounced exhaustion, a lot of propulsion in the 1st part; in the 2nd - perseveration, the same movements of both hands, low efficiency of assistance; 1 point - random tapping, help is ineffective.

Graphic tests. The child must, without lifting the pencil from the paper, reproduce graphic rows of one or two changing links: “chains”, “fences”.

To analyze the regulatory function of speech, tasks are offered in two versions: first - according to a visual model, and then - according to a verbal instruction: "Draw and prompt yourself:" tower - roof - tower - roof "".

Evaluation of results; 4 points - slowdown at the end of the row, separation of the pencil from the paper; 3 points - with the preservation of the topological scheme, pronounced exhaustion, impaired smoothness, micro- and macrography; 2 points - loss of the topological scheme at the end of the graphic series.

In the classic picture of mental deprivation, a child usually has a clear delay in the development of speech. In addition to the usual severe tongue-tied tongue, which is especially noticeable in children from educational institutions, problems with syntax and understanding of meaning are striking, first of all. The vocabulary is relatively poor, and one gets the impression that the children were “taught* how to use a certain number of words, and not how to speak at all. They can name other children, but they begin to use personal pronouns much later.

Often the speech of such children is a collection of unrelated words, as it happens before the age of three. Children are able to name objects in pictures relatively well, but describe what is happening and the meaning of the picture much worse, which is due to insufficient

understanding of the relationship between reality and its symbolic representation. This observation can be used by a practical psychologist as a diagnostic tool.

Such early inexperience in comparing real objects with their graphic representation finally leads to a belated understanding of the nature of the graphic sign in general, which is seen as the root of the characteristic difficulties such children have when reading and writing in the first grades. The following methods can be used to diagnose these indicators.

Conducting sound analysis of the word

The task of a psychologist is to reveal in preschool children the ability to analyze the sound composition of a word. The experiment involves preschoolers 5-6 years old, 3-5 people in each age group(see "Diagnostics of mental development of preschoolers" under the editorship of L. A. Venger, V. V. Kholmovskaya. - M., Pedagogy, 1978).

In advance, you need to prepare cards (8 x 14 cm) with the image of a poppy, a house, a cheese, a whale. Under each image there should be a diagram of the sound composition of the word, consisting of three cells corresponding to the number of sounds in the word. In addition, children should be given sets of chips that are the same shape and color (white or black).

The experiment is carried out individually with each child. * Cards are placed in front of him in turn, and he must, after naming the drawn object, establish the order of sounds in this word and designate them with chips.

The sounds called by the child and his actions with chips should be recorded in the protocol.

By quantitative processing of the obtained data, correct and incorrect answers are revealed in the experiment.

Qualitative analysis shows the difficulties that arise in children in the process of mastering the skills of sound analysis of a word, and reveals the dependence of the ability to analyze sounds on the age of the subject.

Based on the data, the main directions of work with children who do not speak English are outlined. sound analysis words.

Highlighting the main idea of ​​the read text

In this study, the psychologist has several tasks.

1. Determine whether preschoolers are able to highlight the main idea of ​​the text and on the basis of what features (essential or non-essential) they do this.

2. Determine the level of development of the thought processes of analysis and synthesis in preschoolers when reading the text.

3. Reveal age features development of logical thinking in preschool age.

4. Show the role of purposeful learning in the process of forming logical thinking in preschool children.

The study consists of two series of experiments and a small training.

1. Checking the ability of a preschooler to express the main idea of ​​the passage. After reading, the child is asked: "Tell briefly about what was read to you." As an example, we can show how such work should be done with an excerpt from L. N. Tolstoy's story "The Lion and the Dog": animals, and he took a little dog from the street and brought it to the menagerie. They let him in to watch, and they took the little dog and threw it into a cage to be eaten by a lion.

The subject should express the main idea of ​​this text something like this: "The little dog got into the lion's cage."

It is necessary to offer the child a few more passages to test his ability to highlight the main idea (1st series).

2. Conducting a small formative experiment - on several passages, show the subjects how to highlight main idea text.

3. The solution by preschoolers of a more complex task - the definition of the semantic parts of the text and the title of each of them. An experiment can be carried out with a text recommended for preschoolers to read. First, the children are read the entire text, and then they are asked to indicate its semantic parts. Next, the named passages are read out sequentially, and each of them is titled by the children (2nd series).

This experiment can be modified: the researcher divides the text into semantic parts, and the child comes up with headings for them. So, the story "The Lion and the Dog" is divided into seven semantic parts: 1) the dog gets into a cage with a lion; 2) the lion gets to know her; 3) the lion and the dog became friends; 4) the dog has died; 5) the lion is sad for the dead girlfriend; 6) the lion remained faithful to the dog; 7) lion 0 died.

A quantitative analysis of the data recorded for the 1st series of the experiment is carried out by calculating percentages according to the following criteria for highlighting the main idea: a) correct; 6) partial; c) incorrect (indication of the insignificant).

In the 2nd series, the answers are counted according to the named criteria for each semantic part of the text. It is also necessary to determine the arithmetic mean of the data obtained, which characterizes the correct division of the text by preschoolers into semantic parts. At the same time, it should be taken into account that the more the subject allocates semantic units, the higher his analytical and sithetic abilities are developed.

A qualitative analysis of the results of both series of the experiment will reveal the level of development of the mental operations of analysis and synthesis in preschoolers, their ability to establish logical connections between the parts of what they have read. Studying the headings that the subjects came up with for each passage will help to find out what signs the children use as the basis for dividing the text into semantic units.

The data obtained will make it possible to draw general conclusions about the features of the development of logical thinking in preschoolers of different ages and to outline ways for them to learn logical operations.

Another sign that characterizes the development of speech in deprived children, described by Czech psychologists, is a feature in social use speeches only when commenting on current events, without expressing an emotional attitude towards them.

There is almost no period of “permanent questions” for children from educational institutions, and “why?”, characteristic of the entire preschool age, is almost never heard there. Also, reports of experiences, expressions of hope, joys of expectation, wishes directed to the future, are very poor.

The ability to talk to adults remains at a decidedly primitive level. At the same time, depending on the type of deprivation consequences, there are differences in the desire to start such a conversation with adults and maintain it.

Socially hyperactive children talk a lot - shout, try to attract attention, and sometimes even be annoying.

Children who are dominated by material interests are rather taciturn. They have more "defensive" manifestations and fewer messages. In these children, there is also a delay in social and hygiene skills, the formation of which requires close contact between the child and the adult (observance of bodily cleanliness, dressing, self-service, etc.).

In 5-6-year-old children suffering from deprivation, when examining intelligence, there is a clear predominance of the practical component over the verbal-conceptual one, with an overall lower productivity of mental functions.

A deprived child does not know how to work independently, he is scattered by side stimuli, but he can develop working skills relatively quickly, he adapts to tasks and works fairly evenly under direct guidance.

Thus, the assessment of children through verbal tests of the level of intelligence must inevitably distort the picture of their mental capabilities.

Most institutionalized 6-year-olds are "immature" for schooling. Emotional immaturity, imperfect work and social skills, together with the other shortcomings already mentioned above, then become the reason that the performance of such children at school is in most cases below their abilities, in particular, in the first grades.

A valuable diagnostic indicator is the quality of the child's reactions to persons and objects. A deprived child enters into expedient working contact with great difficulty.

3 . DIAGNOSTICS OF A CHILD'S READINESS FOR SCHOOL

Diagnostics should be based not on a pedagogical approach (determining readiness by the level of formation of educational skills: to read, write, learn poetry, count), but on a psychological approach (readiness for school acts as a result of the child’s overall mental development, a comprehensive indicator of psychological maturity, the development of a complex of psychological characteristics that determine the mental, emotional and social development of the child).

American psychologists assess readiness for school mainly through the diagnosis of intellectual components, identifying the functions of visual and auditory discrimination and listening comprehension, vocabulary, general awareness, the level of development of sensorimotor skills, understanding of quantitative relationships (in the USA there is a national test for assessing the readiness of children of the 1st level ( for children 4-5 years old) and 2nd level (6-7 years old).

But a comprehensive indicator of readiness for school should take into account not only intellectual maturity, but also emotional and social maturity. Yerasik proposes to analyze the following indicators of school maturity:

In the intellectual sphere: concentration of attention, a rational approach to reality, logical memorization, interest in new knowledge and difficult activities, the ability to understand by ear, the ability to control subtle hand movements;

In the emotional sphere: educational motivation (the desire to learn, not to play), emotional stability;

In the social sphere: the ability to fulfill the social role of the student, the need to communicate with other children, the ability to obey the interests of the group.

The Jerasik-Kern test for diagnosing a child's readiness for school includes 3 tasks:

1 - drawing a person;

2 - copying a written proposal;

3 - drawing a group of points, which allows diagnosing the level of hand-eye coordination, volitional qualities, arbitrariness and concentration of attention, the general intellectual maturity of the child, but only an experienced psychologist-diagnostician can competently conduct and interpret the results of this test.

The age of 6-7 years is a transitional critical age, therefore, the well-known psychologist Elkonin noted that in the psychodiagnostics of children in adolescence, neoplasms of the past age period should be taken into account, i.e. skills of productive interaction with peers, the development of visual-figurative thinking and imagination, as well as diagnosing the rudiments of educational neoplasms: the level of development of general ideas, awareness, the ability to make elementary logical conclusions.

Gutkina N.I. notes that it is the arbitrariness of behavior that determines the success of a child's education. The arbitrariness of behavior includes: the child's ability to control his motor activity, to act exactly according to the instructions of an adult, to obey the rules, to have high level voluntary attention, work according to a model, copy according to a model, the ability of volitional control of oneself in difficult classes, the dominance of the cognitive motive over the game motive, the presence of the student's internal position.

The traditional psychological approach to assessing a child's readiness for school is based on the following proposition: 6-7 year old children are on average capable of performing a certain set of intellectual tasks at a certain level, and if the child's test results are not worse than the age standard of intellectual development, he is ready for school. The Witzlak test allows you to assess the level of intellectual development, the level of speech development and the level of learning of the child, on the basis of which it is possible to determine both the degree of readiness of the child for school and the degree of delay in the development of the child, if any.

The learning indicator shows the child's ability to assimilate new information and new mental skills. Vygotsky also pointed out that not only the current level of a child’s development is important, but his potential capabilities are more important, and learning is possible not only on the basis of the child’s mature mental functions, but learning can begin when these functions are just beginning their main development cycle, taking into account the zone future development of the child.

Computer package "Readiness for school", developed by Ulanovskaya N.I. (Psychological Institute of the Russian Academy of Education) diagnoses the following readiness parameters: 1 - personal and social development:

a) formation of attitude towards oneself as a schoolchild;

b) well-formed attitude towards an adult as a teacher;

c) the predominance of cognitive, educational, gaming or communicative motives;

d) criticality to one's actions, knowledge, ability to find one's mistakes;

e) stock of knowledge on orientation in the surrounding world;

f) dynamic characteristics of behavior (impulsivity, lethargy)

2 - development of arbitrariness:

a) the ability to independently perform a sequence of actions;

b) the ability to act according to a given visual pattern;

c) the ability to act on the oral instructions of an adult;

d) the ability to subordinate their actions to the rule

3 - intellectual development;

a) development of general intelligence (they conduct testing on the "Progressive matrices of the Wounded" - 2 series of 12 matrices);

b) the development of spatial representations and visual-figurative thinking;

c) the ability to focus on a system of signs;

d) development of sign-symbolic function

4 - the development of individual mental processes:

c) development of fine hand movements

This package of techniques is carried out at the beginning school year and at the end of grade 1. Methods are used:

1 - "Raven's Progressive Matrices" for assessing general intelligence;

2 ~ "Labyrinth" (the child controls the computer "mouse" through the labyrinth) - subtle movements of the hand are diagnosed, visual-figurative thinking, spatial imagination, the ability to perform actions according to the instructions of an adult;

3 - "Pattern and rule" and "Evaluation of criticality" - the ability to correct one's mistake (based on the methodology "Sample and rule");

4 - a conversation about the school.

3.1 Kern Orientation Test of School Maturity-jerasica

To complete the tasks, the child is given a sheet of typewritten unlined paper and a pencil. On the back of the sheet in the upper left part there is a sample of written letters of the 2nd task, in the lower left part - a sample of a group of dots.

Exercise 1.

Draw some man. As best you can. (No more explanations, help or drawing attention to the mistakes and shortcomings of the drawing is allowed. If the child has drawn a woman, then he is asked to draw a man as well. If the child categorically refuses to draw a man, this may be due to trouble in the child's family.)

Drawing evaluation.

1 point (the best result) is given when the following conditions are met: the drawn figure must have a head, torso, limbs, and the head and torso are connected by a neck and should not be larger than the torso. There is hair on the head (perhaps they are covered with a cap, hat), and ears, on the face - an eye, nose, mouth. The hands end in a five-fingered hand. The legs are bent at the bottom. The figure has men's clothing and is drawn in a synthetic way, i.e. the whole figure (head, neck, torso, arms, legs) is drawn immediately as a single whole, and is not made up of separate finished parts. With this method of drawing, the entire figure can be outlined in one contour without lifting the pencil from the paper. The figure shows that the arms and legs, as it were, “grow” from the body, and are not attached to it. In contrast to the synthetic, a more primitive analytical method of drawing involves the image separately of each of the constituent parts of the figure. So, for example, the torso is drawn first, and then arms and legs are attached to it.

2 points - fulfillment of all requirements, except for the synthetic method of drawing. Three missing details (neck, hair, one finger of the hand, but not part of the face) can be ignored if the figure is drawn synthetically.

3 points - the figure has a head, torso, limbs. The arms and legs are drawn with two lines (3D). The absence of neck, hair, ears, clothes, fingers and feet is allowed.

4 points - primitive drawing with head and torso. The limbs are drawn with only one line each.

5 points (worst result) - none sharp image trunk ("cephalopod"), or both pairs of limbs. Scribble.

This task assesses the general intellectual level of the child.

The task 2.

Copying written words: “Look, something is written here. You try to write exactly the same.

It is proposed to copy the phrase "ON EAT SOUP", written in written letters, and not block letters. If the child can read and writes the phrase in block letters, then he should be asked to copy a sample of foreign words, also written in written letters.

Evaluation of results:

1 point - the written sample is copied well and completely legibly. The letters exceed the size of the sample letters no more than twice. The first letter in height clearly matches capital letter. The letters are clearly written in three words. The copied phrase deviates from the horizontal line by no more than 30 degrees.

2 points - the sample is legibly copied, but the size of the letters and the observance of the horizontal line are not taken into account.

3 points ~ clear division of the inscription into at least two parts. You can understand at least 4 letters of the sample.

4 points ~ at least 2 letters match the pattern. The reproduced pattern still creates the label line.

5 points - doodle.

Sensorimotor coordination, voluntary attention, coordination of vision and fine motor skills of the hand are diagnosed.

Task 3.

Drawing a group of dots: “Look, there are dots drawn here.

Try here, next to it, to draw in the same way. In this case, you need to show where the child should draw.

During the performance of the task by the child, it is necessary to monitor his actions and make notes. Pay attention to which hand the child draws, whether he shifts the pencil from one hand to the other, rotates too much, drops the pencil, etc. ¦

Evaluation of results:

1 point - perfect copying of the sample. A slight deviation of one point from a line or column is allowed. Sample reduction is acceptable, but the increase should not be more than double. The drawing must be parallel to the pattern.

2 points - the number and location of points must match the sample. You can ignore the deviation of no more than three points per half of the gap between the row and column.

3 points - the drawing as a whole corresponds to the sample, not exceeding its width and height by more than twice. The number of points may not match the sample, but they should not be more than 20 or less than 7. Any rotation is allowed, even 180 degrees.

4 points - the contour of the picture does not match the sample, but still consists of dots. Sample dimensions and number of points are not taken into account. Other shapes, such as lines, are not allowed.

5 points - doodle.

Results: is the total number of points for three tasks. If the sum of points is 3-6 points - readiness for school is above average, if the sum is 7-11 points - average maturity, if 12 - 15 - readiness is below the norm, such children

...

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The study of the child's attitude to himself during the crisis of 3 years.

The technique was developed by T. V. Guskova and M. G. Elagina and is intended for diagnosing the peculiarities of the child’s attitude towards himself during the crisis of the age of three.

To conduct a study, it is necessary to select several pictures depicting animals, plants, objects and compose questions for a conversation with the child according to their content.

The study is conducted individually with children 2-3 years old. It consists of alternately examining pictures depicting animals, plants, objects and the child's answers to the adult's questions on their content. The child meets the experimenter several times in two different situations, depending on which the adult demonstrates his attitude towards the child and his answers:

I situation- mark and accordingly evaluate only successful answers;

II situation- mark and evaluate only unsuccessful answers, for which the child receives a negative assessment.

In each situation, the study goes through a series of stages:

I stage- general friendly and interested attitude towards the child before looking at the picture;

II stage- during a conversation with pictures, the experimenter evaluates the correct answer: " ok you know it", incorrect answer: " Too bad you don't know it";

Stage III- general friendly and interested attitude towards the child after looking at the pictures.

The behavioral reactions of the child are recorded in the table. Each type of reaction is assigned the following symbol:

O - indicative, D - motor, E - emotional, R - working.

Data processing.

To determine the emotional attitude of the child to himself, the main behavioral reactions of the baby in situations 1 and 2 are compared. On this basis, conclusions are drawn about how differentiated the general attitude of the child towards himself and the specific one, based on his real achievement in solving the problem. Determine how this differentiation depends on the type of assessment and the context of relationships with adults.

The study of the manifestation of a sense of pride in one's own achievements in children of 3 years.

The technique was developed by Guskova T.V. and Elagina M.G. and is aimed at studying the main personality neoplasms in children during the crisis of the age of three.

To conduct a study, it is necessary to prepare a pyramid, its image (sample) and a constructor.
The study is conducted individually with children aged 2 years 6 months. - 3 years 6 months The experiment consists of 5 series, each of which includes 3 tasks.

For example, the first series includes tasks:

1) assemble a pyramid using a sample picture;
2) build a house from the details of the designer (without a sample);
3) fold the truck from the details of the designer (without a sample).

Four other series are built in a similar way in order to reveal the stable characteristics of the child's behavior in relation to the objective world and adults.

For the 1st task, regardless of the quality of performance, the child receives praise, for the 2nd - the mark "did" or "did not do", according to his result, the solution of the 3rd task is not evaluated. In case of difficulties, the experimenter offers the child help.

When processing data, the activity of children in the course of performing tasks is analyzed according to two parameters:

1) the child's connection with the objective world reflects the value of achievements in the ongoing activity (acceptance of the task, indicating interest and motivational security of the activity, purposefulness in the task), involvement in the solution of the problem (the depth of involvement in the process of activity itself), the child's assessment of the productivity of his activity;

2) the connection of the child with the adult reflects independence in the performance of tasks (the child's attitude to the help of an adult, his emotional manifestations); search for an adult's assessment and attitude towards it.

Activity indicators are evaluated on the following scale:

With the maximum severity of the indicator, the child is given 3 points,
with an average - 2 points,
at low - 1 point.

Thus, I level of manifestation of activity - 0-7 points, II level - 7-14 points, III level - 14-21 points.

The results of calculations in total for the entire sample of indicators are drawn up in a table:

They analyze how the child's activity increases in search of an adult's assessment. Track emotional reactions when receiving or not receiving an assessment. They find out whether affective forms of behavior appear (exaggeration of one's achievements, attempts to devalue failure) in case of failure or lack of adult assessment of the child's success.

Summarizing the results obtained, they draw a conclusion about the emergence of such a personal neoplasm as "pride in one's own achievements" (it integrates an objective attitude to reality, an attitude to an adult as a model, an attitude to oneself mediated by achievement).

If the study is conducted in a group of children, then it seems appropriate to introduce an age gradation:

Compare the results in terms of activity indicators depending on the age group 2 years 6 months. - 2 years 10 months, 2 years 10 months - 3 years 2 months , 3 years 2 months - 3 years 6 months

Methodology for the study of children's self-awareness and gender and age identification.

The technique was developed by N. L. Belopolskaya and is intended to study the level of formation of those aspects of self-consciousness that are associated with the identification of gender and age. Designed for children from 3 to 11 years old. It can be used for research purposes, in the diagnostic examination of children, in counseling the child and for corrective work.

stimulus material.

Two sets of cards are used, on which a male or female character is depicted in different periods of life from infancy to old age (drawing cards).

Each such set (male and female versions) consists of 6 cards. The appearance of the character depicted on them demonstrates typical features corresponding to a certain phase of life and its corresponding gender and age role: infancy, preschool age, school age, youth, maturity and old age.

The research is carried out in two stages.

task first stage is an assessment of the child's ability to identify their present, past and future gender and age status on the visual material presented to him. In other words, the child's ability to adequately identify his life path is being tested.

Procedure.

The study is carried out as follows. All 12 pictures (both sets) are randomly laid out in front of the child on the table. In the instruction, the child is asked to show what image corresponds to his idea of ​​himself at the moment. That is, the child is asked: " Look at all these pictures. What do you think, what (what) are you now?"You can consistently point to 2-3 pictures and ask:" Such? (Such?)". However, in the case of such a "hint" one should not show those pictures, the image of which corresponds to the real image of the child at the time of the study.

If the child has made an adequate choice of picture, it can be considered that he correctly identifies himself with the corresponding sex and age, which is noted in the protocol. If the choice is made inadequately, this is also recorded in the protocol. In both cases, you can continue the study.

In cases where the child cannot identify with any character in the pictures at all, for example by stating: " I'm not here", the experiment is inexpedient to continue, since even identification with the image of the present in the child is not formed.

After the child has chosen the first picture, he is given an additional instruction to show how he was before. You can say: " Okay, now you are like this, but what were you like before?". The choice is recorded in the protocol. The selected card is placed in front of the one that was chosen first, so that the beginning of the age sequence is obtained.

Then the child is asked to show what he will be like then. Moreover, if the child copes with the choice of the first picture of the image of the future (for example, a preschooler chooses a picture with the image of a schoolchild), he is offered to determine the subsequent age images. All pictures are laid out by the child himself in the form of a sequence. An adult can help him with this, but the child must find the right age image strictly on his own. The whole sequence obtained in this way is reflected in the protocol.

If the child has correctly (or almost correctly) compiled a sequence for his gender, he is asked to arrange the cards with a character of the opposite sex in age order.

On the second stage research compares the child's ideas about the I-real, I-attractive and I-unattractive.

Procedure.

On the table in front of the child are both sequences of pictures. The one that the child has compiled (or the sequence corresponding to the sex of the child) lies directly in front of him, and the second is a little further. In the case when the sequence compiled by the child is significantly incomplete (for example, it consists of only two cards) or contains errors (for example, permutations), it is she who is in front of him, and the rest of the cards in an unordered form are located a little further away. All of them must be within his or her field of vision.

The child is asked to show which image of the sequence seems to him the most attractive.

Instruction example: " Take a close look at these pictures again and show how you would like to be". After the child has pointed to any picture, you can ask him 2-3 questions about why this image seemed attractive to him.

Then the child is asked to show a picture with the most unattractive age image for him.
Instruction example: " Now show in the pictures what you would never want to be". The child chooses a picture, and if the choice of the child is not very clear to the experimenter, then you can ask him questions clarifying the motives for his choice.

The results of both elections are recorded in the minutes.

To record the progress of the technique, it is recommended to use protocol forms (sample protocol). They mark the positions of the correct sex and age sequence against which the choice of the child is indicated, positions are also reserved for marking positive and negative preferences.

The choice of an "identical" character is marked with a cross in a circle, the rest - with a simple cross. Missed positions are marked with a minus sign, and if the sequence is violated, the numbers of the selected cards are indicated in the corresponding position.

For example, if a preschooler correctly identified himself and his previous status, but put the young man behind the man, and put the card with the old man aside, then his result is recorded in the table:

The selected attractive and unattractive images are indicated by the serial number of the picture in the sequence:

It is also useful to record the child's direct utterances and reactions in the process of carrying out the instructions given to him and his answers to the experimenter's questions about the motives for this or that choice.

Interpretation of results.

Children with normal mental development are characterized by the following gender and age identification.

Children 3 years old most often (in 84% of cases) identify themselves with the baby and do not accept further instructions. However, already by 4 years almost all children are able to identify themselves with a picture that shows a preschooler of the corresponding gender.

Approximately 80% of children of this age can identify their past image with the image of a baby in the picture. As an "image of the future", children choose different pictures: from a picture of a schoolboy (72%) to a picture of a man (woman), commenting on it like this: " then I'll be big, then I'll be mom (dad), then I'll be like Tanya (older sister)". Typical for children of this age is the age-sex sequence shown in the table:

Beginning from 5 years old children no longer make mistakes when identifying their real gender and age status. Children of this age can correctly build an identification sequence: baby - preschooler - schoolchild. About half of them continue to build a sequence and identify themselves with the future roles of a young man (girl), man (woman), however, calling the latter "father" and "mother".

Thus, 80% of 5-year-old children build the sequence shown in the table:

And 20% of children of this age - a shorter sequence:

Almost all children aged 6 - 7 years old correctly set the sequence of identification from an infant to an adult (from 1 to 5 pictures), but they have difficulty in identifying themselves with the image of "old age".

All children 8 years capable of establishing a complete identification sequence of 6 pictures. They already identify with the future image of old age, although they consider it the most unattractive. The image of the "baby" also turns out to be unattractive for many.

Children 9 years and older make up a complete identification sequence, adequately identify themselves with gender and age.

Method "Draw yourself".

The test is intended for children 4-6 years old and is aimed at identifying the level of self-esteem of the child.

The average time task completion - 30-40 minutes.

Necessary materials: a standard sheet of white unlined paper folded in half, four colored pencils - black, brown, red and blue.

The first page remains blank, here, after the work is done, the necessary information about the child is recorded. On the second, third and fourth pages, in a vertical position on top, the name of each drawing is printed in large letters - respectively: "Bad boy / girl" (depending on the gender of the child), "Good boy / girl", "Myself (a)".

Instruction: " Now we are going to draw. First we will draw a bad boy or a bad girl. We will draw it with two pencils - brown and black. The worse the boy or girl you draw will be, the smaller the drawing should be. A very bad one will take up very little space. But it should still be clear that this is a drawing of a person.".

After the children have finished drawing, the following instruction is given: And now we will draw a good boy or a good girl. We will draw them in red and blue pencil. And the better the girl or boy is, the larger the drawing should be. Very good will take the whole sheet".

Before the third drawing, the following instruction is given: " On this piece of paper, let each of you draw a picture of yourself. You can draw yourself with all four pencils".

Results processing scheme.

1. Analysis of a "self-portrait": the presence of all the main details, the completeness of the image, the number of additional details, the thoroughness of their drawing, the "decoration", the static nature of the picture or the representation of the figure in motion, the inclusion of "oneself in some plot-game", etc. .

The initial number of points is 10. For the absence of any detail, 1 point is removed from the main ones. For each additional detail, "decoration", representation in the plot or movement, 1 point is awarded. The more points, the more positive the attitude towards the drawing, i.e. towards oneself (the norm is 11-15 points). On the contrary, the lack of necessary details indicates a negative or conflicting attitude.

2. Comparison of "self-portrait" with a picture of "good" and "bad" peers according to the parameters:

- Size"self-portrait" (approximately the same as "good" - 1 point is awarded, much more -
2 points, coincides with "bad" - minus 1 point, much less - minus 2 points, less than "good", but more than "bad" - 0.5 points).

- Colors used in the "self-portrait" (more blue and red - 1 point, more black and brown - minus 1 point, approximately equal colors - 0 points).

Repetition on "self-portrait" details drawings of "good" or "bad" (clothes, headdress, toys, flowers, slingshot, etc.). The total number as a whole more closely matches the "good" child - 1 point is awarded, the match is complete - 2 points. The total number more coincides with the "bad" child - minus 1 point, the match is complete - minus 2 points. Those and others are approximately equal - 0 points.

- General impression about the similarity of a "self-portrait" to a drawing of a "good" one - 1 point, to a drawing of a "bad" one -
minus 1 point.

The number of points scored: 3-5 points - an adequate positive attitude towards oneself, more - overestimated self-esteem, less - low self-esteem, a negative result (0 or less) - a negative attitude towards oneself, possibly a complete rejection of oneself.

3. The location of the "self-portrait" on the sheet. The image of the picture at the bottom of the page - minus 1 point, if the figure is also depicted as small - minus 2 points "run away" from the sheet) - minus 3 points.

The drawing is located in the center of the sheet or slightly higher - 1 point, the drawing is very large, occupies almost the entire sheet - 2 points, in addition to the latter, it is also located full face (facing us) - 3 points.

Diagnosis of interpersonal relationships.

Test family relations(for children from 3 to 11 years old).

This diagnostic technique is intended to study the characteristics of the relationship between the child and his family members as the main core of possible tension in family interpersonal relationships.

The task of the researcher is to help the child include, for emotional or logical reasons, or exclude important people from the family circle. At the same time, the family group created by him in the test situation does not necessarily have to correspond to his sociological family. The resulting difference between the idea of ​​the family expressed by the child and his family provides information about the child's emotional home life.

The emotional background that plays a major role in the child's interpersonal relationships includes: strong feelings of love or hate, "sexual or aggressive" in the broadest sense of these words, weaker feelings like "like - dislike", "pleasant - not pleasant" and reaction of jealousy and rivalry. It also includes the child's self-directed "auto-erotic" or "auto-aggressive" experiences and the defense against awareness of the feelings directed at him. experiences of older children
differ more subtly than the feelings of the younger ones. In young children, experiences of something or love for someone, trouble or strong hatred easily flow from one to another.

In this sense, the test examines less formalized relationships in work with young children. The option for older children aims to explore the following relationships:

1) two types of positive attitude: weak and strong. Weak feelings are associated with friendly approval and acceptance, strong feelings are associated with "sexualized" experiences related to intimate psychic contact and manipulation,

2) two types of negative attitude: weak and strong. The weak are associated with hostility and disapproval, the strong express hatred and hostility,

3) parental indulgence, expressed by questions like " mother spoils this family member too much",

4) parental overprotection presented in questions like " mom is worried that this person might catch a cold".

All of these items, except for those relating to overprotection and indulgence, represent two directions of feelings: whether the feelings come from the child and are directed to other people, or the child feels himself to be the object of the feelings of others. An example of the first category would be: " I love to snuggle up to this family member". And an example of the second -" this man loves to hug me tight".

The option for young children contains the following relationships:

1) positive feelings. Both kinds come from the child and are experienced by the child as coming from others,

2) negative feelings. Both kinds come from the child and are experienced by him as coming from others,

3) dependence on others.

test material.

The Family Relationship Test is designed to provide specific insights into the child's family. It consists of 20 figures representing people of various ages, shapes and sizes, stereotypical enough to represent the various members of the child's family, and ambiguous enough to represent a specific family. There are figures from grandparents to newborn children. This gives the child the opportunity to create their own family circle from them. In addition to family representatives, other important figures are included in the test. For those questions that do not correspond to any member of the family, the figure "no one" is adapted.

Each figure is supplied with a box like a mailbox with a slot. Each question is written on a separate small card. The child is told that the cards contain messages and that his task is to put the card in the box of the figure to which it corresponds most. The test situation thus becomes a game situation, and the test material must prepare the subject for the forthcoming emotional response.

The child sits in a comfortable position not far from the figures representing his family. He chose them from the whole set. He and the researcher see them as the child's family. They are treated like family members and this illusion persists throughout the test situation.

The task of the child is to obey the maneuvers of the test. He is not asked to analyze the complex set of feelings he has for his family. The child is expected to express himself in the choice of emotional position, which will be collected from various sources sufficient to understand the basis of the child's relationship. The question is thus fixed. But his place is not strictly defined and it is allowed to give a question to the "Nobody" figure.

Feelings "thrown" into the figure immediately disappear from view, leaving no accusatory trace. Thus, the child does not have a visible reminder of the distribution of his love or hate, and, therefore, guilt does not interfere with freedom of expression.

Research procedure.

The room in which the test takes place must contain a table for recording test results and a table on which 21 test figures are placed. All figures should be placed in front of the child entering the room and distributed in the following order into groups - 4 women, 4 men, 5 girls, 5 boys, an old man and a baby, "no one".

On the first stage research is necessary to find out who makes up the child's family. Once the child has entered the room and contact has been established, the tester asks the child the following questions:

1) tell me about the people who live with you in the house;
2) tell me who is in your family.

The task is to ask the child about his concept of the family, and both of these questions can be repeated and clarified if it seems necessary. The people mentioned by the child are listed on a piece of paper. This sheet does not have a special place to record that the child has a father and mother. But if a child comes from an incomplete family, then this fact should be noted in the column of the form.

To interpret the test results, it is important to know if one or both parents have died, if they are divorced or living apart, if one of the parents is temporarily absent, and with whom the child lives now. The same should be learned about the child's brothers and sisters, if any. It may happen that the mother of the child has died, the father has remarried, and the child says that he has two mothers. For a more accurate understanding of the feelings of the child, it is desirable to include both mothers in the test. There is a place on the form to describe other family members, where such mom and dad can be noted.

The same place on the form allows you to mark an aunt or uncle, grandparents, nurse or older sister. This marked-up form also contains space for the names and ages of the siblings. If the child does not know how old they are, the tester can ask the following questions: He is bigger than you?", "Who is older: Sasha or Olya?", "Sasha goes to school or does he go to work?".

On the second stage research is necessary to establish the child's family circle. After the tester has established who makes up the child's family and has written down the family members on the form, he tells the child: " Now we are going to play this game. Do you see all the figures that are standing there? We'll pretend that some of them are members of your family.".

Then the tester brings the child closer to the figures, pointing to four female figures and asks: " Which one do you think is better to be a mother??" He gives the child a choice and points to the chosen figure, then asks to put it on a table or desk. Then he points to male figures and asks: " Now tell me, which one of them would be the best to make a dad? The chosen figure is placed by the child on the same table.

Then the experimenter points to the figures of boys and girls (depending on the gender of the subject) and asks: " Which one would you like to be yourself?", - and the figure is transferred to the table. This continues until the child puts figures for each family member on the table. If the child wants to make several choices, he is allowed to do so. He can also include forgotten brothers, sisters, grandmother.

When the family circle is completed, the test-taker may say: Now we have all the family members in the collection, but in our game there will be one more figure". He takes out the "nobody" figure, puts it next to the family members and says: " This person's name is "no one". He will play too. Now I'll tell you what he will do".

Third stage- The study of emotional relationships in the family. The child is seated at a table with figures at a comfortable distance. If he wants to place the pieces in a certain order, he is allowed to do so. The tester places the test questions in a pile in front of him and says: " You see, there are many small cards here with messages written on them. I will read to you what is written on them, and you will put each card to the figure to which it fits the most. If the message on the card doesn't fit anyone, you give it to "nobody." See what I mean? Sometimes you feel like the message suits several people. Then say so and give me those cards. And now attention! I repeat: if the card suits one person the most, you put this card to that figure, if the card does not suit anyone, you give it to the "nobody" figure, if the card suits several people, you give it to me".

The test situation tends to create a "defense" system against feelings that make the child feel guilty. These defenses are conventional defenses modified by the limitations imposed by the test material. Test results can reveal the following defense mechanisms:

1) refusal, i.e., the child gives most of the positive and negative points to "no one";

2) idealization, i.e., the child gives a predominant number of questions of a positive nature to family members, while most of the negative questions are given to "no one";

3) mixing, i.e., the child gives most of the items to peripheral family members;

4) fulfillment of desires, regression. These defenses can be revealed if the child directs most of the questions expressing over-protective, over-indulgent feelings towards himself.

The results obtained during the test in the clinic helped to reveal the following types of protection:

Projection, that is, the child exaggeratedly and unrealistically ascribes positive and negative feelings and at the same time denies them in himself;

The reaction of formation, i.e. the child replaces his answers with opposite ones in order to hide too bright positive or negative feelings.

If the survey shows an excessive display of strong positive or negative feelings, we may speak of a lack of security.

Formulation of results.

When the child completes the task, the researcher takes the cards from the figures and marks on the form to whom each item was addressed. Processing consists of recording the question numbers in the appropriate boxes and summing up the number of questions that have been assigned to each person within each group of questions. This will show how much of "each kind of feeling" is channeled by the child to each member of the family.

The next step is to format the data into a table.

In conclusion, the conclusions drawn on the basis of quantitative and qualitative results are recorded.

The test usually takes 20-25 minutes. Processing of the received data is still about 15 minutes.

The family structure is entered in the table, i.e. all those who were selected at the stage of establishing the child's family circle, the characteristic features of this case, the child's marital status, parenting style, as well as the card numbers received by each family member are indicated.

In addition to the general table, the technique makes it possible to analyze how feelings are distributed among its members in the family. To this end, the various types of relationships defined by the questionnaire are presented in the form of a table:

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Introduction

This work is carried out in the form of a study of the features of the cognitive and personal development of the child 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 study. The second chapter reveals the basic information about the subject, the third - reveals the nature, goals and objectives of the study. The fourth chapter is a description of the techniques used in the diagnosis. Chapter five is a discussion of the results 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 found in the subject, a set of pedagogical measures should be proposed that help the child to 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 parent of the child, as a result of which, on the basis of the stated complaints, alleged psychological problems and a request were formulated.

Prior to the start of the examination itself, contact was established with the child.

Further, according to the proposed set of methods, a diagnosis of the personal and cognitive development of the subject was carried out. On the basis of the data received and subsequently processed, a holistic psychological picture child.

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

Diagnostics was carried out on 19.01. and took 2 hours.

1.2 Anamnesis of the subject and general information about him

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

The second child in the family, the family is complete. Zhenya is active, she has been attending a preschool since she was 1.5 years old. Social adaptation in the garden was difficult, she cried for 6 months. Now she goes to kindergarten with pleasure, makes contact with children. This year I started doing gymnastics. Constantly takes part in children's matinees, dances, sings. Few friends, told only about two. Likes drawing.

2. Description of the study

Prior to the psychological examination, 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 made about the existing psychological problem, which consists in increased activity, anxiety and talkativeness, that is, about those problems that directly relate to behavior, emotional and personal spheres.

The main tasks set as the basis of 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. determination of those psychological characteristics of the child that may affect the implementation of recommendations related to the main problem.

In the course of psychodiagnostics, the following psychological drawing tests were carried out:

1. "Drawing of a man";

2. "House - tree - man";

3. "Family drawing";

4. "Non-existent animal";

5. "Beautiful drawing."

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

1. "Complex figure";

2. "Ten words";

3. "Coding"

After that, all the data obtained were interpreted on the basis of the methodological complex and a complete "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 the study of cognitive abilities. Subsequently, K. Mahover developed criteria to evaluate personality traits. Since then, the assessment criteria have been revised many times, and the test itself remains one of the most commonly used diagnostic methods, since its data allow you to immediately put forward reasonable hypotheses about what psychological problems the child has.

The specificity of the exercise lies in the fact that a sheet of paper is placed vertically in front of the child and a simple pencil with an eraser is given. The instruction for the task is as follows: “Draw a person - everything, entirely. Try to draw as best as you can - the way you can.

"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 attitude of the child to the family, to his loved ones. The tree drawing shows the child's ideas related to growth, development, and relationships with the environment. Additional information is provided by the child's answer to the question of who lives in the house.

"Family Drawing"

This technique was proposed by Hulse and Harris to identify the features of family relationships in the perception of the child. It is conducted in the same way as other drawing tests. A sheet of paper is placed horizontally in front of the subject. The instruction for the task is as follows: "Draw your whole family on this sheet."

"Non-Existent Animal"

This technique, developed by M.Z. Dukarevich, very informative. A sheet of paper is placed horizontally. The instruction for the task is as follows: “I want to see how you can imagine. Invent and draw an animal that does not really exist, never existed and which no one has 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 that, additional information is collected from the subject: “Now tell us 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 the most? What does she dislike the most? Does it live alone or with someone else? Does he have friends? Who? Does he have enemies? Who? Why are they his enemies? Is there anything it is afraid of, or is it not afraid of anything? What size is it?..”

The child is then asked to imagine that this animal has met a wizard who is willing to grant any three of his wishes, and is asked what those wishes might be.

All responses are recorded in the minutes.

"Beautiful drawing"

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

During drawing, the sequence in which the child uses different colors should be noted in the protocol.

3.2 Cognitive tests

"Complex figure"

This test was developed by A. Ray. It assesses the development of perception, spatial representations, visual memory, organization and planning of actions. In the course of this study, a somewhat simplified version was used, suitable for testing junior schoolchildren and teenagers. For the test, a figure was taken - a sample, unlined paper and colored pencils.

The child is offered 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 next one is given to the child, having previously written the number “2” in the protocol. The change of pencils continues further, until the completion of the work. Colors allow you to determine the sequence of the image of different parts of the figure.

At the end of the work, the sample and the drawing made by the child are removed. After 15-20 minutes they give him new leaf paper and say: “Try to remember the figure that you redrawn. Whatever you can remember, draw on this sheet. Then the procedure described above is repeated (with a change of 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 desirable 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 instruction for the task is 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. Words can be called in any order. After the message, the instructions read the words. They are read clearly, loudly enough and not very fast. No distractions are allowed during this test.

Immediately after the end of the reading, they say: “Now repeat the words that you remember.” The called 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 called for the first time and those that you then forgot. Then the procedure is repeated, that is, all 10 words are read out again. The playback results are recorded in the second column of the protocol. Then, if not all words are 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. Further, it is not advisable to repeat memorization, even if the child did not memorize all the words.

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

There are several standard word sets 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 examining attention and pace of activity. The principle of its construction goes back to Bourdon's "Correction Test". The proposed modification basically reproduces the variant used in the Wechsler test. The option described below is suitable for use throughout the school age.

The material is a pencil and a sheet with figures, in each of which the child will have to draw a certain character. The test is time-based, so it requires a stopwatch or a watch with a second hand.

The top of the sheet shows which character should be drawn inside each of the shapes. The next shortened line is a training one. Next are the test lines. The instruction looks like this: “Different figures are drawn here. In each of them you need to put your own icon. At the top it is shown in which figure which icon to draw. Draw the desired icons in the shapes inside the frame. If during training the child makes mistakes, then it is necessary to point out them and invite the child to correct them. After the training figures are filled in, the instructions for the 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 make it faster." When the child begins to fill in the test figures, it is necessary to note the time. After a minute, note in the protocol the number of the figure being filled in by the child at the moment. After the second minute, the task is terminated.

4. Discussion of results

4.1 "Drawing of a man"

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

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

The accentuation of the mouth indicates increased speech activity. Angled shoulders - excessive caution, unpaired shoulders - emotional instability. Hands are located close to the body, different thicknesses speak of restraint in their manifestations, helplessness and energy. There are no brushes - lack of communication. Legs apart - extroversion. A long and narrow body, this is characterized by isolation, fenced off. There is no clothing, it speaks of immaturity, 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 - the concreteness of thinking, perhaps intellectual insufficiency. The branches diverge to the sides, which indicates the extraversion of the child. The non-isolation 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 anxiety 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 shown with hatching, this also indicates the presence of anxiety.

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

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

4.3 "Family drawing"

The schematic way of the image corresponds to the age of the child. The pace of work is high, which indicates the activity of the child. 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 significance of this person, strength, dominance in the family. Shares gender. Similar details of the two figures of the daughter and mother can be interpreted as the desire of the daughter to be like her mother. The family is dominated by the closeness of relations, as there are small intervals between the figures. Mom has carefully drawn eyelashes - speaks of demonstrativeness. The figures of mother and daughter are elongated, which speaks of the asthenic nature of the child, there are no feet - a weak everyday orientation. All family members have their legs apart - extraversion. Her brother has eyes with a blackened iris, which indicates her fears of him. All hands are pressed to the body - restraint, hands are missing - lack of communication. There is an emotional distance with dad, as he is located farthest from her.

4.4 "Non-existent animal"

The animal's nickname is Raznetonets. Constructed from parts of real animals (head of a hare, body and legs of a tiger, tail of a fox). 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 feelings of loneliness and fear of aggression. His food (grass and bread) speaks of low socialization, a violation of communication.

4.5 "Beautiful drawing"

Figure shifted up - increased self-esteem possibly compensatory. The child responded positively to the lesson, said that he loves to draw very much, this indicates a focus on cooperation or demonstrativeness. A high pace of work indicates a high level of 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 the 1st level, it 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 figurative thinking, and the average indicator of visual memory development.

4.7 "Ten Words"

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

4.8. "Coding"

Out of 80 possible figures, 57 figures were correctly encoded in 2 minutes. There is 1 error. The number of correctly labeled figures is above the average indicative, which indicates a high pace of activity, and a small number of errors at the same time indicates a good concentration of attention.

5. Conclusion on psychological examination

Taken together, the data of the psychological examination allow us to conclude that this child lacks communication. It is characterized by hyperactivity, excessive availability, extraversion.

There is asthenia, weak everyday orientation and weakened attachment to the house, family, caused by the peculiarities of family relations.

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

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

There is a place to be 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 has 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 correspond to the norm. With a high pace of activity, a good concentration of attention is observed.

So, the child is active, strives for communication, there is a lack of emotional warmth, especially from close people. That is why the child experiences a feeling of loneliness, there is a need for an additional source of heat.

The client complains that the child is very active, talkative. Observe increased excitability, anxiety. Based on this, an assumption was formulated about the existing psychological problem regarding the behavior, emotional and personal spheres of the child.

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

1. Psychocorrective work aimed at combating fears. Using Creative skills child, it is possible to conduct art therapy together with fairy tale therapy. Visual activity, which consists in translating information from the emotional to the cognitive level, will allow you to achieve a state of psychological comfort.

2. Psychocorrective work aimed at combating anxiety.

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

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

cognitive personality child diagnosis

7. Protocol for the psychological examination of the child

Surname, name Zhenya K.

Age 6 years 6 months

Gender Female

Features of the state of health and behavior of the subject:

The child is friendly. Looks good. All tasks are completed quickly, conscientiously, with pleasure. He asks questions very often. Somewhat insecure. Shows curiosity about why she does 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, whom to draw, a boy or a girl? First, the head was drawn, then all the other parts of the body.

1.2. "House - tree - man."

Strong pressure on the pencil, impulsively, sweepingly drew grass.

1.3. "Family Drawing".

First I drew my mother and myself, then my brother and father. All family members began to draw from the head, then everything else.

1.5. "Non-existent animal".

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

Three animal wishes:

1. "... wants to learn how to fly in order to look at the sky, how it works";

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

3. "run fast to get away from enemies."

1.6. "Beautiful drawing."

Zhenya drew a butterfly. Color selection sequence - 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, for the first time the child named 8 words, in the second 9 words, in the third - 10 words, during the delayed implementation she named 9 words. (see Attachment).

2.4. "Coding".

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

Bibliography

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

2. Venger A.L. Psychological Drawing Tests: An Illustrated Guide. - M., 2006.

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

4. Psychological drawing tests. Methodology "House - Tree - Man" / Z.F. Semenova, S.V. Semenov. - M.: AST; St. Petersburg: Owl, 2007.-190, p.: ill.

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Characteristics of the relationship between parents and children. The specifics of the teaching profession. "Parental" and "pedagogical" attitudes. Analysis of the influence of the professional affiliation of parents-teachers on the style of education and personal characteristics of the child.

term paper, added 01/20/2011


Study of the cultural-historical approach to understanding the laws of the child's mental development. Social environment as a source of individual mental development. Characterization of the features of the formation of higher mental functions of the child.

presentation, added 10/07/2013


Strengthening the psychological health of children, taking into account the age and individual characteristics of each child and creating optimal conditions for the development of the personality of preschoolers in kindergarten. Study of the dynamics of intellectual and personal development.

Psychological boundaries- a very complex and broad concept, including philosophical, biological, sociological and other components. A thorough theoretical analysis suggests that the following aspects of the phenomenon under consideration can be distinguished: dynamic (control, regulation, activity, "feeling" and understanding the boundaries of the "I") and instrumental (ways to protect the boundaries of the "I" - physical, verbal, emotional, rational and etc.).

What should be assessed when diagnosing psychological boundaries in children? Among the main parameters we name the following.

- - the ability to a static position of the boundaries of the Self, ensuring the safety of the sense of "I". It is the ability to keep psychological boundaries closed. For example, boundaries can be tightly controlled (no one is allowed through), weakly controlled (someone is allowed to “play pranks” and disturb the peace), or not controlled at all (any influence unbalances).

- - the ability to change the spatial component of the phenomenon under study, providing interaction with the environment. This parameter indicates how the child "coexists" with someone else's opinion, boundaries, physical space: with difficulty or rather simply and easily.

- - the ability to go beyond one's own boundaries. For example, the boundaries can be independent, active, when the child himself initiates some kind of adaptive action, or stereotyped, passive, when the actions of an authoritative person are repeated.

- Awareness and “feeling” of psychological boundaries- Understanding the presence of boundaries.

- Ways to protect the boundaries of "I"(reactions to violation of the rules, to behavior in problem situations, etc.).

(A full description of these criteria and how they See appendix for manifestations.)

Let us dwell on the general trends in normative development during childhood, which serve as starting points for analyzing the data obtained. From 2 to 10 years, the following features of the boundaries of the "I" should form, indicating psychological health and well-being:

- “feeling”, and further understanding of the presence of psychological boundaries both in oneself and in another person;

- the ability to use dynamic characteristics, the absence of rigidity and static psychological boundaries;

- a wealth of manifestations (markers) of the boundaries of the "I", that is, a wide range of ways to protect psychological boundaries.

The “weakness” of each selected criterion, its low representation in the structure of the boundaries of the “I” suggests that the development of the personality follows a certain distorted trajectory and it is necessary to make special efforts to help the child develop harmoniously.

These criteria for the development of psychological boundaries are quite general, but they allow us to set the direction for assessing the boundaries of the self in different groups of children. Note that at the moment there are no diagnostic tools focused on the study of the boundaries of the "I" in children 2-10 years old. Therefore, we develop non-standardized methods. These methods involve monitoring the child and assessing his boundaries of "I" based on the above criteria (see the table in the Personal Account).

Methodology "Reading the fairy tale" Three Bears "

Purpose: description of the essence of the phenomenon of the boundaries of the "I" in children aged 2–10 years, identification of the actual development of psychological boundaries and development zones. In this tale, the violation of psychological boundaries is most clearly manifested; it is rich in examples for discussion, which allows us to formulate the main ideas of children about the phenomenon under study. It contains the category of "home", which symbolizes for preschoolers security, confidence, and, most importantly, the concept of violation of "my living space", which allows you to provoke changes in the state of the boundaries of the "I".

Stages

1. Reading the fairy tale "Three Bears"

The psychologist reads the story, the observers at this time briefly record the emotional state, comments and features of the children's spontaneous behavior while listening. All data are entered into the observation table in the form short description children's reactions and responses. The purpose of this stage: clarification of the current state of psychological boundaries in children aged 2–10 years, description of the boundaries of the “I” “at rest and tension”.

2. Discussion of content

The psychologist offers the children the following questions for discussion: did the girl do well or badly when she went into the house of the bears, why? What upset you / excited / angered / delighted in the fairy tale, why? If you found a house, knocked, it was not opened to you, what would you do, why? Is it possible to enter the house without asking, why? In what cases is it possible? If someone enters your house without asking, what will you do, why? In what cases can you come in without asking, why?

The purpose of this stage: to assess the understanding and current state of the boundaries of the “I”, that is, whether children show negative reactions when their boundaries are violated, whether they track the very fact of the violation, how they react, etc. Answers and behavioral features, verbal reactions are also strictly recorded and recorded to the observation table.

3. Staging a problem situation

“The girl entered the house of the bears without asking, taking advantage of their absence. After some time, the owner of the house returned and saw an unexpected guest. The psychologist invites children to become Masha (a symbol of intervention in other people's psychological boundaries) and the Bear (a symbol of violated boundaries and ways to protect the boundaries of the "I") and show how they will behave in the read story. Organizationally, it is carried out as follows: children break up in pairs and play scenes, changing roles. The purpose of this stage is to describe the phenomenon at the level of actions, that is, we evaluate the state of the boundaries during our own and others' intervention, as well as how to protect them. It is very important to use as many adjectives as possible to describe the observed reactions.

Methodology "My house

Purpose: description of the properties of psychological boundaries, their dynamic features and methods of protection. Materials: cubes, various constructors, building blocks, ribbons, threads, floor constructor, buttons, fabric, chairs, etc. Stages

1. "Building a house"

Purpose: collection of empirical material at the level of actions. The psychologist offers to build a house from the proposed options on any free space in the room you like: “Friends, each of us has a house. In it we feel good and calm. I suggest you build your house here. Look around: there are various materials from which you can build your house. Consider what you might need. Take a look around: where would you like to build your house in this room, where? Take the necessary materials and build a house in the chosen place."

The psychologist helps children organize the process, but does not interfere with free and spontaneous play, intervening in conflicts only as a last resort (physical or verbal aggression, actions that threaten the child's safety). At this time, the spatial arrangement of the house, its physical characteristics (size, building materials used, presence / absence of neighbors, internal structure of the house - number of rooms / floors, decorations), construction method (was inside the house or outside, whether it asked for help or built it yourself) , shared building materials, selected, took first or waited until everyone was recruited, conflict situations their causes, ways to overcome them, etc.). It is necessary to fix both the result of the game and the behavior of the child during the construction process.

This material makes it possible to characterize the psychological boundaries of the child at the level of representations and symbols, and in the future to compare with a verbal description. The resulting differences will make it possible to make assumptions about the real development of the boundaries of the "I" and about their ideal representation, this is a certain zone of development of the phenomenon under study.

2. "A story about your home"

Purpose: collection of empirical material at the level of perceptions and sensations. The psychologist invites the children to tell about their house: “Friends, each of you built your own house. Everyone has their own, special. Let's arrange a tour, and everyone will tell what kind of house he has, how it is arranged, what is in it. The psychologist invites each child to tell about his home, he himself fixes the answers and behaviors in the table of observations. It is also important to note the reaction of the telling child to other people's comments, this gives information about the ways of regulating, controlling and protecting the boundaries of the "I" at the verbal level.

3. "We invite you to visit"

Purpose: description of control, regulation and ways to protect the boundaries of the "I" at the level of action. The psychologist invites the children to play for a visit: “Friends! Often we invite guests to our house so that it would be more interesting and more fun for us to live. Take a look around: which of the guys would you invite to visit? Or would you invite other people? Or fairy tale characters? What would you like guests to do?

Organizationally, it looks like this: the owner chooses those children whom he wants to invite to visit (or names those whom he would like to see next to him - relatives, other people, fairy tale characters etc.), and calls them to his house. After placing in the house, the psychologist offers the owner to tell how he will entertain his guests. Then (if conditions allow) you can stage these situations.

- What will you do if your things are touched without permission by a sister / brother or an unfamiliar guest?

What will you do if your sister/brother or an unfamiliar guest makes noise at night and disturbs your sleep?

What will you do if your sister/brother or an unknown guest laughs at your drawing?

All situations can be divided into two groups: reaction to loved one and on the unfamiliar, which affect various spheres of psychological sovereignty (the sphere of things, habits, values, territories). It is assumed that the reaction to "strangers" and "ours" will be different. The discrepancy between these reactions will speak about the dynamic characteristics of psychological boundaries, about differences in the ways of protecting the boundaries of the "I". All data is strictly recorded.

Method "Pie"

Purpose: description of the state of psychological boundaries and ways to protect them. Materials: a large carpet, a room free from furniture.

Instruction. Friends! Each of us loves delicious food. Before us lies a pie, very appetizing. Tell me, which piece would you choose for yourself (from the middle or from the edge, large or small, with or without decoration, etc.)? (It is advisable not to use these prompts, leaving the children the opportunity to describe what they want.) Now take up as much space on the carpet as you would like to eat a pie. Why did you choose this particular place? Did everyone get exactly the piece they dreamed of? Is everyone comfortable in your seats, why? What needs to be done to make it more convenient? Tell us why you deserve the biggest and most delicious piece?

The technique is based on the archetypal stimulus "food", which actualizes the child's oppositional position "I - others", as it involves an appeal to the vital need and its limited resource. This opposition makes it possible to describe the state of psychological boundaries in children in the interpersonal space, that is, in a situation where it is necessary to take into account the boundaries of the "I" of another person. During the implementation of the methodology, it is necessary to draw a diagram of the arrangement of children on the carpet, noting the size of the space occupied, to fix the emotional and behavioral reactions of children to the task and questions.

Examples

Thanks to the described diagnostic tools, it is possible to characterize the specifics of psychological boundaries in children aged 2–10 years. For convenience, you can use observation tables (see Appendix 1 in the Personal Account), noting the severity of a particular characteristic of psychological boundaries. The described methods are of great practical value, since they can be used in correctional and developmental work, remembering one of the main functions of psychological boundaries at the age of 2–10 years - maintaining the necessary level of adaptation to environmental conditions.

Let's consider how the described methods can be used in practical work.

— Boy, 7 years old. Parents and teachers complain that he cannot refuse anyone, agrees to any action, even one that will obviously bring him trouble, never declares his desires, is guided by someone else's opinion. Intellectually, the boy is very developed, well-read, educated. As a result of the study, it turned out that he did not feel his psychological boundaries, which was expressed in the inability to say “no”, to refuse the proposed “pranks”. Psychological work was carried out, after which the boy began to listen to himself, to declare his desires.

— Girl, 9 years old. Teachers and parents noted some peculiarities of behavior, in particular, strong resistance to everything new (refusing to move to a new place in the classroom, put on new clothes, claiming that they were uncomfortable, etc.). The world is divided into “black and white” without shades, he is friends with only one girl, without making any attempts to establish contact with the rest of his classmates, despite the fact that the atmosphere in the class is quite prosperous. She refuses to take part in general class events (excursions, tea parties), although she really wants to, etc. A capable girl, she studies successfully, understands “the absurdity of her position, but she cannot do anything with herself” (according to her). During participation in the study, it turned out that her psychological boundaries are very rigid, closed, she does not know how to change their state in accordance with environmental conditions. A special work was carried out, during which the girl learned to see various behaviors and choose the most optimal and comfortable for her.

— Boy, 4 years old. Educators and parents note a high level of verbal aggression on the most insignificant occasion (someone looked, accidentally touched, touched his toy or clothes). The boy is quick-witted, cheerful, friendly, always after his "breakdowns" asks for forgiveness from the offended. As a result of the diagnostics, it turned out that this was the only way he knew to protect the boundaries of the “I”, their narrowness was also noted. Based on the data obtained, psychological work was carried out, which allowed the boy to learn more adequate ways to protect the boundaries of the "I", as well as to strengthen the idea of ​​\u200b\u200bhis own boundaries.

Diagnostics of the state of psychological boundaries

Description of methods and observation criteria

Appendix

Approximate criteria for describing the boundaries of the self in children 2–10 years old

Observation category	Description Criteria
Control of psychological boundaries- ability to the static position of the boundaries of the Self, ensuring the safety of the "feeling of the Self"	- The ability to keep the borders closed, to stop any attempts to change the sign, to violate psychological well-being. - The borders are controlled (excessive guests are not allowed through), i.e. avoids intrusion by other people, tries to avoid contact. - The borders are poorly controlled (someone is allowed to "play pranks" and disturb the peace of the owner of the house). - Borders are not controlled (any impact unbalances the owner of the house). - The ability to control their space: how children keep the boundaries closed, rigid. - Opportunities to develop control of the boundaries of the Self (masters new ways of controlling or sticks to the usual ones)
Regulation of psychological boundaries- the ability to change the spatial component of the phenomenon under study, providing interaction with the environment	- With difficulty "coexists" with someone else's opinion, boundaries, physical space. - Quite simply and easily mastered with someone else's opinion, neighborhood. - Easily and painlessly gets used to other people's opinions, adapts - Does not change his mind in the presence of another. - Changes opinion, but tries to take into account his point of view. - Easily gives up his opinion. - Borders are static (there are no guests or only one). - The boundaries are moderately "extensible" (2-3 people). — The borders are very wide (4 or more guests). - Borders are regulated (i.e. they change their spatial characteristics: wider, narrower, etc.) independently. - Borders are regulated only in critical situations on their own. - Borders are not regulated independently, they are regulated only with the help of an adult. Boundaries are not regulated on their own, only with the help of another child. The guests are allowed to do whatever they want. — Protects only the most significant areas. - Protects all of its space. The owner of the house takes responsibility for the leisure of the guests. — Guests themselves choose classes with the host. - The reaction of guests to the proposals of the owner is negative / positive / neutral. - How he regulates the boundaries in order to gain well-being: physically (moves away, etc.), verbally (asks to move away, etc.), active-passively, aggressively-softly, with the help of an adult - on his own. - The ability to regulate their boundaries: how children make the boundaries flexible, permeable, open. — Opportunities for the development of the regulation of the boundaries of the Self (does the child master new possibilities for the regulation of boundaries or stick to the usual ones)
Activity of psychological boundaries- ability to get out beyond your own borders	- Borders are independent, active, they initiate any adaptive actions themselves. - Borders are stereotyped, passive, actions are repeated after authority. - Violation of foreign borders without permission. - Stop before foreign borders. - Ask permission to trespass. - The ability to be active: how children make their boundaries active, due to what (waits for instructions from adults / peers, waits for a change in the external situation, initiates their own actions)
Awareness and "feeling" psychological boundaries	There is an understanding of boundaries. - There are no boundaries. There is a sense of boundaries. - There are no boundaries. - Feels the limits of others. - Does not feel the presence of boundaries in others
Ways to protect borders	- The reaction of the owner to the violation of the rules: directive prohibits, gently persuades, allows and corrects (puts the house in order). - The reaction of the owner in problem situations: violation of other people's boundaries (name calling, pronounced aggression, etc.), protection of one's own (a call to act according to the rules, expressing one's own feelings about what is happening, seeking help to solve the situation), connivance (do what you want, I Then I'll put everything in order). — Boundary defense: active/passive, verbal/physical, aggressive/constructive, etc. - Preferred ways to protect boundaries from a loved one: physical / verbal, active / passive, etc. - Preferred ways to protect boundaries from a familiar person: physical / verbal, active / passive, etc. - Preferred ways to protect boundaries from a stranger: physical / verbal, active / passive, etc. - The uniqueness of the methods of protection, violations, etc. of the boundaries of one's own and others (unique ways that differ from others, do not copy the behavior of other children). - Methods of protection, violation of the boundaries of one's own and others' are stereotyped. - The ability to protect their space: how children defend their interests. - Opportunities to develop self-defense (learns new ways to protect self-limits or sticks to old ones)
Description of the essence of the phenomenon of boundaries I in children 2–10 years old	- Sign of emotion when listening to the task. - A sign of emotion when completing a task. - An emote after completing a quest. — The length of boundaries in time: present, future, past. - A sign of emotions when someone else's boundaries are violated (in words and in action). - A sign of emotions when one's own boundaries are violated (in words and in action). — Negative reaction to the invasion. — Positive reaction to the invasion. — Neutral reaction to the invasion. - Border symbols are heavy (stones, bricks, chairs, tables, etc.). — Border symbols are light, transparent, “symbolic” (buttons, corners of the house between them – an invisible border, etc.). — Border symbols are amorphous (fabric, threads, etc.). - Takes up a lot of space physical world. - Takes up little space in the physical world. - Allocates an average amount of space in the physical world. - Boundaries are purposeful (the child initially thinks about his plan of action). - Borders are spontaneous (takes materials, does something, and then thinks about the purpose of the actions). - Boundaries take into account the conditions of reality (asks the opinions of other children, permissions, negotiates, etc.). - Reaction to the actions of a loved one: allows you to violate all areas of sovereignty / does not allow you to perform any actions. - Reaction to the actions of a familiar person: allows you to violate all areas of sovereignty / does not allow you to perform any actions. - Reaction to the actions of a stranger: allows you to violate all areas of sovereignty / does not allow you to perform any actions. - What is included in the concept of "mine". – Physical placement: in the center, on the edge, in the middle, closer to friends
Borders I in interaction	- Caring for one's own boundaries: impact on others (physical, etc.) - impact on oneself (reconcile, ignore, calm down, shrink, etc.). - Signs by which the child understands that he is uncomfortable: physically close, there is someone unpleasant nearby, far from friends / adult. Describing my own boundaries: I'm comfortable right now because... - Justification of the importance of maintaining one's own boundaries (I am good, because ...): self-sufficiency, orientation to others, possession of material, social or academic success, etc. - Behavior during the game: independent, independent - copies, repeats, confident / uncertain. - Answers to questions: independent, partially heard, repeated after an authority / friend. - Reaction to a possible (supposed) violation of boundaries (new task): fear, rejection, joy, surprise, etc. - Completion of the task: slowly / quickly, independently - with the help of emotional support; independently - copying an authoritative person - obeying anyone. - Awareness of personal space (whether a “secret” place, lonely, is required to maintain well-being). - The ability to control the presence of other people in personal space (can a child and how to control people in his space). - The number of adults - regulators of behavior (the number of "morals"). - Feeling of one's relevance in the world (having one's place). - Desires are clear, conscious. - Desires are stereotyped, copied from other children. - Desires are vague, the child hardly understands what and how he wants to achieve. — Are there any obstacles in the way of the fulfillment of desires / decisions. - The breadth of the living space (how many areas of life the child has). — The degree of acceptance of spheres of life as one’s own (the garden is mine/not mine, my house/not mine, etc.). - The degree of space occupancy (how many significant people the child lets into his boundaries). - Independent decision making.

If you want to protect your child from difficulties in communicating with peers, with studies and to identify his strengths and abilities that require differentiated development, then the psychological diagnosis of children at the Socrates Center will help you with this. Experienced Russian psychologists and teachers were 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. Center "Socrates" is always ready to help in a difficult situation!

Features of psychodiagnostics of children

Correct children's psychological diagnosis is unthinkable without deep knowledge of differential and developmental psychology. Therefore, it should be trusted only to professionals. They know that every age group needs special approach and special research methods. So, the specialists of the Socrates Center, examining newborns and children under the age of 3 years, 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 it and engage in joint activities to increase the flow of information.

Another feature of children, important in psychodiagnostics, is that the solution of specific problems and the formation of specific skills and abilities occur at certain age periods. So, in order for a child to be able to learn successfully in the future, he must learn at an early age 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

Diagnostics of the 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 it is not worth pulling with its resolution, because. it will get even worse. Therefore, parents should be aware of these “alarm bells” and turn to specialists in time. 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 at night;
• delayed speech development;
• intellectual developmental delay;
• shyness;
• lack of interest in other children and various games;
• received injuries;
• frequent illnesses, especially colds;
• increased excitability and increased activity;
• unwillingness to communicate;
• destructive behavior - damage to clothes, household items, toys, etc.;
• sudden emotions incommensurable with external circumstances.

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

• difficulties in learning to write and read;
• underdevelopment of speech;
• difficult adaptation to school or other microsociety;
• unwillingness to attend school (gymnasium, lyceum);
• poor academic performance, especially if it was initially good and then declined;
• inability to organize your time and workflow;
• conflicts with peers;
• difficulty remembering;
• repeated episodes of lying;
• inability to concentrate and distraction;
• conflicts with parents;
• touchiness;
• frequent or severe mood swings;
• emotional lability - causeless laughter or tears;
• distrust of oneself or others;
• sudden/unreasonable fear or aggression.

How is the diagnosis in the center "Socrates"

Psychological diagnostics of the development of the child in the center "Socrates" consists of 3 meetings, each of which solves specific problems and achieves its 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 parents (the child does not want to play or study, is not assiduous, is too active, etc.). Only at first glance, it is so simply formed. The specialist, at this stage, carries out its detailing - finds out under what circumstances this problem is observed, what affects its severity, what else it manifests itself in, etc. A series of leading questions help the clinical psychologist understand what is happening and what techniques need to be applied to find correct solution Problems.

Second meeting

This is the most time-consuming stage of research for a psychologist. The child is required to complete a series of test tasks. Psychologists record everything that happens in the observation sheet. Nothing should escape the eye of a specialist - neither a word, nor a figure, nor a drawing, nor an action, nor 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 the depths. The result of the second stage is a psychological conclusion drawn up based on the results of the diagnosis. It usually has a length of about 20 pages. In conclusion, a complete psychological portrait of the child is presented, an analysis of its features, detailed comments and practical advice important for parents and caregivers. The application contains scales, descriptions, drawings and other materials.

Third meeting

At this stage, the psychologist explains the received psychological conclusion to the parents in an accessible and detailed way - interprets the meaning of the indicators, shares his professional observations of the child's actions, identifies a range of topical problems, predicts the direction of development and education, recommends methods of education and communication that are acceptable for this child, gives recommendations for development abilities. During this stage, the main tasks and goals for the near future and methods for their solution are determined. After the third meeting, parents no longer see the problem, but the answer to the question. Now they know how to help a child reach their full potential.

Our services

Children's psychological diagnostics at the Socrates Center are based on the following tests:

• measuring the intelligence of children and adolescents;
• determination of features and tendencies of personal development;
• identifying abilities;
• diagnostics of violations of personal and intellectual development.

Psychological diagnostics of a child aged 5-7 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 which educational institution to choose.

Our specialists will also psychological diagnostics parents. The results obtained will be compared with the results of the examination of children. Based on this, specific recommendations are issued regarding the correct 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 the abilities of the child. With its help, parents will understand in which direction they need to move in order to maximize their children's potential. However, this test does not replace the consultation of a psychologist, it provides only indicative information.