Psychological diagnostics of child development. Children's psychological diagnostics, tests. Diagnostics of the emotional sphere

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1. BRIEF THEORETICAL SURVEY

Psychodiagnostics of children includes several areas:

1 - diagnostics mental development children;

2 - diagnostics of personal development and motivational sphere;

3 - diagnostics of readiness for school;

4 - diagnostics of disorders in the development of the child;

5 - diagnostics of the giftedness of children;

6 - diagnostics of the causes of school maladjustment of the child;

7 - diagnostics of behavior with deviations;

8 - diagnostics interpersonal relationships child: in a family and in a peer group;

9 - professional consulting diagnostics.

2 . PSYCHODIAGNOSTICS OF EARLY CHILDHOOD

This is a set of methods and tools for diagnosing the mental development of children. younger age(newborns, babies, younger preschoolers). child psychodiagnostics school development

Psychodiagnostics of early childhood is an important and relevant area of psychodiagnostics. In early childhood, monitoring the compliance with the norms of mental development is necessary in order to early detection possible deviations, planning individual measures of correction and prevention aimed at aligning individual 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 personality. Due to the rapid pace of development in early childhood, unnoticed or seemingly insignificant deviations from normal development sometimes lead to pronounced shifts in a more mature age. In early childhood, on the other hand, there are wider possibilities for correction due to greater "plasticity", sensitivity to influences aimed at optimizing the child's mental development.

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

Tests for an early age, as a rule, are built on the type of the Binet - Simon, Stanford - Binet scale of mental development.

Children's methods include a certain range of standards-criteria, which are the basis for observing the manifestations of various spheres of the child's mental development (sensorimotor skills, "emotional communication", " speech development" etc.). Assessment of the level of development is based on fixing the fulfillment of a normative task (for example, operating with cubes in a special way) or detecting a particular ability (for example, moving towards an object and grabbing it). The standards correlate with the age at which this ability is detected in normal children in the standardization sample. On the basis of 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, etc.). The second most important condition for the emergence of the considered group of methods 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, as well as indicators of psychomotor development, were used. The Binet-Kühlmann scale was intended for examining children from 3 years of age.

Some of the most famous in history psychological diagnostics scales for the study of children in the first years of life were "Tables of development" A. Gesell (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 and social behavior". The study is based on a standardized procedure for observing a child in everyday life, assessing reactions to toys, and taking into account information provided by the child's mother. In conducting the survey, a detailed, illustrated description of the procedure for observing behavior typical for children of different ages helps. The scale is designed for the age range from 4 weeks to 6 years.

The experience accumulated by A. Gesell's school in research on the diagnosis of development in early childhood was the basis for the development of a very widespread development in the 30s - 40s. methods of S. Buhler and G. Getzer (tests of neuropsychic development of children 1-6 years of age (1932); translation into Russian - 1935). On the basis of A. Gesell's tests, the scale of psychomotor development in early childhood was also 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 behavioral manifestations in the following areas: "motor skills", "hand-eye coordination", "speech development", "social development". The norms-criteria of development in the indicated areas are arranged on a scale in accordance with age levels (a total of 16 levels are highlighted: from 1 to 10 months, then - levels 12, 15, 18, 21, 24 and 30 months, - 10 tasks for each month ).

When assessing the completed assignment in the first 10 months. put 1 point, 12 months. - 2 points, from 15 to 24 - 3 points, for a 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 development of the child under study. By correlating the global age with the chronological age, the indicator of the "development rate" (QD) is determined. The scale is adapted to assess the four behavioral areas under study separately. The results can be expressed in the form of profile assessments,

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

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

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

3. The record of the child's behavior (The Infant Behavior Record) is designed to record emotional and social manifestations of behavior, the amount of attention, persistence, etc. (J. Koh, 1978).

The norms for the scales are based on a sample of 1,262 children. Development indices, as measured by the mental and motor development scales, are expressed in terms of the standard IQ scale. Grades on a scale are established for each age group (age groups are drawn at intervals of half a month for ages from 2 to 6 months and a month for children from 6 to 30 months). The reliability coefficients of the mental development scale obtained by the splitting method take the values 0.81 - 0.93. The motor development scale coefficients are 0.68 ~ 0.92, respectively. There is evidence that the scales are highly valid. According to A. Anastasi (1982), the Bailey scales compare favorably with other available methods for young children and are very useful for early recognition of sensory and neurological disorders, emotional disorders and negative environmental influences on child development.

Another standardized scale proposed by McCarthy (McCarthy Scales of Childrens Abilities) is used for the diagnostic examination of children aged 2.5 to 8.5 years abroad. The scale is a test battery containing 18 tests. The complex of the studied indicators of mental development is much wider than in the previously considered methods. 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 Abilities Index (GCI) is determined in terms 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 retest reliability coefficients are 0.90 and 0.69-0.89, respectively. In contrast to the Bailey scales, intended mainly for assessing the current level of development, there is information characterizing the predictive validity of the McCarthy scales in relation to the criterion of educational achievement at the end of the first grade (A. Anastasi, 1982).

V Russian psychology significant contribution to the development of early age psychodiagnostics in the 20s - 30s. contributed by Soviet researchers. At this time, in our country, complexes of tests and other methods of studying the mental development of children were used, developed by K. Kornilov ("Methodology for the study of an early age child",

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


	1. Show your eyes, nose, DOT		3. Detection of gaps in the image of people
	2. Repeat a sentence of up to six syllables		4. Name the day, day, month, year
	3. Remember two numbers		5. Repeat a row of five single-digit numbers
	4. Name the objects drawn		1. Name all months
	5. State your last name		2. Name the value of all coins
	1. Name your gender		3. Compose two phrases from the proposed three layers
	2. Name the specified items		4. Answer three easy questions
	3. Repeat a row of three single-digit numbers		5. Answer five more difficult questions
	4. Compare the length of the lines shown (3 tasks) ¦		1. Ranking items
	1. Compare (in pairs) severity (3-12 g. 15-6 g. 3-12 g)		2. Playing shapes
	2 Draw a square		3. Find 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 layers with one of the proposed in the assignment
			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. Speak 60 words within three minutes
	3: draw a rhombus		4. Definition of abstract concepts
			5. Restore the word order of the 13th task)
	5. Compare two faces from an aesthetic point of view (3 tasks)		1. Repetition of single-digit numbers
	1.Distinguish between right and left CTODOHV		2. Search for three rhymes for the word "glass"
	2. Describe the picture		3. Repetition of sentences of 2b syllables
	3. Complete multiple assignments		4. Explanation of the meaning of the picture
	4. Name the total cost of several coins		S. Closing the story
	5. Name the four primary colors shown
	1. Comparison of two objects from memory. Establishing similarities between them
	2. Countdown 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), the methodology for the study of children, proposed by N. L. Figurin and M. P. Denisova. In the 40s. NM Shchelovalov 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 qualitatively judging mental development in the categories of conformity or non-conformity with the norm of development. Similar in this respect are the "Indicators of the neuropsychic development of children in the 2nd and 3rd year of life" (R. V. Tonkova-Yampolskaya, G. V. Pentyukhina, K. L. Pechora, 1984).

Research and evaluation of the results. Young children are surveyed across the entire scale, with a sequential transition from lower to higher age levels. The examination of older children begins with a set of tasks that correspond to a level one level lower than the passport (chronological) age. If at this level the subject gets less than five points, tests of an even lower level are offered. The test continues until the age at which all five tests are not available to the child.

Table 2. Tests of the test of "mental giftedness" in infancy (F. Kuhlmann 1912)

		Execution criterion
	1. Bringing a hand or object to the mouth. Place a cube or other light object in your right hand. Observe, pulls pi into your mouth. Repeat with the left hand. If the experiment is unsuccessful, observe, the child will not bring 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.	Startle or other movement reaction
	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 face - 75 cm	Correct coordination of eye movement to the edges of the palpebral fissures
	4. Tracking an object in the lateral field 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	Turning the head or eyes
	5. Blinking. Sharp movements in front of the eyes	Starts blinking
	1. Holding the head and sitting. Place the child with a pillow under the back	Holds the head upright. Sits for 5-10 seconds.
	2. Turning the head towards the sound. Hold the telegraph key at a distance of 60 cm behind the right and left ears. Quickly click one, then the other. If unsuccessful, repeat the experiment with a bell or a hail	More or less rapid turn of the head towards the sound
	3. Abduction of the thumb. ^ Placing a pencil or cube 2 - 3 cm in size in the child's palm	The object must be gripped with all five fingers or thumb and forefinger
	4. Holding the object in hand. Inserting a cube, ball, etc.	Holding longer than with reflex grasping
	5. Movement of the hands towards the object. Outstretched bright object within the reach of the child	Confidently reaching out to the subject
	1. Standing and sitting. The child is seated and left without support or support, then placed on the floor	Stands for 5 seconds, sits for 2-3 minutes.
	2. Speech. Repetition of syllables after adults or on their own	Self-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 the paper. Give a pencil to a child. If not, wave your hand over the child.	Striving to reproduce strokes. Lack of aimless movement
	5. Preference. Find out which one he prefers from a number of familiar objects. Then repeat the experiment	Repeated preference for particular items
	1. Ability to drink	Drinking frequent sips, not sucking
	2. Self-catering	Trying to use a spoon and fork yourself
		Utterance simple words("Dad", "mom", "yes", "no"). Understanding questions without gesticulation
	4. Spitting. Put a piece of bread dipped in vinegar in your mouth	Active spitting
	5. Recognition. Recognizing painted objects	Interest in individual pictures, testifying to knowledge of objects
	1. Display of 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. Offer him to do the same. Clap your hands. Suggest to repeat. Put your hands behind your head. Offer to do the same.	Correct reproduction of two to three movements
	3. Execution of simple orders. 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	Replaying actions
	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, guiding the child with the hand	Draw a circle yourself
	5. Unfolding the candy	Unfolding before putting in your mouth

For each of the five tests, one point is awarded, 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. The timing of the tests is added together to determine mental age.

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

Diagnostics of the child's mental development can be carried out on the basis of the use of the Binet-Stanford scale, the Wechsler test (children's version), Raven's test (children's version), the "culture-free intelligence test" (Cat-tel), ASTUR tests, SHTUR tests, Vitzlak, the test "draw a man" Goodenough and others.

The Goodenough Draw a Man test is designed to measure the intellectual level of children. The assessment of the level of the child's intellectual development is carried out on the basis of which 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. 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 primary school children (grades 3-6), the Group Intellectual Test (GIP) of 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 instructions and the accuracy of execution are diagnosed;

2) arithmetic problems;

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

4) similarities and differences of concepts;

5) "analogies" 40 tasks to identify logical relationship("Species - genus", "part - whole", "opposite", etc.);

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

7) "symbols"

In grades 7 - 9, the School Mental Development Test (STUR) can be used. The tasks of SHTUR include educational and scientific concepts that are subject to mandatory

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

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

Features of SHTUR:

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

2 - use compulsory school concepts;

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

	Materials used	Description of practical techniques	Data processing
			Thought processes	sensory processes
1 year-1 year 6 months	Auxiliary subjects	1. "Find the ring." In a row, ribbons (thick threads, strings) of the same length lie parallel to each other, to one of which a ring is tied. They offer the child to get the ring. 2. "Roll the nesting doll". There is a matryoshka on the cart. Around the vertical pin, located on the edge of the cart, 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 co-displacement 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 out." There is a ring on the side of the table opposite from the child, next to it is a stick. The child is offered to get the ring without touching it with his hands. 2. "What's in the tube?" There are balls in a transparent tube	Find out if the child is able to establish a relationship between the premeg and the tool	Determine: the availability of perception of objects in the dynamics of their co-movement; Does the child take into account the form, spatial
		or other small igeushki. There is a stick nearby. Offer the child to get the balls		position of objects
1 year 6 months-2 years 6 months	Specialized tools	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 stick with a ring at the end. Offer the child to ride the doll without touching the cart with his hands 2. "Catch the fish". Plastic fish are swimming in a basin of water, and there is a landing net. Offer the child to catch fish 3. "Get the balls." Balls float in a tall transparent jar, next to it is a scoop. Offer the child to get the balls	Analyze whether the child is able to achieve the result, taking into account the characteristics of the tool, the shape and position of the object	It is noted whether the child is able to use a tool that moves in different directions, taking into account the shape of the objects
		A one-color rectangular cube with holes is in front of the child. In the holes of the cube, you need to insert bushings with flat caps (it is difficult to insert the bushings by hand up to the head itself into the hole and you need to hammer in with a hammer). Encourage children to insert grommets	Identify how the child establishes a connection between several objects to combine them into a whole through a tool	Evaluate how the child perceives objects in the dynamics of co-displacement, influences and changes, and also note the features of the separation of parts and the whole

3 - it is possible to provide for the test based on special methods correction of mental defects.

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

1) awareness;

2) double analogies;

3) lability;

4) classification;

5) generalizations;

6) logical circuits;

7) numerical series;

8) geometric shapes (tasks based on the material of school curricula).

On the basis of the test, you can determine the overall "score of mental development, as well as the priority mastery of any academic disciplines(mathematical, natural science, humanitarian cycle), the prevalence 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 traits of children, the 16-factor Cattell personality test (children's version), Eysenck's test (children's version), the Psychodiagnostic LDT test, self-assessment techniques, projective techniques (CAT, drawing tests), etc. can be used.

2.1 Deprivation and ways to identify it

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

Manifestations of mental deprivation can cover a wide range of personality changes from slight oddities that do not go beyond the normal emotional picture, up to very gross defeats in the development of intelligence and character. Mental deprivation can present a variegated picture of neurotic symptoms, and sometimes manifest itself with pronounced somatic characteristics.

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

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

I. Stimulus (sensory) deprivation: a reduced number of sensory stimuli or their limited variability.

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

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

IV. Identity deprivation (social): limited opportunity to assimilate an independent social role.

Consequently, great difficulties are presented not only by overcoming the phenomenon of deprivation in children brought up outside the family, but also by competent diagnostics of this phenomenon. In this case, the cooperation of a number of workers is necessary - a pediatrician, child psychiatrist, psychologist, social worker, teacher and others. In view of the fact that the effectiveness of therapeutic and corrective measures also depends on timely recognition, these signs should be introduced to all workers who communicate with deprived children, primarily a pediatrician, educators, social workers and children's sisters.

The diagnosis of deprivation is rather complicated and should be carried out in several stages. A mandatory part 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 part 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 pathopsychological and only then to psychological research itself. Experts believe that there is no and probably never will be a specific test of deprivation, 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 arise gradually at certain 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.

Let's give as an example several techniques that can be used for this purpose.

Dynamic organization of the motor act

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

which should be done with both hands, first in a 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 fingers in turn say 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 results: 4 points - correct execution, but at a somewhat slower pace; three points - disautomation of exhaustion movements; two points - the phenomenon of perseveration for exhaustion; 1 point - pronounced perseverance of movements.

Reciprocal coordination of movements (samples of Ozerskoye). Simultaneous and alternate squeezing of the brushes. First, the experimenter shows how to make movements with his hands, if the child cannot repeat the movements, the repeated demonstration is accompanied by the instruction: “Put both hands on the table - like this. Squeeze one into a fist, and let the other lie still 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 - disautomation and lack of coordination, isolation or illusion of movements; 1 point - pronounced perseveration of movements.

"Asymmetric" tapping. The first 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 second part of the task, the order of blows is the opposite ("1 - 2"). The task is offered twice: at a fast (8-9 series, each series for 5 seconds) and slower (5-6 series, each series in 7 seconds) pace. In case of difficulties, a speech miscalculation of blows, a game situation are introduced.

Evaluation of results: 4 points - a moderate pace in the 1st part of the task, but slowing down in the 2nd; 3 points - slowness of movement with a tendency to deautomation in the 1st part; in the 2nd - severe exhaustion, propulsive blows; the child notices mistakes, accepts help; 2 points - severe exhaustion, many propulsive shocks in the 1st part; in the 2nd - perseveration, the same movements of both hands, low effectiveness of assistance; 1 point - indiscriminate tapping, help is ineffective.

Graphic samples. The child must, without lifting the pencil from the paper, reproduce graphic rows of one or two alternating links: "chains", "fences".

For the analysis of the regulatory function of speech, tasks are offered in two versions: first - according to a visual model, and then - according to the speech instruction: "Draw and tell 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 - if the topological scheme is preserved, pronounced exhaustion, impaired smoothness, micro- and macrography; 2 points - the loss of the topological scheme at the end of the graphical row.

In the classical picture of mental deprivation in a child, there is usually a clear delay in the development of speech. In addition to the usual severe tongue-tied language, especially noticeable in children from educational institutions, first of all, problems with syntax and understanding of meaning are striking. Vocabulary is relatively poor and it seems that the children were “taught * to use a certain number of words, and not at all the ability to speak. They can name the names of other children, but they begin to use personal pronouns much later.

Often the speech of such children is a set of unrelated words, as is the case under the age of three. Children know how to name objects in pictures relatively well, but they describe what is happening and the meaning of the picture much worse, which is associated with insufficient

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

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

Conducting a sound analysis of a 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 the mental development of preschoolers" edited by L. A. Venger, V. V. Kholmovskaya. - M., Pedagogy, 1978).

It is necessary to prepare in advance cards (8 x 14 cm) with the image of a poppy, a house, a cheese, a whale. Under each image there should be a scheme 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 a set of tokens that are identical in 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, having named the drawn object, establish the order of sounds in this word and designate them with tokens.

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

Quantitative processing of the data obtained reveals correct and incorrect answers in the experiment.

Qualitative analysis shows the difficulties that children face 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 subject's age.

On the basis of the data, the main directions of work with children who are insufficiently proficient in the sound analysis of words are outlined.

Highlighting the main idea of the read text

In this study, the psychologist has several tasks.

1. To reveal whether preschoolers are able to highlight the main idea of the text and on the basis of what signs (essential or insignificant) they do it.

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

3. To reveal the age-related characteristics of the development of logical thinking in before school age.

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

The study consists of two series of experiment and a little training.

1. Testing the ability of the preschooler to express the main idea of the passage. After reading, the child is asked: "Tell us briefly about what you have read." As an example, you can show how to carry out such work with an excerpt from Leo Tolstoy's story "The Lion and the Dog": animals, and he grabbed a dog on the street and brought it to the menagerie. They let him in to look, but 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 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 fragments to show the subjects how to highlight main idea text.

3. The solution by preschoolers of a more difficult task - the definition of the semantic parts of the text and the title of each of them. The experiment can be carried out with the 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 sequentially, and the children head each of them (2nd series).

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

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 calculated 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 correctness of dividing the text into semantic parts by preschoolers. It should be borne in mind that the more the subject selects semantic units, the higher his analytical and sitetical abilities are developed.

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

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

Another feature characterizing the development of speech in deprived children, described by Czech psychologists, presents features in the social use of speech only when commenting on ongoing events, without expressing an emotional attitude towards them.

There is almost no period of "constant questions" among children from educational institutions, and "why?", Characteristic of all preschool age, is practically not heard there. Also, messages about experiences, expressions of hope, joy 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 - they shout, try to attract attention, and sometimes they are even annoying.

Children with dominant material interests tend to be taciturn. They have more "defensive" manifestations and fewer messages. In these children, there is also a delay in social and hygienic skills, the formation of which requires close contact between the child and the adult (observance of bodily cleanliness, dressing, self-care, etc.).

In children of 5-6 years of age, suffering from deprivation, when examining intelligence, it is noted with an overall lower productivity thinking functions a clear predominance of the practical component over the verbal-conceptual one.

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

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

Most 6-year-olds from institutions are “immature” for schooling. Emotional immaturity, imperfect work and social skills, along with the other disadvantages already mentioned above, then become the reason that the academic performance of such children in school is in most cases lower than their abilities, in particular, in the first grades.

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

3 . DIAGNOSTICS OF A CHILD'S READINESS FOR SCHOOL

Diagnostics should not rely on pedagogical approach(determination of readiness according to the level of formation of educational skills: read, write, learn poetry, count), and on the psychological approach (readiness for school appears as a result of the general mental development of the child, a complex indicator of psychological maturity, development of the complex 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 relations (in the United States 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 school readiness should take into account not only intellectual maturity, but also maturity in the emotional and social sphere. Yerasik suggests analyzing 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 studies, the ability to understand by ear, the ability to control subtle hand movements;

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

In the social sphere: the ability to perform social role 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 - tracing a group of points, which allows diagnosing the level of hand-eye coordination, volitional qualities, volition and concentration of attention, 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 transitional age, the new formation of the past should be taken into account. age period, i.e., to assess the formation of play activity, arbitrariness, the ability to control one's behavior, obey the rule, social skills of productive interaction with peers, the development of visual-figurative thinking and imagination, and also to diagnose the rudiments of educational new formations: the level of development of general ideas, awareness, ability to elementary logical conclusions.

Gutkina N.I. notes that it is the arbitrariness of behavior that determines the success of a child's learning. The arbitrariness of behavior includes: the child's ability to control his physical activity, act exactly according to the instructions of an adult, obey the rules, have high level voluntary attention, work according to the model, sketch according to the model, the ability to volitionally control 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 provision: children 6-7 years old are on average able to perform 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 Vitzlack 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 ability indicator shows the child's ability to assimilate new information and new mental skills. Vygotsky pointed out that not only the present level of the child's development is important, but his potential capabilities are more important, and learning is possible not only on the basis of mature mental functions of the child, and learning can begin when these functions are just beginning their main development cycle, taking into account the zone the proximal development of the child.

Computer package "Ready 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) the formation of an attitude towards oneself as a student;

b) the formation of an attitude towards an adult as a teacher;

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

d) criticism of their actions, knowledge, the ability to find their mistakes;

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

f) dynamic characteristics of behavior (impulsivity, lethargy)

2 - the 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 according to the oral instructions of an adult;

d) the ability to subordinate their actions to the rule

3 - intellectual development;

a) development of general intelligence (testing is carried out according to "Progressive Ranen's matrices" - 2 series of 12 matrices);

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

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

d) development of sign-symbolic function

4 - the development of individual mental processes:

c) the development of fine hand movements

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

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

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

3 - "Pattern and Rule" and "Assessment of Criticality" - the ability to correct one's mistake (based on the "Pattern and Rule" methodology);

4 - a conversation about school.

3.1 Kern's orientation test for school maturity-Jerasika

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 there is a sample of a group of dots.

Exercise 1.

Draw some man as much as you can. (No more explanations, help, or drawing attention to the mistakes and shortcomings of the drawing are not allowed. If the child drew 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 the 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 with the body is connected by the neck and must not be larger than the body. There is hair on the head (perhaps they are covered with a cap, hat), and ears, on the face - eyes, nose, mouth. The arms end with a five-fingered hand. The legs are bent below. The figure has a man's clothing and is drawn in a synthetic way, i.e. the whole figure (head, neck, torso, arms, legs) is drawn immediately as a whole, and is not composed 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, first the torso is drawn, and then the 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 in a synthetic way.

3 points - the figure has a head, torso, limbs. The arms and legs are drawn with two lines (volumetric). No neck, hair, ears, clothing, fingers or feet are allowed.

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

5 points (the worst result) - there is no clear image of the body (“cephalopod”), or both pairs of limbs. Scribble.

This task assesses the general intellectual level of the child.

Exercise 2.

Copying words written in writing: “Look, something is written here. Try to write in exactly the same way. "

It is suggested to copy the phrase “OH EL SUP” written in writing, not in block letters. If the child knows how to read and writes a 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 are no more than twice the size of the sample letters. The first letter is clearly the uppercase letter in height. 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. At least 4 letters of the sample can be understood.

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

5 points - scribbles.

Sensory-motor coordination, volatility of attention, coordination of vision and fine motor movements of the hand are diagnosed.

Task 3.

Drawing a group of points: “Look, the points are drawn here.

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

While the child is completing the task, you need to monitor his actions and make notes. Pay attention to which hand the child is drawing with, whether he moves the pencil from one hand to another, twirls 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. Reducing the sample is acceptable, and the increase should not be more than double. The drawing should be parallel to the sample.

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

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

4 points - the outline of the picture does not correspond to the sample, but still consists of dots. Sample sizes and number of points are not included. Other shapes, such as lines, are not allowed.

5 points - scribbles.

Outcomes: the total number of points for three tasks is found. 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

...

Methodology "Reading the fairy tale" Three Bears "

Purpose: to describe the essence of the phenomenon of the boundaries of "I" in children 2–10 years old, to identify 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 makes it possible to formulate the basic ideas of children about the phenomenon under study. It contains the category “home”, which symbolizes safety, confidence for preschoolers, and, most importantly, the concept of a violation of “my living space”, which allows provoking changes in the state of the boundaries of “I”.

Stages

1. Reading the fairy tale "Three Bears"

A psychologist reads a fairy tale, observers at this time briefly record the emotional state, comments and features of the spontaneous behavior of children during listening. All data are entered into the observation table in the form of a brief description of the reactions and responses of the children. Target this stage: clarification of the current state of psychological boundaries in children 2–10 years old, description of the boundaries of "I" "at rest and stress."

2. Discussion of content

The psychologist asks the children to discuss the following questions: did the girl act well or badly when she went to the bears' house, why? What upset / excited / angry / made you happy in the fairy tale, why? If you found a house, knocked, and didn't open it, what would you do, why? Is it possible to enter the house without asking why? In what cases is it possible? If your house is entered without asking, what will you do, why? When can I visit you without asking, why?

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

3. Reenactment of a problem situation

“The girl went to the bears' house without asking, taking advantage of their absence. After a while, 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 a Bear (a symbol of violated boundaries and ways to protect the boundaries of the "I") and show how they will behave in the story they have read. Organizationally, it is carried out as follows: children are divided in pairs and act out scenes, changing roles. The purpose of this stage is to describe the phenomenon at the level of actions, that is, we assess the state of borders during our own and others' intervention, as well as ways to protect them. It is very important to use as many adjectives as possible to describe the observed reactions.

Methodology "My home

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

1. "Building a house"

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

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

This material allows you to characterize the psychological boundaries of the child at the level of representations and symbols, and further compare with the verbal description. The obtained differences will make it possible to make assumptions about the real development of the boundaries of "I" and about their ideal representation, this is a certain zone of development of the studied phenomenon.

2. "A story about your home"

Purpose: collection of empirical material at the level of ideas and sensations. The psychologist invites the children to tell about their house: “Friends, each of you built your own house. Each has his own, special. Let's arrange an excursion, and everyone will tell what his house is, how it is arranged, what is in it. " The psychologist invites each child to tell about their home, while he himself records the answers and behaviors in the observation table. It is also important to note the reaction of the narrating child to other people's comments, this provides information about the ways of regulation, control and protection of the boundaries of "I" at the verbal level.

3. "We invite you to visit"

Purpose: description of control, regulation and ways of protecting the boundaries of "I" at the level of action. The psychologist invites children to play on a visit: “Friends! We often invite guests to our house to make life more interesting and fun for us. Take a look around: which of the guys would you invite to visit? Or would you invite other people? Or fairytale heroes? What do you propose to do to the guests? "

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 - loved ones, other people, fairy-tale characters, etc.), and invites them to his house. After placing in the house, the psychologist invites the owner to tell how he will entertain his guests. Then (if conditions permit) you can simulate these situations.

- What will you do if your belongings are touched by a sister / brother or a stranger without asking?

- What will you do if your sister / brother or a stranger makes noise at night and interferes with your sleep?

- What will you do if your sister / brother or a stranger makes fun of your drawing?

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

Method "Pie"

Purpose: to describe the state of psychological boundaries and how to protect them. Materials: large carpet, furniture-free room.

Instruction. Friends! Each of us loves to eat deliciously. In front of us is 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 with the opportunity to describe what they want.) Now take up as much space on the carpet as you would like to eat a cake. 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 tastiest piece?

The methodology is based on the archetypal stimulus “food”, which actualizes the oppositional position “I am others” in the child, since it involves an appeal to a vital need and its limited resource. This opposition makes it possible to describe the state of psychological boundaries in children in 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 methodology, it is necessary to sketch the layout of the children on the carpet, noting the size of the space occupied, to record the emotional and behavioral reactions of the children to the task and questions.

Examples of

Thanks to the described diagnostic tools, it is possible to characterize the specificity of psychological boundaries in children 2–10 years old. For convenience, you can use the observation tables (see Appendix 1 in the Personal Account), noting the severity of one or another characteristic of psychological boundaries. The described techniques are of great practical value, since they can be used in correctional and developmental work, keeping in mind 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 you can use the described techniques in practical work.

— Boy, 7 years old... Parents and teachers complain that he cannot refuse anyone, agrees to any action, even one that will certainly bring him trouble, never declares his desires, is guided by someone else's opinion. Intellectually, the boy is very developed, well-read, well-bred. 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 offered "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 features of behavior, in particular, strong resistance to everything new (she refused to move to a new place in the classroom, put on new clothes, claiming that they were uncomfortable, etc.). The world divides into "black and white" without shades, is friends with only one girl, without making any attempts to establish contact with other classmates, despite the fact that the atmosphere in the class is quite safe. Refuses to take part in general class activities (excursions, tea drinking), although she really wants it, etc. The girl is capable, successfully learns, understands "the absurdity of her position, but cannot do anything with herself" (according to her). During her 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. Special work was carried out, during which the girl learned to see various options for behavior and choose the most optimal and comfortable one for her.

— Boy, 4 years old... Educators and parents note a high level of verbal aggression for the most insignificant reason (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 is the only way he knew how to protect the boundaries of "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 "I", as well as to strengthen the idea of his own boundaries.

Diagnostics of the state of psychological boundaries

Description of methods and observation criteria

Application

Approximate criteria for describing the boundaries of the I in children 2-10 years old

Observation category	Description criteria
Controlling psychological boundaries- ability to the static position of the boundaries of the I, ensuring the safety of the "feeling of I"	- The ability to keep borders closed, to suppress any attempts to change the sign, to disrupt psychological well-being. - Borders are controlled (unnecessary guests are not allowed in), i.e. avoids the intrusion of other people, tries to avoid contact. - Borders are poorly controlled (someone is allowed to "play naughty" and disturb the peace of the owner of the house). - Borders are not controlled (any impact unbalances the owner of the house). - Ability to control their space: how children keep the boundaries closed, rigid. - Opportunities for the development of control of the boundaries of the Self (learns new ways of control or adheres to the usual)
Regulation of psychological boundaries- the ability to change the spatial component of the studied phenomenon, providing interaction with the environment	- It is difficult to "coexist" 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 someone else's opinion, adapts - Does not change his mind in the presence of another. - Changes opinion, but tries to take into account his point of view. - Easily disclaims his opinion. - The boundaries are static (there are no guests or only one). - Borders are medium "stretchable" (2-3 people). - The boundaries are very wide (4 or more people are visiting). - The boundaries are regulated (i.e. change their spatial characteristics: wider, narrower, etc.) independently. - Borders are regulated only in critical situations independently. - The boundaries are not regulated independently, only with the help of an adult. - Borders are not regulated independently, only with the help of another child. - 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 guests' leisure. - Guests choose their own classes from the host. - The reaction of guests to the host's suggestions is negative / positive / neutral. - How he regulates boundaries in order to find well-being: physically (moves away, etc.), verbally (asks to move away, etc.), actively-passively, aggressively-gently, with the help of an adult - independently. - Ability to regulate their boundaries: how children make boundaries flexible, permeable, open. - Opportunities for the development of regulation of the boundaries of the self (does the child master new possibilities of regulation of boundaries or adheres to the usual ones)
Activity of psychological boundaries- the ability to go out beyond your own boundaries	- Borders are independent, active, initiates any adaptive actions. - Borders are stereotyped, passive, actions are repeated after authority. - Violation of other people's borders without permission. - Stop in front of foreign borders. - Ask permission to trespass. - Ability to be active: how children make their boundaries active, due to what (waiting for instructions from adults / peers, waiting for a change in the external situation, initiating his own actions)
Mindfulness and "feeling" psychological boundaries	- There is an understanding of the boundaries. - There is no understanding of boundaries. - There is a sense of boundaries. - There is no sense of boundaries. - Feels that others have boundaries. - Does not feel the boundaries of others
Ways to protect borders I	- The owner's reaction to violation of the rules: directively prohibits, gently persuades, admits and corrects (puts the house in order). - The owner's reaction in problem situations: violation of other people's boundaries (name-calling, pronounced aggression, etc.), protecting your own (calling to act according to the rules, expressing your 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 myself). - Border protection: active / passive, verbal / physical, aggressive / constructive, etc. - Preferred ways of protecting borders from a loved one: physical / verbal, active / passive, etc. - Preferred ways of protecting borders from a familiar person: physical / verbal, active / passive, etc. - Preferred ways of protecting borders from a stranger: physical / verbal, active / passive, etc. - The uniqueness of the ways of protection, violations, etc. of the boundaries of one's own and others (unique ways, different from others, do not copy the ways of behavior of other children). - Methods of protection, violation of the borders of their own and others are stereotyped. - Ability to protect their space: how children defend their interests. - Opportunities for the development of the protection of the boundaries of the I (masters new ways of protecting the boundaries of the I or adheres to the old ones)
Description of the essence of the phenomenon of boundaries I in children 2-10 years old	- Sign of emotion when listening to a task. - Sign of emotion when completing a task. - A sign of emotion after completing a task. - Length of boundaries in time: present, future, past. - A sign of emotion when violating other people's boundaries (in words and in action). - A sign of emotion when you violate your own boundaries (in words and in action). - Negative reaction to the invasion. - Positive reaction to the invasion. - Neutral response to 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.). - Symbols of borders are amorphous (fabric, threads, etc.). - Allocates a lot of space in physical world. - Allocates little space in the physical world. - Allocates the 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 actions). - Boundaries take into account the conditions of reality (asks for opinions from other children, permission, 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 take any actions. - Reaction to actions of a stranger: allows you to violate all areas of sovereignty / does not allow you to take any actions. - What is included in the concept of "mine". - Physical placement: in the center, on the edge, in the middle, closer to friends
Boundaries I in collaboration	- Caring for your own boundaries: impact on others (physical, etc.) - impact on yourself (resign yourself, ignore, calm down, shrink, etc.). - Signs by which the child understands that he is uncomfortable: physically cramped, someone unpleasant is nearby, far from friends / adult. - A description of my own boundaries: it is convenient for me now, because ... - Justification of the importance of preserving one's own boundaries (I am good because ...): self-sufficiency, orientation towards others, possession of material, social or educational success, etc. - Behavior during the game: independent, independent - copy, repeat, confident / uncertain. - Answers to questions: independent, partially heard, repeated after authority / friend. - Reaction to a possible (alleged) violation of boundaries (new task): fear, refusal, joy, surprise, etc. - Completing the assignment: slowly / quickly, independently - with the help of emotional support; independently - copying an authority figure - obeying anyone. - Awareness of personal space (whether to maintain well-being requires a “secret” place, lonely). - The ability to control the presence of other people in his personal space (can the child and how to control the people in his space). - The number of adults - regulators of behavior (the number of "morals"). - Feeling of their relevance in the world (having their 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 barriers to the fulfillment of desires / decisions. - The breadth of the living space (how many areas of life the child has). - The degree of acceptance of the spheres of life as their own (garden - mine / not mine, my house / not mine, etc.). - The degree of space occupancy (how much significant people the child admits to its boundaries). - Independent decision making.

In the conditions of modern society, psychological and pedagogical diagnostics of the development of children is of great importance.

Concept and role

In order to find an individual approach to a child, to know his strengths and weaknesses, to teach and educate in the most effective way both at home and in educational institutions, to provide psychological assistance, the diagnosis of the child is required. This presupposes a comprehensive study of psychological characteristics, personality assessment, and prognosis for further development.

Research types

There are many types of diagnostics. For ease of use, it is customary to classify them according to various criteria.

The most functional classification is the selection of species depending on the subject of study:

Personality diagnostics - determination of temperament, type of self-esteem.
Diagnostics of the emotional sphere. The ability to control oneself, experiences, attitude to moral norms is investigated.
Diagnostics of the cognitive sphere is the diagnosis of children's intellectual development, the study of mental abilities, the study of lateral preferences (determining the leading hand, leading eye, etc.).
Diagnostics of behavior.

But even this division is very arbitrary, since often there is a comprehensive diagnosis of a child, when a comprehensive examination and assessment of the developmental characteristics of all or several areas takes place.

For practice, it is also interesting to classify by types of nervous activity (diagnostics of attention, thinking, memory, speech, learning skills). It is carried out depending on the age of primary school age).

Methodology

They are very diverse and each of them depends on the type of research. Currently, group methods are already losing their meaning, giving way to individual testing. But in order for the diagnosis of a child to be successful, it is important to choose the right tool that will be used in the future. In practice, psychologists most often use the following set of tools:

Observation is the study of the mental properties of a child under normal conditions. This is the observation of behavior, play, interaction with others.
Conversation - gives an idea of the child as a result of establishing contact and direct communication.
The method of studying the results of children's activities is the analysis of drawings, crafts.
Experimental method - involves the study of the subject's actions in specially created, simulated conditions.
Children's tests are the most common method widely used by psychologists today.

Test Method

It can be called a complex, complex diagnostic method, since during testing, a wide range of tools for studying and observing the behavior of the tested person, analyzing the results of his activities and experimental conditions are used. Therefore, tests for children are of different types - questionnaire tests, task tests, action tests.

Questionnaire tests are often used in personality diagnostics, the questionnaire works well in determining the type of temperament. Task tests are usually aimed at studying the emotional and intellectual sphere and are especially relevant when diagnostics are needed. Action tests are used in the study of behavior.

Personality diagnostics

Diagnosis of a child for constitutional personality traits: temperament, poise, mobility of nervous processes, etc. is important, as it provides answers to many questions in the child's behavior. The features of the four main types of temperament are most clearly manifested precisely in childhood and correct application diagnostic programs for children are easily amenable to pedagogical correction.

Of course, when determining the type, the questionnaire is also offered to his parents. For older children, self-tests with questions are also acceptable. The analysis of the answers received as a result of testing allows us to call the child a choleric, sanguine, phlegmatic or melancholic.

Test "Carrying dice"

In the process of research, a different number of cubes are placed on a small-sized paddle and the child is given the task to carry the cubes about a three-meter distance and return with them back. Then put this burden on the table so that not a single cube falls. The scapula must be held in one hand.

According to the test results, balance is assessed (what behavior the child demonstrates in case of failure, whether he expresses dissatisfaction), the ability to work (how long does the child succeed in completing the task), the mobility of nervous processes (how quickly the child understands and accepts the task, whether he adapts to work, is distracted ).

Self-assessment type program: "Ladder" test

A very common test allows you to find out how the child evaluates himself, during which the child is given a drawing depicting a ladder of seven steps, where the middle step is higher than the rest. It is explained to the child that there are good children on the top three steps, and the best children are at the very top, on the seventh step. Bad children are located on the bottom three, on the lowest - the worst. On the middle step are children who cannot be classified as either bad or good. The test taker should mark his place on this ladder and explain why he placed himself there. When the child chooses a step, he is asked to tell if he really is or wants to be? If he really thinks he is, let him mark the step on which he would like to stand. Let him choose where his mother would place it.

The test allows you to find out how the child assesses his personal qualities, as well as his opinion about how he appears to others (mother).

At the end of the test, the psychologist makes the following conclusions:

Self-esteem is inadequately overestimated - the child instantly positions himself at the very top as an indisputable fact, without explaining the reasons, without hesitation.
Self-esteem is overestimated - he thinks and chooses the very top, arguing about some shortcomings, but explaining this by factors beyond his control.
Self-esteem is adequate - after thinking, marks himself on the second or third step, explaining his choice.
Self-esteem underestimated - places oneself on one of the lower steps without argumentation.

Diagnostics of the emotional sphere

Diagnosing a child is impossible without examining the emotional-volitional sphere. In preschoolers, it is predominant over the intellectual sphere. The world is cognized more with the help of the senses than the mind.

Diagnostics of 6-year-old children is very important and informative for parents (educators). Since at this age such feelings as anxiety, fears, and embarrassment appear, for six-year-olds, the environment in which the examination is carried out, the personality of the tester, is of great importance.

Test "Cactus"

Ask your child to draw a cactus on a piece of paper. Don't help or suggest. It is advisable to answer any questions evasively: "Think a little, you will succeed." Do not give your vision and do not express your ideas.

The drawing will tell about the emotional Examine the result in detail:

The size and position of the painted flower in space indicates how the child defines himself in the world around him. Flower large size in the center of the sheet indicates egocentrism and leadership skills... The small cactus pictured below speaks of the artist's insecure, dependent personality.
Abrupt lines, strong pressure on the pencil betray an impulsive child.
The prickly cactus represents aggressiveness. The more needles, the longer they stick out of the flower, the higher the degree of aggressiveness of the child.
A cactus planted in a flower pot will be painted by "domestic" children seeking family protection.
A cactus growing in the desert indicates a feeling of loneliness.

Intelligence diagnostics

Task tests are mainly used in the study of the intellectual sphere. In this aspect, the subjects of the survey are attention, memory, analytical thinking, fine motor skills, and learning skills.

Inclusion test

Disassemble the six-seat matryoshka in the presence of the child and put six twins, differing in size, in a row in size. Then remove one of them and equalize the distance between the remaining ones. Invite your child to find her place in the row. If the task is successful, complicate the test: remove two nesting dolls from a row.

The test is aimed at assessing the level of the cognitive-orientational sphere, orientation to value.

Image classification test

You have two groups of pictures in your hands. Eight represent dishes, eight represent clothes. Show the child the spoon card and place it on the table. Now - a card with a picture of a jacket, put it on the table at some distance from the spoon. The spoon and jacket are positioned in such a way that the row can be continued from one or the other picture.

After that, in a different order, show the child pictures with the image of dishes or clothes with a request to put the next card in the right row. Do not fix if the clothes are in the wrong group. At the end of the test, ask the subject to explain why he arranged the cards this way.

The purpose of this test is to identify the skill to generalize according to an essential feature, visual-figurative thinking is investigated.

Test "Finding the seasons"

The child is presented with four pictures depicting the seasons, and they are asked to show where is spring, where is winter, etc., and to explain by what signs he guessed.

The test reveals the formation of ideas about the seasons.

Spot the Difference Test

In front of the tested person, two plot pictures are placed, similar at first glance, but having a number of differences upon close examination.

The child seeks and names the differences. The test examines attention and comparison skills.

Test "What came first and what then?"

The psychologist shows four plot pictures. On one the boy is digging a hole, on the second he pours seeds into the hole, on the third he waters the sprouts, on the fourth he admires the flowers. The child is invited to place the pictures in order. The test reveals the ability to determine the sequence of events.

School readiness

The study of mental abilities becomes especially relevant when it is required to diagnose a child's readiness for school.

School readiness requires certain skills and required level development of thinking, memory and attention.

Test "Exclusion from the row or who is superfluous?"

Presenting a row of four objects (images of objects), the child is asked to find the extra one and explain why. When the person being tested excludes an airplane from a series that includes a truck, a car, an airplane and a cart, ask him to argue for the answer, ask what one word can be used to name all objects, to which mode of transport is the extra one, and to which the rest.

The test reveals the ability to group objects according to the main criterion, the level of formation of ideas about the world around.

Test "Find exactly the same"

The picture shows seven almost identical umbrellas, and two of them are absolutely identical. The difference between the others is insignificant - different specks on the umbrella fabric. The child must independently and quickly find two identical umbrellas. The test checks the level of attention development.

Test "Remember all the items"

The child is offered 9 pictures for study. He must memorize them within 15-20 seconds. Then, turning away, he must name at least seven or eight items. The test shows the level of memory development.

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