Before presenting specific methods of psychodiagnostics of cognitive processes: perception, attention, imagination, memory, thinking and speech in preschool children, let’s consider the concept of a “standardized set of psychodiagnostic methods”, which has already been encountered and will be repeatedly mentioned in the text.
A standardized set of psychodiagnostic techniques for children of a certain age is understood as a minimum set of techniques included in it, necessary and sufficient to comprehensively, in all essential qualities and properties, assess the psychology of children of a given age, determine the level of psychological development of the child as a whole and in individual areas. qualities and properties. The word “standardization” included in the name of the complex means the possibility of obtaining, using all these methods, indicators that are identical in nature and comparable, which make it possible to determine the level of development of individual cognitive processes in a given child, to compare the degree of development of different cognitive processes in him and monitor the child's development from year to year. In addition, standardization involves the use of a single rating scale for all methods.
Most of the methods described in this section (this applies not only to the diagnosis of preschoolers, but also children of any age, as well as adults) allow one to obtain indicators of psychological development, expressed on a standardized, ten-point scale. At the same time, indicators ranging from 8 to 10 points, in most cases, indicate that the child has pronounced abilities or inclinations for their development. Indicators ranging from 0 to 3 points indicate that the child has a serious lag in psychological development compared to most other children. Indicators that fall within the range of 4-7 points indicate that the child’s level of development of the corresponding psychological quality is within normal limits, i.e. differs little from most other children his age.
Where it was difficult to establish a standard assessment system (this mainly concerns methods that involve a detailed qualitative description of the psychological property being studied), other, non-standard assessment methods have been proposed. These cases are specifically discussed and argued accordingly in the text.
For each of the methods presented in the complex, after its detailed description, preceded by brief instructions, a method for assessing the results obtained, a procedure and conditions for drawing conclusions about the level of development of the child based on the data obtained are given. The text of the entire standardized set of methods ends with the presentation of an Individual Card of the Child’s Psychological Development, which includes all the indicators obtained using private psychodiagnostic methods during a comprehensive examination of the child. Over the course of several years, you can enter data into this card regarding repeated and subsequent psychodiagnostic examinations of the same child, and thus monitor how the child develops psychologically from year to year or from month to month.
Indicators – scores and characteristics based on them of the level of psychological development of the child, used in the described methods, as absolute, i.e. directly reflecting the achieved level of development relate to children aged five-six years. If the child is so old, then based on the indicators he receives, one can directly draw a conclusion about the level of his psychological development. The same indicators apply to children of younger age, but in this case they can only be relative, that is, considered in comparison with the level of development of children aged five to six years.
Let us explain this with an example. Let’s assume that a five-six-year-old child, as a result of his psychodiagnostics using a perception assessment method called “What’s missing in these pictures?” received 10 points. His level of psychological development should accordingly be assessed as very high. If, using this method, the same child receives 2-3 points, then it follows that his level of psychological development is low. However, if, using the same method, a child of three or four years of age receives 2-3 points, then it will no longer be possible to simply say about him that his level of development is low. He will be this way only in relation to children of five or six years of age, but in relation to his peers he may turn out to be average. The same can be said for high scores. 6-7 points for a five- to six-year-old child may indeed mean an average score, but the same points received by a three- to four-year-old child may indicate a high level of psychological development of this child in relation to the bulk of his peers. Therefore, whenever children other than five or six years of age are subjected to psychodiagnostics, the verbal conclusion regarding their level of development should contain the phrase: “...compared to children of five or six years of age.” For example: “In terms of memory development, this child is in the average range compared to children of five or six years of age.” There is no need to make such a reservation only if the appropriate age standards are established when using this technique. Then, instead of the words “in relation to children aged five or six,” it is necessary to say: “compared to the norm.”
The relative form of assessment at the first stages of using psychodiagnostic techniques is not only inevitable, but also very useful, as it allows one to compare indicators of the level of psychological development of children of different ages.
In the proposed complex of psychodiagnostic methods, in addition, for many psychological properties there is not one, but several methods that evaluate these properties from different angles. This was done not only to obtain reliable results, but also because of the versatility of the diagnosed psychological phenomena themselves. Each of the proposed methods evaluates the corresponding property from a specific perspective, and as a result, we have the opportunity to obtain a comprehensive, comprehensive assessment of all the psychological characteristics of the child. The corresponding properties, the methods proposed for them and the resulting indicators are presented in the Map of the individual psychological development of the child (see Table 4).
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Analysis of results:
Found all the missing details in all pictures - high level of observation Missing details noticed from 0 to 2 pictures - low level Missing details highlighted from 3 to 6 pictures - medium level
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2. “Find and cross out” technique (children’s version of the Bourdon method proofreading test)
Goal: determination of productivity and stability of attention. The child is shown a form on which images of simple figures are given in random order: a mushroom, a house, a bucket, a ball, a flower, a flag.
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Form for children 3-4 years old
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Form for children 4-5 years old
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Instructions:
“Now you and I will play this game: I will show you a picture in which many different objects that are familiar to you are drawn. When I say the word “begin,” along the lines of this drawing you will begin to look for and cross out the objects that I name. It is necessary to search and cross out the named objects until I say the word “stop”. At this time, you must stop and show me the image of the object that you saw last. After that, I will mark on your drawing the place where you stopped, and again I will say the word “begin”. After that you will continue to do the same thing, i.e. look for and cross out given objects from the drawing. This will happen several times until I say the word “end”. This completes the task."
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In this technique, the child works for 2.5 minutes, during which he is told the words “stop” and “start” five times in a row (every 30 seconds). In this technique, the experimenter gives the child the task of looking for and crossing out any two different objects in different ways, for example, crossing out an asterisk with a vertical line, and a house with a horizontal line. The experimenter himself marks in the child’s drawing those places where the corresponding commands are given.
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Processing and evaluation of results
When processing and evaluating the results, the number of objects in the picture viewed by the child within 2.5 minutes is determined, i.e. for the entire duration of the task, as well as separately for each 30-second interval. The data obtained are entered into a formula that determines the general indicator of the child’s level of development of two properties of attention simultaneously: productivity and stability: where S is an indicator of the productivity and stability of attention of the examined child; N – the number of images of objects in the drawing viewed by the child during work; t – operating time; n – number of errors made during work. Errors are considered to be missing necessary images or crossing out unnecessary images. As a result of the quantitative processing of psychodiagnostic data, six indicators are determined using the above formula, one for the entire time of working on the technique (2.5 minutes), and the rest for each 30-second interval. Accordingly, the t variable in the method will take values of 150 and 30.
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For all indicators S obtained during the task, a graph of the following form is constructed:
Based on the analysis of the graph, one can judge the dynamics of changes over time in the child’s productivity and stability of attention
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When constructing a graph, productivity and sustainability indicators are converted (each separately) into points on a ten-point system as follows:
the child’s S indicator is higher than 1.25 points - very high level S indicator is in the range from 1.00 to 1.25 points - high level S indicator is in the range from 0.50 to 1.00 points - average level indicator S is in the range from 0.24 to 0.50 points - low level S indicator is in the range from 0.00 to 0.2 points - very low level
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Sustainability of attention, in turn, is scored as follows:
all the points of the graph in Figure 7 do not go beyond the limits of one zone, and the graph itself, in its shape, resembles curve 1 - a very high level. all points of the graph are located in two zones like curve 2 - high level. all points of the graph are located in three zones, and the curve itself is similar to graph 3 - the average level. all points of the graph are located in four different zones, and its curve is somewhat reminiscent of graph 4 - low level. all points of the graph are located in five zones, and its curve is similar to graph 5 - a very low level.
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3. “Put icons” technique
The test task in this technique is intended to assess the switching and distribution of the child’s attention. Before starting the task, the child is shown a form and explained how to work with it. This work consists of putting in each of the squares, triangles, circles and diamonds the sign that is given at the top of the sample, i.e., respectively, a tick, a line, a plus or a dot.
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Form for the “Put icons” method
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The child works continuously, performing this task for two minutes, and the overall indicator of switching and distribution of his attention is determined by the formula: where S is the indicator of switching and distribution of attention; N – the number of geometric shapes viewed and marked with appropriate signs within two minutes; n – the number of errors made during the task. Errors are considered to be incorrectly placed or missing signs, i.e. geometric shapes not marked with appropriate signs.
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Score 10 points – S score is greater than 1.00. 8-9 points – the S indicator ranges from 0.75 to 1.00. 6-7 points - the 5" indicator is in the range from 0.50 to 0.75. 4-5 points - the S indicator is in the range from 0.25 to 0.50. 0-3 points - the S indicator is in the range from 0.00 to 0.25 Conclusions about the level of development 10 points – very high 6-7 points – average 4-5 points – low.
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Memory diagnostics1) Memory examination based on time characteristics
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Diagnostics of short-term memory
Memorizing pictures and objects Procedure: Place 5-6 pictures or real objects (toys) on the table in front of the child. Give 30 seconds to remember. Then the child must list from memory what objects (or their images) are laid out on the table.
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As a variant of this technique: change the location of some objects, remove or replace some object, and then ask the child to determine what has changed.
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Drawing from memory
The child is presented with a simple picture to memorize for 1 minute, then the adult removes it, and the child must draw the picture from memory. As a variant of this task: complete the missing parts and details of the drawing from memory.
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Long-term memory research
These tasks also determine the child’s stock of knowledge and erudition.
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2) Study of memory based on the predominant activity of analyzers
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Motor memory research
The adult asks the child to repeat a certain sequence of movements after him, for example, touching his right ear with his left hand, smiling, sitting down, etc.
Or copy a specific finger position.
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Auditory Memory Test
The “10 words” technique was proposed by A.R. Luria is intended for diagnosing auditory memory. Materials for carrying out the technique: a sheet of paper, a pen, 10 words for memorization.
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The instructions consist of several steps. First explanation: “Now I will read 10 words. You must listen carefully. When I finish reading, immediately repeat as much as you remember. You can repeat in any order, the order does not matter. It's clear?" The experimenter reads the words slowly and clearly. When the subject repeats the words, the experimenter puts crosses under these words in his protocol. Second explanation: “Now I will read the same words again, and you must repeat them again - both those that you have already named and those that you missed the first time - all together, in in any order." The experimenter again puts crosses under the words that the subject reproduced.
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Then the experiment is repeated again 2, 4 and 5 times, but without instructions. The experimenter simply says, “One more time.” If the subject names any extra words, the experimenter must write them down next to the crosses, and if these words are repeated, he places crosses under them as well. If the child tries to insert any remarks during the experiment, the experimenter stops him. No talking is allowed during this experience.
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After repeating the words five times, the experimenter moves on to other experiments, and at the end of the study, i.e., after about 50-60 minutes, again asks to reproduce these words (without a reminder). To avoid mistakes, it is better to mark these repetitions not with crosses, but with circles.
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Using this protocol, a “memorization curve” can be drawn up. To do this, repetition numbers are plotted along the horizontal axis, and the number of correctly reproduced words is plotted along the vertical axis.
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Using different but equal in difficulty sets of words, you can conduct this experiment repeatedly in order to take into account the effectiveness of therapy, assess the dynamics of the disease, etc.
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Method “Remember the pictures” Instructions: “This picture shows 9 different figures. Try to remember them and then recognize them in another picture, which I will show you now. Try to recognize and show in the second picture only those images that you saw in the first picture.”
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The exposure time of the stimulus picture is 30 seconds. After this, this picture is removed from the child’s field of vision and instead he is shown a second picture.
The experiment continues until the child recognizes all the images, but no longer than 1.5 minutes.
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Score 10 points - the child recognized all nine images shown to him in the picture, spending less than 45 seconds on it. 8-9 points - the child recognized 7-8 images in the picture in a time from 45 to 55 seconds. 6-7 points - the child recognized 5-6 images in a time of 55 to 65 seconds. 4-5 points - the child recognized 3-4 images in a time from 65 to 75 seconds. 2-3 points - the child recognized 1-2 images in a time from 75 to 85 seconds. 0-1 point - the child did not recognize a single image in the picture for 90 seconds or more.
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2) “Tall Tales” technique
the child's elementary figurative ideas about the world around him and about the logical connections and relationships that exist between some objects of this world: animals, their way of life, nature are assessed. Using the same technique, the child’s ability to reason logically and express his thoughts grammatically correctly is determined.
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First, the child is shown the picture below. It contains some rather ridiculous situations with animals. While looking at the picture, the child receives instructions approximately as follows: “Look carefully at this picture and tell me if everything is in its place and drawn correctly. If something seems wrong, out of place, or drawn incorrectly, then point it out and explain why it is wrong. Next you will have to say how it really should be.” The time for displaying the picture and completing the task is 3 minutes. During this time, the child should notice as many absurd situations as possible and explain what is wrong, why it is not so and how it really should be.
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Score of results 10 points - this rating is given to the child if, within the allotted time (3 minutes), he noticed all 7 absurdities in the picture, managed to satisfactorily explain what was wrong, and, in addition, say how he really should be. 8-9 points - the child noticed and noted all the existing absurdities, but from one to three of them was not able to fully explain or say how it really should be. 6-7 points - the child noticed and noted all the existing absurdities, but three or four of them did not have time to fully explain and say how it really should be. 4-5 points - the child noticed all the existing absurdities, but did not have time to fully explain 5-7 of them in the allotted time and say how it really should be. 2-3 points - in the allotted time the child did not have time to notice 1-4 of the 7 absurdities in the picture, and it did not come to an explanation. 0-1 point - in the allotted time the child managed to discover less than four of the seven available absurdities. Comment. A child can receive a score of 4 or higher in this task only if, within the allotted time, he has completely completed the first part of the task specified in the instructions, i.e. I discovered all 7 absurdities in the picture, but did not have time to either name them or explain how it really should be. Conclusions about the level of development 10 points - very high. 8-9 points - high. 4-7 points - average. 2-3 points - low. 0-1 point - very low.
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Yulia Baboshina
Collection of diagnostic methods for cognitive development of preschool children
Section 1 Diagnostic methods for studying the cognitive motivation of a preschooler.
1.1 Methodology"Magic House"
1.2 Methodology"Questioner" (Method M. B. Shumakova.)
Target: Studying cognitive activity of a preschool child, ability to ask questions.
Diagnostic indicators cognitive need, cognitive interest.
Age range: senior preschool age.
A source of information: children
Form and conditions of the event: individual
Instructions: Preparation and conduct of the study. Pick two pictures. One should be close to children in content (this could be children playing, winter entertainment, etc. etc., the other should depict objects unfamiliar to him.
Invite your child to play a game "Questioner". Tell him that he can ask anything he wants to know about the objects shown in the pictures. In the protocols, record names, gender, age and questions from each child.
Data processing and interpretation. The received materials are processed according to the following criteria:
– breadth of coverage items shown in the pictures;
– the number of questions asked by one child;
– type of questions.
1st type. Establishing questions are questions aimed at highlighting and identifying the object of study ( "Who is this?", “What are the books on?”).
2nd type. Definitive questions - related to the identification of all kinds of features and properties of objects, the determination of temporal and spatial characteristics ( “Does a camel like bread?”, “What is the hat made of?”, “Is the water cold?”).
3rd type. Causal questions – related to knowledge relationships between objects, identifying causes, patterns, essence of phenomena ( “Why is the boy gloomy?”, “Why does a girl need a bag?”, “Are they frozen?”).
4th type. Hypothesis questions expressing assumptions ( “The boy doesn’t go to school because he didn’t do his homework?”, “Is the girl crying because she is lost?”).
10 points – the child asked 4 or more questions of all types; 8-9 points the child asked 3 – 4 questions of all types; 4 – 7 points the child asks 2 to 3 questions; 2 – 3 points the child asks 1 question; 0 – 1 point the child was unable to ask a single question.
Converting points to level:
10 points – very high level; 8 – 9 points – high level; 4 – 7 points – average level; 2 – 3 points – low level; 0 – 1 point – very low level.
Draw a conclusion about the level educational activities of individual children, about the ability to ask questions. Children who do not know how to ask questions are given special attention in the future
Game "Questioner" can be used for training children the ability to ask questions.
1.3 Methodology“Selection of subject-themed pictures”(N.V. Prophet).
Target: Identifying the focus of interests children.
Diagnostic indicators: curiosity, interests, cognitive need, cognitive interest.
Age range: senior preschool age.
A source of information: children
Form and conditions of the event: individual
Instructions: A set of 28 subject-themed pictures - 7 series on four different subjects, relating to 4 types activities: gaming, educational, creative, labor. Separate sets with characters of the corresponding gender are being prepared for boys and girls.
Progress: You are asked to select several cards (at least 7) from those laid out on the table. After choosing, the child is asked why he chose these pictures.
Data processing: Assessment of the direction of interests is carried out on the basis of 2 parameters: preferred activities; justification for choice.
If a child makes 4 or more choices on one topic, it is considered that his motives for this activity dominate.
Section 2. Diagnostic methods for studying cognitive actions of preschool children.
2.1 Methodology“What objects are hidden in the drawings?” (Nemov R.S.)
Target: Diagnosis of cognitive abilities.
Diagnostic indicators: Cognitive actions.
Age range:
A source of information: children
Form and conditions of the event: individual
Instructions: The child is explained that he will be shown several contour drawings in which, as it were, "hidden" many objects known to him. Next, the child is presented with rice. (Appendix No. 1) and are asked to consistently name the outlines of all items, "hidden" in three of it parts: 1, 2 and 3.
The task completion time is limited to one minute. If during this time the child has not been able to completely complete the task, then he is interrupted. If the child completed the task in less than 1 minute, then the time spent on completing the task is recorded.
Note. If conductive sees psychodiagnostics that the child begins to rush and prematurely, without finding everyone items, moves from one drawing to another, then he must stop the child and ask him to look in the previous drawing. You can move on to the next picture only when all the objects in the previous picture have been found. Total number of all items, "hidden" in Figures 1, 2 and 3, is 14.
Data processing:
10 points – the child named all 14 items, the outlines of which are available in all three drawings, spending less than 20 seconds on this.
8 – 9 points – the child named all 14 items, spending 21 to 30 seconds searching for them.
6 – 7 points – the child found and named all the objects in a time from 31 to 40 seconds.
4 – 5 points – the child solved the problem of finding all items for a time from 41 to 50 seconds.
2 – 3 points – the child coped with the task of finding all items for a time from 51 to 60 seconds.
0 – 1 point – in more than 60 seconds, the child was unable to solve the problem of finding and naming all 14 items, "hidden" in three parts of the picture.
Conclusion about the level development:
10 points – very high level, 8 – 9 points – high level, 4 – 7 points – average level, 2 – 3 points – low, 0 – 1 point – very low.
2.2. Methodology"Learn the words" (Nemov R.S.)
Target: Diagnostics of perception in preschool children.
Diagnostic indicators: Cognitive actions.
Age range:
A source of information: children
Form and conditions of the event: individual
Instructions: Using this techniques the dynamics of the learning process is determined. The child receives a task to learn by heart and accurately reproduce a series of 12 in several attempts. words: tree, doll, fork, flower, telephone, glass, bird, coat, light bulb, picture, person, book.
Memorizing a series is done like this. After each listening session, the child tries to reproduce the entire series. The experimenter notes the number of words that the child remembered and named correctly during this attempt, and reads out the same series again. And so on six times in a row until the results of playing the series in six attempts are obtained.
The results of learning a series of words are presented on a graph, where the horizontal line shows the child’s successive attempts to reproduce the series, and the vertical line shows the number of words correctly reproduced by him in each attempt.
Evaluation of results
10 points - the child remembered and accurately reproduced all 12 words in 6 or fewer attempts. 8-9 points - the child remembered and accurately reproduced 10-11 words in 6 attempts. 6-7 points - the child remembered and accurately reproduced 8-9 words in 6 attempts. 4-5 points - the child remembered and accurately reproduced 6-7 words in 6 attempts. 2-3 points - the child remembered and accurately reproduced 4-5 words in 6 attempts. 0-1 point - the child remembered and accurately reproduced no more than 3 words in 6 attempts.
Conclusions about the level development:10 points - very high; 8-9 points - high; 4-7 points - average; 2-3 points - low; 0-1 point - very low.
2.3 Methodology"What's missing here?"
Target: this the technique is intended for children explore the processes of figurative and logical thinking, mental operations of analysis and generalization in a child.
Diagnostic indicators: .
Age range: 45 years
A source of information: children
Form and conditions of the event: individual
Instructions: V methodology children are offered a series of pictures showing different items:
“In each of these pictures, one of the four depicted in it items are superfluous. Look carefully at the pictures and determine which item is superfluous and why.”
3 minutes are allotted to solve the problem.
Evaluation of results
10 points - the child solved the task assigned to him in a time of less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are extra.
8-9 points - the child correctly solved the problem in a time of 1 minute. up to 1.5 min.
6-7 points - the child completed the task in 1.5 to 2.0 minutes
4-5 points - the child solved the problem in a time of 2.0 to 2.5 minutes.
2-3 points - the child solved the problem in a time from 2.5 minutes to 3 minutes.
0-1 point - the child did not complete the task in 3 minutes.
Conclusions about the level development
10 points - very high. 8-9 points - high. 4-7 points - average. 2-3 points - low. 0-1 point - very low.
2.4 Methodology"Cut pictures" (S. Zabramnaya)
Target: reveal the level development visually effective thinking.
Diagnostic indicators: diagnostics of cognitive actions.
Age range: 34 years
A source of information: children
Form and conditions of the event: individual
Instructions: the child is offered a series of pictures divided into several parts. The child is asked to make pictures.
Evaluation of results:
3 points: The child completed the task independently and completed it without errors.
2 points: the child completed the task with minor errors, with a little help from the teacher.
1 point: the child experienced significant difficulties in completing the task, he needed the help of a teacher.
2.5 Methodology"Triangles-2" (E. Dodonova)
Target: level detection development voluntary attention, voluntary memory.
Diagnostic indicators: cognitive activities
Age range: 5 – 6 years
A source of information: children
Form and conditions of the event: individual, group
Description: the child is asked to draw a certain number of triangles in a row, some of them must be shaded with the color indicated by the adult. Repeating the task is strictly prohibited. If the child doesn’t remember, let him do it his own way.
Equipment: a box of colored pencils, a sheet of paper, a protocol for recording the results obtained.
Instructions: “Now we’ll play. Be careful. I will explain the task only once. Draw ten triangles in a row. Shade the third, seventh and ninth triangles with a red pencil.”
Fixed parameters: number of errors during the task.
Standards: high level - the task was completed correctly; intermediate level - draws a specified number of figures in a row, but does not stroke in the order required by the instructions; low level - the number of figures and the order of shading does not correspond to the instructions.
Section 3. Diagnostic techniques studying imagination and creativity preschoolers.
3.1 Methodology"Make up a story" (Nemov R.S.)
Target
Diagnostic indicators
Age range: 5 – 6 years.
A source of information: children
Form and conditions of the event: individual
3.2 Methodology"Nonsense" (Nemov R.S.)
Target: Using this techniques the child's elementary figurative ideas about the world around him and about the logical connections and relationships that exist between some objects of this world are assessed peace: animals, their way of life, nature. Using the same techniques The child’s ability to reason logically and express his thoughts grammatically correctly is determined.
Diagnostic indicators: Awareness
Age range: 34 years.
A source of information: children
Form and conditions of the event: individual
Instructions: First, the child is shown a picture. (Appendix No.). It contains some rather ridiculous situations with animals. While looking at the picture, the child receives instructions like the following: content:
“Look carefully at this picture and tell me if everything here is in its place and drawn correctly. If something seems wrong to you, out of place or drawn incorrectly, then point it out and explain why it is not so. Next you will have to say how it really should be.”
Note. Both parts of the instruction are executed sequentially. First, the child simply names all the absurdities and points them out in the picture, and then explains how it really should be. The time for exposing the picture and completing the task is limited to three minutes. During this time, the child should notice as many absurd situations as possible and explain what is wrong, why it is not so and how it really should be.
Evaluation of results:
10 points - this score is given to the child if, within the allotted time, 3 minutes. He noticed all seven absurdities in the picture, managed to satisfactorily explain what was wrong, and, moreover, say how it really should be.
8 - 9 points - the child noticed and noted all the existing absurdities, but from one to three of them was not able to fully explain or say how it really should be.
6 - 7 points - the child noticed and noted all the existing absurdities, but three or four of them did not have time to fully explain and say how it really should be.
4 – 5 points – the child noticed all the existing absurdities, but did not have time to fully explain 5 – 7 of them in the allotted time and say how it really should be.
2 - 3 points - in the allotted time the child did not have time to notice 1 - 4 of the 7 existing absurdities, and it did not come to an explanation.
0 – 1 point – in the allotted time the child managed to discover less than 4 out of 7 available absurdities.
Comment. A child can receive a score of 4 or higher in this task only if, within the allotted time, he has completely completed the first part of the task, as defined by the instructions, i.e., he has discovered all 7 absurdities in the picture, but did not have time to either name them, or explain how it really should be.
Conclusion about the level development:
10 points – very high, 8 – 9 points – high, 4 – 7 points – average, 2 – 3 points – low, 0 – 1 point – very low.
3.3 Methodology"Draw something" (Nemov R.S.)
Target: Determine the level of imagination of the subject.
Diagnostic indicators: Imagination, creative activity
Age range: 5 – 6 years
A source of information: children
Form and conditions of the event: individual
Instructions: The child is given a sheet of paper, a set of felt-tip pens and is asked to come up with and draw something unusual. You have 4 minutes to complete the task. Next, the quality of the drawing is assessed according to the criteria given below, and based on this assessment, a conclusion is drawn about the characteristics of the child’s imagination.
The child’s drawing is assessed in points based on the following: criteria:
10 points - the child, within the allotted time, came up with and drew something original, unusual, clearly evidence about extraordinary fantasy, about a rich imagination. The drawing makes a great impression on the viewer; its images and details are carefully worked out.
8-9 points - the child came up with and drew something quite original, imaginative, emotional and colorful, although the image is not completely new. The details of the picture are worked out well.
5-7 points - the child came up with and drew something that, in general, is not new, but carries obvious elements of creative imagination and has a certain emotional impression on the viewer. The details and images of the drawing are worked out moderately.
3-4 points - the child drew something very simple, unoriginal, and the drawing shows little imagination and the details are not very well worked out.
0-2 points - in the allotted time the child was unable to come up with anything and drew only individual strokes and lines.
Conclusions about the level development:
10 points - very high, 8-9 points - high, 5-7 points - average.
3-4 points - low, 0-2 points - very low.
3.4 Diagnostic projective technique"Tree of Wishes"
(B.S. Yurkevich).
Target: Studying cognitive activity of children(pictures and verbal situations are used).
Diagnostic indicators: Imagination, creative activity
Age range: 5 – 6 years
A source of information: children
Form and conditions of the event: individual
4.1 Methodology"Seasons". (Nemov R.S.)
Target: Awareness of self and world.
Diagnostic indicator: the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world.
Age range: 34 years.
A source of information: children.
Form and conditions of the event: individual.
Instructions: This The technique is intended for children from 3 to 4 years old. The child is shown a drawing and asked, after carefully looking at this drawing, to say what season is depicted in each part of this drawing. The time allotted to complete this task is 2 minutes. – the child will have to not only name the corresponding time of year, but also justify his opinion about it, that is, explain why he thinks so, indicate those signs that, in his opinion, indicate that, that this part of the picture shows exactly this, and not any other time of year.
Evaluation of results:
10 points - within the allotted time, the child correctly named and associated all the pictures with the seasons, indicating at least two signs on each of them, indicating that that the picture depicts exactly this time of year (in total at least 8 signs for all pictures).
8-9 points - the child correctly named and associated all the pictures with the required seasons, while indicating 5-7 signs confirming his opinion in all the pictures taken together.
6-7 points - the child correctly identified the seasons in all the pictures, but indicated only 3-4 signs confirming his opinion.
4-5 points - the child correctly identified the time of year in only one or two pictures out of four and indicated only 1-2 signs to support his opinion.
0-3 points - the child was unable to correctly identify any season and did not accurately name a single sign (a different number of points, from 0 to 3, is given depending on whether the child tried or did not try to do this).
Conclusions about the level development: 10 points – very high, 8-9 points – high, 6-7 points – average, 4-5 points – low, 0-3 points – very low.
4.2 Conversation technique"Tell about yourself" (A. M. Shchetinina)
Target: study of the level and nature of assessment, the formation of the “I” image, the degree of awareness of one’s characteristics.
Diagnostic indicators: formation of primary ideas about oneself.
Age range: 5 – 6 years.
Form and conditions of the event: individual.
4.3 Methodology"Say the words". (Nemov R.S.)
Target: Methodology determines the vocabulary that is in the child’s active memory.
Diagnostic indicator: the formation of primary ideas about objects of the surrounding world, about the properties and relationships of objects of the surrounding world.
Age range: 5 – 6 years.
A source of information: children.
Form and conditions of the event: individual.
4.4 Methodology“Who eats what?” (4-5 years)
Target: reveal the level development visual-figurative thinking, identify the stock and accuracy of ideas.
Diagnostic indicators: Imagination, creative activity
Age range: 4-5 years
A source of information: children
Form and conditions of the event: individual.
Instructions: Pictures are placed in front of the child, depicting animals and the food they eat.
The child must name the animal and say what this animal eats, and select the corresponding pictures.
Evaluation of results:
3 points: this assessment is given if the child completed the task without errors. He independently named all the animals and the food they eat.
2 points: this assessment is given to the child if the child has completed the task, the help of the teacher is insignificant.
1 point: The child lays out the cards at random.
4.5 Methodology"Pick a Pair"(5-6 years)
Target: identify the stock and accuracy of ideas, identify the ability to establish connections between objects.
Diagnostic indicators: Imagination, creative activity
Age range: 5 – 6 years
A source of information: children
Form and conditions of the event: individual.
Instructions: the child is provided with two rows of pictures depicting items. Ask your child to match the objects shown in the left row to the ones that match those in the right row and explain his choice.
Evaluation of results:
3 points: this assessment is given to the child if the child completed the task without errors and was able to justify his choice.
2 points: this assessment is given to a child if the child completed the task, made 1-2 mistakes, and in 1-2 cases was unable to explain his choice
1 point: The child completed the task with the help of the teacher.
5. Study of thinking (level of schematic thinking, ability to compare, generalize, classify).
6. Study of the sound and semantic aspects of speech activity.
7. Study of the characteristics of the emotional-volitional sphere: recognition of emotional states of different modalities, study of the level of anxiety, determination of the emotional background of mood in different types of activities.
8. General conclusions.
The findings are entered into the child’s psychological examination card (see Appendix No. 1).
It is more effective to conduct a psychological examination of children with mental retardation during various types of activity (play, intellectual, speech and productive) and based on the results of observing children in the classroom and in free activity (see Appendix No. 2).
Material pedlib.ru
Diagnostics and development of cognitive activity of children 4-5 years old. - Pedagogical living room - Catalog of articles - Website of MDOU No. 15
Diagnostics and development of cognitive activity of children 4-5 years old. Diagnostics and development of cognitive activity of children 4-5 years old. Ogareva M. G., teacher MBDOU No. 15
During preschool age, cognitive development occurs intensively. The child masters his native language. He learns not only to understand speech, but also masters the phonetics and grammar of his native language.
The perception of color, shape, size, space and time is improved. The types and properties of attention, memory, and imagination develop. The formation of visual forms of thinking and mental operations of analysis, synthesis, generalization, classification, etc. takes place.
Speech turns into a tool, a means of mental activity. The arbitrariness of mental processes is formed, i.e. the ability to manage them, set goals for cognitive activity and monitor their achievement.
Cognitive development in preschool age.
Perception- this is a reflection of objects, phenomena, processes and the totality of their properties in their integrity with the direct impact of these objects and phenomena on the corresponding sensory organs.
Types of perception: visual, auditory, tactile, gustatory and olfactory.
Perceptual properties: objectivity, integrity, constancy and categoricality.
In preschool age, perception turns into a special cognitive activity that has its own goals, objectives, means and methods of implementation. The main lines of development of a preschooler’s perception are the development of new examination actions in content, structure and nature and the development of sensory standards.
Visual perception becomes the leading one when familiarizing yourself with the environment;
Sensory standards are mastered;
Purposefulness, planning, controllability, and awareness of perception increase;
Attention- direction and concentration of mental activity on a specific object when distracted from others. Thus, this mental process is a condition for the successful implementation of any activity, both external and internal, and its product is its high-quality implementation.
Traditional types of attention divided by the presence of a goal to be attentive and the use of volitional efforts to maintain. This classification includes involuntary, voluntary and post-voluntary attention.
The level of development of attention is indicated by its formation properties concentration, stability, distribution and switching. Concentration is determined by how deep a person is in his work.
An indicator of stability is the time of concentration on an object and the number of distractions from it. Switching is manifested in the transition from one object or activity to another. Distribution occurs when a person performs several actions simultaneously, for example, reciting a poem while moving around the room.
In preschool age, changes concern milestones in the types and properties of attention. Its volume increases. Attention becomes more stable. This gives the child the opportunity to perform certain work, even if uninteresting, under the guidance of the teacher.
Maintaining stability of attention and fixing it on an object is determined by the development of curiosity and cognitive processes.
The development of a preschooler’s attention is due to the fact that the organization of his life changes, he masters new types of activities (play, work, productive). At 4-5 years old, the child directs his actions under the influence of an adult. The teacher increasingly tells the preschooler: “Be attentive,” “Listen carefully,” “Look carefully.”
While fulfilling the demands of an adult, the child must control his attention. The development of voluntary attention is associated with the assimilation of means of controlling it. Initially, these are external means, a pointing gesture, the word of an adult.
Its concentration, volume and stability increase significantly;
Elements of voluntariness in the control of attention take shape based on the development of speech and cognitive interests.
Memory- a form of mental reflection of past experience in all its diversity.
Memory is a set of processes of remembering (fixing) information, storing or forgetting it. As well as subsequent recovery. Types of memory are usually distinguished for different reasons.
Depending on the presence of a consciously set goal to remember - involuntary and voluntary.
In preschool age, the main type of memory is figurative. Its development and restructuring are associated with changes occurring in different areas of the child’s mental life, and above all in cognitive processes - perception and thinking.
The content of motor memory changes significantly in a preschooler. Movements become complex and include several components. The verbal memory of a preschooler develops intensively in the process of active mastery of speech while listening and reproducing literary works, storytelling, and communicating with adults and peers.
During preschool age, non-voluntary memory predominates. The preschooler retains the dependence of memorizing material on such features as emotional appeal, brightness, sound, intermittency of action, movement, contrast, etc.
The most important change in a preschooler’s memory occurs around the age of four. The child's memory acquires elements of arbitrariness. The child begins to accept the adult’s instructions to remember or remember, to use the simplest techniques and means of memorization, to be interested in the correctness of reproduction and to control its progress.
Thus, in preschool age:
Involuntary figurative memory predominates;
Memory, increasingly uniting with speech and thinking, acquires an intellectual character;
Verbal-semantic memory provides indirect cognition and expands the scope of the child’s cognitive activity;
Elements of voluntary memory are formed as the ability to regulate this process on the part of the adult, and then the child himself;
Imagination– the mental cognitive process of creating new images by processing materials of perception and representation obtained in past experience.
Imagination– this is a reflection of reality in new, unexpected combinations and connections. A distinction is made between passive and active imagination, when the products of the first are not brought to life.
Taking into account the independence and originality of the images, they speak of a creative, re-creating imagination. Depending on the presence of a consciously set goal to create an image, intentional and unintentional imagination are distinguished.
Features of imagination development in preschool age:
Imagination acquires an arbitrary character, presupposing an idea, its planning and implementation;
It becomes a special activity, turning into fantasy;
The child masters the techniques and means of creating images;
Thinking reflects objects and phenomena of reality in their essential features, connections and relationships.
Forms of thinking– visual-effective, visual-figurative, verbal-logical.
Mental operations - generalization, comparison, abstraction, classification, establishing the causes of hereditary connections, understanding relationships, ability to reason.
During preschool childhood, the genesis of thinking proceeds in two directions: forms of thinking and mental operations develop. Preschool age is characterized by the predominance of figurative forms of thinking. At this time, the figurative foundation of intellect is laid.
To diagnose cognitive processes in children aged 4-5 years, I propose the following methods:
The “Box of Shapes” technique is aimed at assessing the perception of shape and spatial relationships.
The “Pyramid” technique is aimed at identifying the level of perception of the relationships of objects in size and mastering objective actions.
The “Fish” technique is aimed at determining the level of development of visual-figurative thinking and organization of activities.
The “Completing Figures” technique is aimed at determining the level of development of imagination and the ability to create original images.
/Literature: “Psychologist at preschool education”/.
Methodology “Studying the level of mastery of logical operations on specific material.”
Methodology "Study of the reasoning process."
/Literature: “Workshop on preschool psychology”/.
The “Find and Cross Out” technique is a diagnostic of productivity and stability of attention.
The “Imaginative Memory” technique is the study of figurative memory.
/Literature: “Development of cognitive abilities in children”/.
More details on the website duimovochka-27.ucoz.ru
Preview:
Slide No. 2 Dear colleagues, hello! The importance and timeliness of the issue of developing cognitive interests in preschool age is beyond doubt.
Slide No. 3 The diagnostic data I conducted showed that children have insufficient knowledge in the field of natural science concepts.
Slide No. 4 To provide a system of work in this area, I developed the project “Development of children’s cognitive interest through the organization of experimental activities.”
Slide No. 5 The project is long-term and is designed for 4 years. It involves teachers, children and their parents. I began my work on this project by studying methodological literature.
Slide No. 6 Today we often come across the fact that a child says: “I don’t know how, I can’t.” Moreover, if one person puts the meaning “teach me” into these words, then the other seems to say “I don’t want to and leave me alone.” Creating conditions for children's experimentation allows each child to find something to do according to their strengths, interests and abilities.
Slide No. 7 Children are inquisitive explorers of the world around them. Research and search activity is their natural state, they are determined to understand the world around them, they want to know it.
Slide No. 8 A Chinese proverb says: “Tell me and I will forget, show me and I will remember, let me try and I will understand.” This is the basis for the active introduction of children's experimentation into the practice of my work with preschoolers.
Slide No. 9 I developed a comprehensive plan, created elements of a developmental environment: an experimentation corner,
Slide No. 10 various collections that create conditions for expanding the possibilities of experimental activities.
Slide No. 11 selected educational literature, didactic games with search and research content.
Slide No. 12 The main form of children's experimental activities, which I actively use, are experiments. I spend them in joint activities with children, in special moments.
And we have things to do in the garden - experiments again,
The wizard himself never did such a thing!
Then we will melt the snow and ice, then we will mix the paints.
We change the taste of water, like in a fairy tale!
Slide No. 13 Observation is one of the forms of experimental activity. When making observations, I rely on the curiosity of children. Little children want to know everything.
Their numerous questions to adults are the best manifestation of this feature. With age, the nature of many children’s questions changes: if at three years old they asked the question: “What is this?”, then at four they already appeared “Why?”, “Why?”, and at five or six years old, a very important question for development, “How.” it happens?"
Slide No. 14 Cognitive and research activities permeate all areas of children's life, including play activities. Play in exploration often develops into real creativity.
Slide No. 15 In my work with children, I attach great importance to gaming technologies, using didactic games: “Big - small”, “Seasons”, “Which tree is the leaf from”, “Tell me who I am?”, “Where, whose house “Such games help me familiarize children with natural phenomena.
Slide No. 16 Verbal games: “What’s extra?”, “Good-bad,” “Who came to us?” and others develop children’s attention, imagination, and increase knowledge about the world around them.
Slide No. 17 Playing with sand and water helps solve many problematic situations, for example: why dry sand flows, but wet sand does not; Which things do water benefit, and which things does it harm? All these questions force kids to think, compare and draw conclusions.
Slide No. 18 Along with traditional methods and techniques, I use innovative technologies for educating and training preschoolers. In the process of experimentation, I use computer and multimedia teaching aids. It is much more interesting not just to listen to the teacher’s story about some objects or phenomena, but to look at them with your own eyes.
Slide No. 19 The presence of labor skills in children creates favorable conditions for experimentation.
Slide No. 20 The inclusion of parents in the process of developing children’s cognitive interest was implemented in the following forms: parent meetings have been developed and are being held in traditional and non-traditional forms, a series of visual information for parents is being prepared, individual and group consultations are being held.
Slide No. 21 Educators and parents became like-minded people in solving the assigned tasks of developing children’s search and research activities.
Slide No. 22 I share my work experience with my colleagues at district methodological associations, parent meetings, and teacher councils.
Slide No. 23 In practice, I have become convinced that the project method is relevant and very effective. It gives the child the opportunity to experiment, synthesize acquired knowledge, develop creativity and communication skills, create and explore together with his parents, which allows him to successfully adapt to the school learning situation and the world around him.
Slide No. 24 Thank you for your attention!
On this topic:
Source nsportal.ru
Chapter 2 experimental work on the cognitive development of children of senior preschool age by means of familiarization with the world around them 2 1 methods for diagnosing the level of cognitive development of children of senior preschool age - page 3
The average indicator of the average level of cognitive development was 80%.
The average indicator of a high level of cognitive development was 20%. The results obtained allow us to conclude that the majority of subjects have an average level of cognitive development, which indicates the need for its development. For this purpose, we carried out the formative stage of the experiment, which will be discussed in the next paragraph.
2.2 Implementation of a set of activities as a means of developing the cognitive activity of children of senior preschool age
We have developed a set of activities for the cognitive development of children of senior preschool age to familiarize themselves with the world around them. It is designed for nine months. It includes classes on the surrounding world, games for attention, logic and imagination, experiments, projects, events.
With the children of the experimental group, we began to carry out a set of activities aimed at developing cognitive development.
The non-specificity of the operational components of a child’s cognitive activity makes it possible for it to be formed in the context of various forms of child activity. As children's activities, we chose: games, research, projects, composing stories, fairy tales, riddles, experiments, promotions, activities and experimentation, within which it is possible to create situations that contribute to the manifestation of children's cognitive development.
The main principles of our studies were:
1. Emotional involvement of an adult in cognitive activity. Only if the adult himself is immersed in some activity with interest can the personal meanings of the activity be transferred to the child. He sees that one can enjoy intellectual efforts and experience the “beauty of solving” a problem.
2. Stimulating the child’s curiosity. In our work, we tried to use original toys and materials that can arouse interest, surprise, and contain a mystery (a box with a secret, a gyroscope, a Mobius strip, etc.).
3. Transfer of initiative from an adult to a child. It was important for us not only to interest the child, but also to teach him to set goals for himself in the process of cognitive activity and independently find ways to achieve them.
4. Non-judgmental. An adult’s assessment (both positive and negative) can help the child fixate on his own successes, strengths and weaknesses, that is, the development of external motivation. We sought to develop internal motivation for cognitive activity, and therefore focused attention on the activity itself and its effectiveness, and not on the achievements of the preschooler.
5. Supporting children's activity, research interest and curiosity. We sought not only to transfer the initiative to the child, but also to support it, that is, to help realize the children’s plans, find possible mistakes, and cope with emerging difficulties. If the children interrupted an activity that they themselves had chosen, then we offered (but did not insist) together to complete what the child had planned.
The activities we carried out had the following structure, consisting of several steps.
At the first stage, children were presented with some kind of situation. Together with the children, we analyzed its features and the various possibilities of action in it. Thus, the space of possible actions in the proposed situation was revealed.
At the next stage, independent activity of children took place. At this stage, the children themselves looked for possibilities of action in the situation, chose one way to handle the proposed material and used it. The third stage involved joint analysis.
Together with the children, we analyzed the methods used to handle the proposed material. This gave the children the opportunity to most fully see possible ways of acting in a situation.
At the fourth stage, children were encouraged to search for new opportunities in the situation. The analysis of various methods of action allowed the children to take advantage of the new opportunity to handle the material.
The set of activities assumed that children knew how to handle the material that was offered. Training in the use of any material should not occur at these events because this involves fixing one particular way. The goal of a set of activities aimed at cognitive development is for the child to find different options for handling the material.
The children were at this stage even before the experiment began. The cognitive task existed for them in a hidden, latent form, as an attribute of the presence of an adult, but did not encourage action.
To achieve the “discovery” of a new subject of activity, it was necessary to awaken the children’s curiosity, capture their imagination, and interest them in various “magical” objects and phenomena. The main role here was assigned to an adult who demonstrated objects and showed their capabilities.
At the stage of discovering the subject of activity, the children showed interest in the proposed activities, carefully followed the actions of the experimenter, and obediently helped him. The initiative, however, was expressed by most children only in the fact that they asked to show them new toys, or to repeat the experience.
When the preschooler began to demonstrate his emotional involvement and came up with suggestions and new ideas, we considered it possible to move on to the next stage in the formation of cognitive activity.
The support stage consisted of games and activities that required the direct active participation of the children themselves (cubes of various modifications, puzzles, etc.). The adult showed the possibilities of the game material, helped the child cope with emerging difficulties, but in general tried to make the preschooler work independently.
At this stage, many preschoolers made their own choice of activities, asked the adult “not to interfere” with them, and worked not according to a given model, but according to their own plans. However, children often interrupted what they were doing or asked an adult for help.
When the child could independently choose what to do and took the first steps towards achieving what was planned, we moved on to the next stage, which implied the child’s independent choice and independent activity. The role of the adult at this stage was to convey methods of cognitive activity new to the preschooler and help in resolving difficulties and correcting possible mistakes.
At this stage, the subjects revealed clear individual preferences. Children could work with any material on their own for a long time, return to a certain type of activity in the next lesson, and set new tasks for themselves.
The children's initiative manifested itself at a new level. They could not only choose one of the types of activities proposed by adults, but also combine them, manipulate with diverse objects at the same time.
At the last stage, children expressed a keen interest in cognitive activities and independently studied with the materials they liked.
Let's consider a fragment of a lesson at the formative stage, which was structured in such a way that the internal content side of cognitive activity was activated, which would help the child to think. Children mastered the ability to find figurative comparisons. For this purpose, the following tasks were developed:
The teacher invites the children to listen to the poem:
Everything in the world is similar to everything:
Snake - on a leather strap,
The moon is a huge round eye,
Crane - on a skinny crane,
Tabby cat - for pajamas,
I’m on you, and you’re on mom. (Nikita K.)
Educator: “Why in the poem is the snake compared to a thong (the moon with an eye, a crane with a crane, a cat with pajamas)? What are the similarities between them?, offered pictures (snake and belt, crane and crane, etc.), together with the children they found similarities. For example: “The snake, like the belt, is made of leather and is also long.”(Danila A..) ; “The moon and the eye are round.”
Educator: “Look, these are brother objects, since they are similar to each other in shape, like the moon and an eye, in color, like a cat and pajamas.” etc.
The task was complicated:
Children were offered a set of pictures depicting objects that are different from each other, but similar in figurative comparison (for example: mushroom - umbrella - hat; pear - light bulb; watermelon - ball; sunflower - sun; hedgehog - needles - pins; snake - belt - rope – cord, etc.) .
The teacher suggests finding sibling objects in the pictures and explaining the similarities. The children, looking at the pictures, found it difficult to give an answer, then the teacher suggested listening to riddles that included a figurative description of the object, for example:
The pear is hanging - you can’t eat it. (Bulb)
The child found a picture of a pear and a light bulb and analyzed these objects, explaining the comparison: “The light bulb is similar because they hang and are similar in shape.”
Baby under the hummock
Just a hat and a leg. (Mushroom)
Sergey B.: “The mushroom has a cap on a stem, here is a picture with a hat,” showed a picture. Then the children came to the conclusion that the mushroom is somewhat similar to an umbrella, which has a handle (like the leg of a mushroom) and a rain cap.
He's big, like a football
If it’s ripe, everyone is happy.
It tastes so good!
What kind of ball is this? (Watermelon)
The children found pictures of a watermelon and a ball and compared them: “A watermelon is like a round ball, it’s striped.”(Dasha Z.) ; “And the watermelon looks like a ball.”(Lisa E.)
The rope curls
At the end is the head. (Snake)
The children answered: “There’s a picture here of a snake, which means it’s a snake because it’s long and it has a head.”(Seryozha K.); “And the rope is also long, like a snake.”(Anya A.)
Here are the needles and pins
They look at me
They want milk. (Hedgehog)
Children's answers: “The hedgehog has needles and they love milk, we were told, that’s why it’s a hedgehog.”(Ksenia B..)
Introduce dough kneading technology and cookie making.
Identify the dependence of changes in nature on the season.
Establish the influence of soil quality on plant growth.
Prove that there is water and air in the soil.
Introduce artificial stones. Composition of brick mass.
Experimentally prove that glass melts when heated.
Properties of salt water.
Get orange, purple, blue, green by mixing two colors.
Establish the dependence of the growth and condition of plants on their care. Prove that plants breathe.
Classes in the cognitive cycle are complemented by experimental and search activities, which allows us to enrich the tasks of cognitive development with new content and enhance the developmental effect. Such additional classes, called “The Amazing is Nearby,” are short in time and are held directly during class or in the afternoon.
They contribute to the expansion and deepening of knowledge acquired in basic classes. Working methods are combined and implemented through a complex of various types of children's activities: classes, excursions, observation, reading.
So, in September, while working with clay, noting its properties, in an additional lesson children compare clay with sand, study interactions with water, and independently come to conclusions by conducting the “Sand and Clay” experiment. And in January, getting acquainted with the fairy tale “Zhikharka”, children conduct the “Drowning, not drowning” experiment and study the properties of wooden objects.
Some experiments are carried out during walks. For example, after the lesson “How snowmen searched for the truth about spring,” children go for a walk and conduct an experiment with snow, finding out where the snow melts faster and where it does not melt at all. To do this, fill identical containers with snow and place them around the area. Why do they find an answer to the question of why the snow melted in some vessels and not in others?
To organize children's experimentation, a mini-laboratory was created in the group room, which the children of the middle group named after their favorite cartoon character: “Luntik’s Laboratory.” The necessary material and equipment were placed here: vessels of different shapes and volumes, a microscope, magnifying glasses, measuring instruments, technical, waste and natural materials, albums, calendars for recording and sketching the results of experimentation.
Work was carried out to create a card index of experiences and experiments in accordance with the developed plan. Depending on the topic and purpose of work in the laboratory, various forms of organizing children’s activities are used: individual, group, collective. Children have the opportunity to carry out some of the experiments independently using diagram cards, and more complex ones are carried out together with the teacher.
The practice of working with children has shown that in order to organize children's experimentation it is necessary to use some event that arouses the interest of children and allows them to pose a question for research. These can be adventures of objects invented by the teacher (for example, a lump of clay and a piece of plasticine for the topic “Properties of Clay and Plasticine”), any holiday for which everyone is preparing (New Year’s masks for the topic “Properties of Paper”).
To support interest in experimentation, some problem situations are formed in the name of the fairy-tale hero, Luntik. The use of a problem situation allows us to ensure an optimal combination of children’s independent search activity with the assimilation of ready-made knowledge and conclusions.
When organizing children's experimentation, we took into account the following features of adult leadership:
The teacher is an equal partner and leads in such a way that children retain a sense of independence;
It is necessary to constantly stimulate children's curiosity, be prepared for children's questions, not provide knowledge in a ready-made form, but help them obtain it on their own;
While working, encourage children to find their own ways to solve problems;
When formulating conclusions, it is necessary to stimulate the development of children’s speech by asking questions that are not repeated in content, requiring detailed answers from children;
When analyzing and recording the results obtained, it is important to remember that an unintended result is not incorrect.
It is known that not a single educational or educational task can be successfully solved without fruitful contact with the family and complete mutual understanding between parents and teacher.
In individual conversations, consultations, at parent-teacher meetings, through various types of visual agitation, we convince parents of the need for daily attention to children’s joys and sorrows, encouraging the child’s desire to learn new things, independently figure out the incomprehensible, and understand the essence of objects and phenomena. Advice for parents was developed: “How to help a little researcher”, “How to conduct research with children”, a card file of elementary experiments and experiments was offered that can be carried out at home, for example, “Colored ice floes” (ice can be seen not only in winter, but also at any time). time of year if the water is frozen in the refrigerator).
Diagnostics of the development of cognitive interests at the end of the school year revealed the following: 20% of children showed a high level of development, the number of children with an average level remained the same (60%). The number of children with a low level of development decreased by 20%. A comparative analysis of the diagnostics carried out convinced of the effectiveness of the work carried out and a significant increase in the level of cognitive interests of children of middle preschool age.
- As a result of systematic work, children's understanding of the properties and qualities of materials, the phenomena of inanimate and living nature has significantly expanded, and a steady interest in experimentation has emerged.
- In the process of experimentation, children acquired the ability to work in a team and independently, defend their own point of view, prove that they are right, determine the reasons for the failure of experimental activities, and draw basic conclusions.
- The children's memory has improved. Speech and emotional sphere were enriched, thought processes were activated.
- Parents of pupils became more interested in experiments and research; some conducted experiments at home, made sketches together with their children, and formulated conclusions.
In the senior group, work on experimenting with children continues, a plan has been developed and classes have been organized for the “Amazing is Nearby” club.
Objectives of group work:
To develop in children the skills and abilities of observing natural objects and
phenomena;
To introduce the features of the components of nature, their properties and relationships,
develop cognitive interest in the natural world;
Develop interest in research activities;
To train children in the ability to put forward a hypothesis and test it in practice;
Draw conclusions, summarize the results obtained, compare with your assumptions.
Much has been written about how important it is to be able to let go and complete the old and outdated. Otherwise, they say, the new one will not come (the place is occupied), and there will be no energy. Why do we nod when reading such articles that motivate us to clean, but everything still remains in its place? We find thousands of reasons to put aside what we have put aside and throw it away. Or don’t start clearing out rubble and storage rooms at all. And we already habitually scold ourselves: “I’m completely cluttered, I need to pull myself together.”
Being able to easily and confidently throw away unnecessary things becomes a mandatory program for a “good housewife”. And often - a source of another neurosis for those who for some reason cannot do this. After all, the less we do “right” - and the better we can hear ourselves, the happier we live. And the more correct it is for us. So, let’s figure out whether it’s really necessary for you personally to declutter.
The art of communicating with parents
Parents often love to teach their children, even when they are old enough. They interfere in their personal lives, advise, condemn... It gets to the point that children do not want to see their parents because they are tired of their moral teachings.
What to do?
Accepting flaws. Children must understand that it will not be possible to re-educate their parents; they will not change, no matter how much you want them to. Once you accept their shortcomings, it will be easier for you to communicate with them. You will simply stop expecting a different relationship than you had before.
How to prevent cheating
When people start a family, no one, with rare exceptions, even thinks about starting relationships on the side. And yet, according to statistics, families most often break up precisely because of infidelity. Approximately half of men and women cheat on their partners within a legal relationship. In short, the number of faithful and unfaithful people is distributed 50 to 50.
Before we talk about how to protect a marriage from cheating, it is important to understand
Breathing: theory and practice
Theory
It is important to understand that natural human breathing is calm, measured and deep breathing from the stomach. However, under the pressure of the modern high-speed rhythm of life, a person accelerates so much that he literally cannot breathe. In other words, a person begins to breathe quickly and shallowly, as if suffocating, and at the same time use the chest. This type of chest breathing is a sign of anxiety and often leads to hyperventilation syndrome, when the blood is oversaturated with oxygen, which is expressed in the opposite sensation: it seems to you that there is not enough oxygen, from which you begin to breathe even more intensely, thereby falling into a vicious circle of anxious breathing .
Relaxation: theory and practice
Theory
Frequent, prolonged, intense emotional experiences cannot but affect our physical well-being. The same anxiety always manifests itself in the form of muscle tension, which, in turn, sends a signal to the brain that it is time to worry. This vicious circle arises because the mind and body are inextricably linked. Being “educated” and “cultured” people, we suppress, and do not show (do not express, do not express) emotions, due to which the resulting muscle tension is not spent, but accumulates, which leads to muscle clamps, spasms and symptoms of vegetative-vascular dystonia. Paradoxically, it is possible to relax tense muscles through short but quite intense tension, which promotes better muscle relaxation, which is the essence of neuromuscular relaxation.
