Committee of General and Professional Education of the Leningrad Region

Autonomous educational institution of higher professional education

“Leningrad State University. A.S. Pushkin "

Psychology faculty

Department of Psychophysiology and Clinical Psychology

Kochergina Nadezhda Aleksandrovna

student 4 courses 704group

Diagnostic program designed for children with a diagnosis of CRA

st. Petersburg

2013

Table of contents

IMPAIRED MENTAL FUNCTION.

Delay in mental development is a violation of the normal pace of mental development, when individual mental functions (memory, attention, thinking, emotional-volitional sphere) lag behind in their development from accepted psychological norms for a given age. ZPR as a psychological and pedagogical diagnosis is made only at preschool and younger school age, if by the end of this period there are signs of underdevelopment of mental functions, then we are talking about constitutional infantilism or mental retardation.

Causes of occurrence.

Four clinical and psychological syndromes can be distinguished, which determine the deficiencies in cognitive activity and cause learning difficulties.

Mental Infantilism Syndrome

Cerebrastenic syndrome

Hyperdynamic syndrome

Psychoorganic syndrome

Causes of CRA are the following:

Biological:

pregnancy pathology (severe toxicosis, infections, intoxication and trauma), fetal hypoxia;

prematurity;

asphyxiation and trauma at birth;

infectious, toxic and traumatic diseases in the early stages of child development;

genetic conditionality.

Social:

long-term disability of the child;

unfavorable conditions of education, frequent stressful situations in a child's life.

Classification.

The most frequently used classifications in Russian psychology are:

Classification M. S. Pevzner and T. A. Vlasova (1972, 1973)

In studies conducted in the years 1972-1973. The Research Institute of Defectology of the USSR Academy of Pedagogical Sciences in a number of cities and rural areas of the USSR (Moscow, Irkutsk Region, Lithuania, Armenia), 5.8% of all pupils in the lower grades were diagnosed with CRA. Based on the materials of these studies, M. S. Pevzner and T. A. Vlasova were suggested to divide the general group of CRA into two types.

1. Uncomplicated psychophysical and mental infantilism.

2. “Secondary” CRA, caused by persistent cerebrastenia (increased mental depletion of mental functions) of various origins, which arose in the early stages of ontogenesis, and therefore the cognitive activity and working capacity are disturbed in the first place.

In the future, on the basis of this classification, KS Lebedinskaya proposed a classification according to the etiopathogenetic principle:

1. The CRA of constitutional origin.

2.ZPR of somatogenic origin.

3. ZPR of psychogenic origin.

4. ZPR cerebral-organic origin.

The classification of V.V. Kovalev (1979) is also interesting. He identifies four variants of CRA, due to the influence of biological factors:

(with non-coarse organic lesions of the CNS);

CRA of a secondary nature with sensory defects (with early visual impairment, hearing),

CRA associated with early social deprivation (for example, with Disonthogenetic hospitalization (with mental infantilism);

Encephalopathic).

  DIAGNOSTICS ATTENTION.

  The technique of "Remember and place the points"

Purpose: This technique estimates the amount of attention a child has. For this purpose, the stimulus material is used. A sheet with dots is pre-cut into 8 small squares, which are then stacked so that a square with two dots is at the top, and a nine-dots square is below (all the others go from top to bottom in order with the number of dots increasing them).

The instruction: “Now we will play the game of attention with you. I will show you one by one the cards on which the dots are drawn, and then you yourself will draw these dots in the empty cells in the places where you saw these dots on the cards. ”

Next, the child sequentially, for 1-2 seconds, shows each of eight cards with points from top to bottom in a stack in turn, and after each regular card it is proposed to reproduce the points seen in a blank card for 15 seconds. This time is given to the child so that he can remember where the points he had seen were and mark them on a blank card.

Assessment of results: The child’s attention span is the maximum number of points that the child was able to correctly reproduce on any of the cards (the card on which the largest number of points was reproduced correctly). The results of the experiment are scored as follows:

10 points

– the child correctly reproduced 6 or more points on the card in the allotted time

8-9 points

– the child accurately reproduced on a card from 4 to 5 points

6-7 points

– the child correctly recovered from memory from 3 to 4 points.

4-5 points

– the child correctly reproduced from 2 to 3 points.

0-3 points

– the child was able to correctly reproduce at most one point on one card.

Conclusions on the level of development

10 points - very high.

8-9 points - high.

6-7 points - average.

4-5 points - low.

0-3 points - very low.

  Methods of studying the level of attention among schoolchildren (Halperin P.Ya., Kabylitskaya S.L.)

Objective: to study the level of attention and self-control of schoolchildren.

Instructions. “Read this text. Check it out. If you find errors in it (including semantic ones), correct them with a pencil or pen. ”

The researcher records the time of working with the text, the behavior of the child (it works confidently, how many times it checks the text, reads to itself or out loud, etc.).

Finding and correcting errors does not require knowledge of the rules, but care and self-control are necessary. The text contains 10 errors.

Text

Old swans bowed before his proud neck. Adults and Dti crowded on the shore. Below them lay an icy desert. I nodded to him in the otofe. The sun reached the tops of the trees and trailed behind them. Weeds live and fruit. I already fell asleep when someone called me. On the table lay a map of this city. Plane here to help people. Soon I managed a car.

Data processing

The number of missed errors is calculated:

0-2 - the highest level of attention;

3-4 - the average level of attention;

more than 5 - low level of attention.

The researcher should pay attention to the quality of the missed errors: the omission of words in the sentence, the letters in the word, the substitution of letters, the continuous spelling of the word with a preposition, etc.

  DIAGNOSTIC MEMORY.

  “Learning 10 words” A.R. Luria.

Purpose: the technique allows you to explore the processes of memory: memorization, preservation and reproduction. The technique can be used to assess the state of memory, voluntary attention, exhaustion of patients with neuropsychic diseases.

Instructions for children. “Now we will test your memory. I will call you words, you will listen to them, and then you will repeat as much as you can, in any order. ”

“Now I will call the same words again, you will listen to them and repeat them - both those that you already called and those that you will remember now. You can call words in any order. ”

Further, the experiment is repeated without instructions. Before the next 3-5 readings, the experimenter simply says: “Once more”. After 5-6 times the repetition of words, the experimenter tells the subject: "In an hour you will call these same words to me again." At each stage of the study is filled in the protocol. Under each reproduced word in the line that corresponds to the number of attempts, put a cross. If the subject calls the word “superfluous”, it is recorded in the corresponding column. An hour later, at the request of the researcher, the subject reproduces the memorized words that are recorded in circles in the protocol without prior reading.

Test material

Examples of the word set:

Table, water, cat, forest, bread, brother, mushroom, window, honey, house.

Smoke, sleep, ball, fluff, jingle, bush, hour, ice, night, stump.

Number, chorus, stone, mushroom, movie, umbrella, sea, bumblebee, lamp, lynx.

Interpretation of results

On the basis of counting the total number of reproduced words, after each presentation, a graph can be constructed: the number of repetitions is laid out horizontally, the number of words correctly reproduced is plotted vertically. The shape of the curve can draw conclusions about the features of memorization. Thus, in healthy children, with each reproduction, the number of correctly-named words increases, weakened children reproduce a smaller number, and may demonstrate a jam on superfluous words. A large number of "extra" words indicate disinhibition or disorders of consciousness. When examining adults for the third repetition, the subject with normal memory usually reproduces correctly up to 9 or 10 words.

The memorization curve may indicate a weakening of attention, pronounced fatigue. Fatigue is recorded if the subject (adult or child) immediately reproduced 8–9 words, and then, each time less and less (the curve on the graph does not increase, but decreases).

  The method of "Reproduction of the story"

Description:

Objective: To determine the level of semantic memory, its volume and features, the ability to memorize texts.

The researcher reads aloud a story containing 12-13 semantic units and 3-4 numbers. Then he asks the subject to write down the main content of the read. To obtain more accurate data, the experiment can be repeated using a different story.

Instruction:

“A short story will be read to you, there are a number of semantic units (fragments of content) in it, all of them in some logical connection. Listen carefully to the story and then write down its main content within three minutes. Proposals can be reduced, keeping their meaning. You can not ask again during work. ”

Test.

“The ship entered the bay (1), despite the strong waves of the sea (2). The night stood at anchor (3). In the morning they came to the pier (4). 18 sailors were released ashore (5, 6). 10 people went to the museum (7, 8). Eight sailors decided to just walk around the city (9, 10). In the evening, everyone gathered together (11), went into the city arcade (12), had a solid supper (13). At 23 o'clock all returned to the ship (14, 15). Soon the ship went to another port (16). ”

“I rode on horseback (1), expecting to arrive at the scene by nine o'clock (2, 3). By this time, all twelve hunters will gather at the lodge (4, 5). The weather suddenly changed (6), a cold pouring rain began (7). Four hours later, the horse began to stumble (8, 9). Suddenly seven partridges flew out of the grass (10, 11). Without hesitating a second (12) I fired my gun (13). The horse flinched (14). I picked the hit birds (15). I came with loot to meet with my fellow hunters (16). ”

Evaluation in conditional points is carried out according to the table.

According to the results of the reproduction of two texts. The order of presentation of the fragments is not taken into account.

  DIAGNOSTICS THINKING.

  Test to assess the verbal-logical thinking:

The child answers the questions:

1. Which animal is more - horse or dog?

2. In the morning people have breakfast. And in the evening?

3. During the day light outside, and at night?

4. Is the sky blue and the grass?

5. Cherries, pears, plums, apples ... - what's this?

6. Why, when the train goes, lower the barrier?

7. What is Moscow, St. Petersburg, Khabarovsk?

8. What time is it? (The child is shown a clock and

Ask to name the time.)

9. The little cow is the calf. Little dog and little lamb - is it? ..

Who is more like a dog - a cat or a chicken?

11. What are car brakes for?

12. What is the similarity between a hammer and an ax?

13. What is common between a squirrel and a cat?

14. What is the difference between a nail and a screw?

15. What is football, high jump, tennis, swimming?

16. What kind of transport do you know?

17. What is the difference between an old person and a young person?

18. Why do people play sports?

19. Why is it considered bad if someone does not want to work?

20. Why do you need to put stamps on the envelope?

When analyzing the answers given by the child, those that are reasonably reasonable and correspond to the meaning of the question are considered correct. High level of development of verbal-logical thinking - if the child answered correctly 15 to 16 questions.

  The technique of "Divide into groups"

This version of the methodology, designed to diagnose the same quality of thinking as the previous one, is designed for children aged 4 to 5 years. The purpose of this technique is to assess the figurative thinking of a child. He is shown the picture below and is offered the following task:

“Look carefully at the picture and divide the figures on it into as many groups as possible. Each such group should include figures, identified by one common feature for them. Name all the figures included in each of the selected groups, and the characteristic by which they are selected. "

To complete the entire task is given 3 minutes.

Stimulus material to the method of "divided into groups."

Evaluation of results

10 points - the child singled out all groups of figures in less than 2 minutes. These groups of figures are as follows: triangles, circles, squares, rhombuses, red figures (they are black in the figure), blue figures (shaded in a ruler), yellow figures (squared), large figures, small figures. , The same figure in the classification may enter into several different groups.

8-9 points - the child singled out all groups of figures in a time from 2.0 to 2.5 minutes.

6-7 points - the child singled out all groups of figures in a time from 2.5 to 3.0 minutes.

4-5 points - during 3 minutes the child managed to name only from 5 to 7 groups of figures.

2-3 points - during 3 minutes the child managed to select only from 2 to 3 groups of figures.

0-1 point - during 3 minutes the child managed to select no more than one group of figures.

Conclusions on 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.

DIAGNOSTICS OF PERCEPTION.

  Technique "Find out who it is"

Before applying this technique, the child is explained that he will be shown parts, fragments of a certain pattern, according to which it will be necessary to determine the whole to which these parts belong, i.e. in part or fragment to restore the whole picture.

Psychodiagnostic examination using this technique is carried out as follows. The child is shown a drawing in which all fragments are covered with a sheet of paper, except for fragment “a”. The child is invited for this fragment to say what the overall picture belongs to the image shown. The solution to this problem is 10 seconds. If during this time the child failed to correctly answer the question, then for the same time - 10 seconds - he is shown the next, slightly more complete drawing “b”, and so on until the child finally realizes that depicted in this figure.

The time that the child spent on solving the problem as a whole and the number of fragments of the drawing that he had to review before making the final decision is taken into account.

Evaluation of results

Pictures to the “Know who it is” technique

10 points - child by image fragment<а>  in less than 10 seconds, managed to correctly determine that the whole figure shows a dog.

7-9 points - the child has determined that this picture shows a dog, only from a fragment of the image “b”, having spent on it as a whole from 11 to 20 seconds.

4-6 points - the child has determined that this is a dog, only by fragment “c”, having spent from 21 to 30 seconds to solve the problem.

2-3 points - the child has guessed that this is a dog, only from the fragment “g”, having spent from 30 to 40 seconds.

0-1 point - the child for a time longer than 50 seconds could not even guess what kind of animal it was, after reviewing all three fragments: “a”, “b” and “c”.

Conclusions on the level of development

10 points - very tall.

8-9 points - tall.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

  Test "What items are hidden in the pictures?" (assessment of the child's perception)

The method allows to evaluate the perception of the child from various sides, identifying at the same time the child’s ability to form images, to draw conclusions connected with them and to present these conclusions in verbal form. The method is designed for children 4-6 years.
The child is explained that he will be shown several contour drawings in which many objects known to him are “hidden”. Next, the child is presented with a drawing and is asked to consistently name the outlines of all the objects “hidden” in its three parts: 1, 2 and 3.

The task execution time is limited to one minute. If during this time the child failed to complete the task, then it is interrupted. If the child copes with the task in less than 1 minute, then the time taken to complete the task is recorded.
Note. If the person conducting psychodiagnostics sees that the child begins to hurry and prematurely, without finding all the items, moves from one drawing to another, then he should stop the child and ask him to look in the previous drawing. You can proceed to the next drawing only when all the items in the previous drawing are found. The total number of all items "hidden" in the figures is 14.
Evaluation of test results
10 points - the child named all 14 objects, the outlines of which are on all three figures, spending less than 20 seconds on it.
8-9 points - the child named all 14 items, spending on their search from 21 to 30 seconds.
6-7 points - the child found and named all the items from 31 to 40 seconds.
4-5 points - the child solved the task of finding all items in the time from 41 to 50 seconds.
2-3 points - the child coped with the task of finding all the items in a time from 51 to 60 seconds.
0-1 point - for the time longer than 60 seconds, the child could not solve the task of finding and naming all 14 objects “hidden” in three parts of the drawing.
Conclusions about the level of perception
10 points - very high.
8-9 points - high
4-7 points - medium
2-3 points - low
0-1 point - very low.

  DIAGNOSTICS OF SPEECH DEVELOPMENT.

  Method "Spell the words"

The following methodology determines the vocabulary that is stored in the active memory of the child. An adult calls a child a word from the corresponding group and asks him to independently list other words belonging to the same group.

Each of the groups of words listed below is assigned 20 seconds each, and in general, 160 seconds to complete the entire task.

1. Animals.

2. Plants.

3. Colors of items.

4. Forms of items.

5. Other signs of objects, except form and color.

6. Human actions.

7. Ways to perform human actions.

8. The quality of human actions.

If the child himself finds it difficult to begin the enumeration of the necessary words, then the adult helps him, naming the first word from this group, and asks the child to continue the enumeration.

Evaluation of results

10 points - the child called 40 or more different words relating to all groups.

8-9 points - the child named from 35 to 39 different words belonging to different groups.

6-7 points - the child called from 30 to 34 different words associated with different groups.

4-5 points - the child called from 25 to 29 different words from different groups.

2-3 points - the child named from 20 to 24 different words associated with different groups.

0-1 point - the child for all the time called no more than 19 words.

Conclusions on 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.

The method of "Determining the active vocabulary"

The child is offered any picture in which people and various objects are depicted (for example, the one shown below). He is asked within 5 minutes to tell as much as possible about what is depicted and what is happening in this picture.

Picture. Approximate picture to the method designed to determine the active vocabulary of a child of primary school age:

payment order

Recorded speech signs

Frequency of use of these signs by the child

Nouns

Verbs

Participles

Verbal adverbs

Initial adjectives

Comparative adjectives

Superlative adjectives

Unions

Prepositions

Particles

Homogeneous sentence members

Complicated sentences with unions like “and”, “a”, “but”, “yes”, “or”, etc.

Complicated sentences connected by subordinate unions of the type: “which”, “because”, “because”, etc.

Introductory constructions that begin with the words “first,” “in my opinion,” “I think,” “I think,” etc.

This protocol notes the frequency with which a child uses various parts of speech, complex sentences with unions, and introductory constructions, which indicates the level of development of his speech. During the psychodiagnostic experiment, all these features included in the protocol form are noted in its right-hand side.

Evaluation of results

10 points a child receives if at least 10 of the signs listed in the protocol are found in his speech (story based on a picture).

AT8-9 points his speech is evaluated when at least 8-9 different protocol signs are found in it.

6-7 points for his speech, the child earns in the presence of 6-7 different signs.

Score in4-5 points he is given for the presence in the speech of 4-5 different signs.

2-3 points - 2-3 signs are present in speech.

0-1 point - there is no story or there are 1-2 words in it, which represent a single part of speech.

Conclusions on 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.

DIAGNOSTICS OF EMOTIONALLY-WILLED SPHERE.

  The technique of "Merry - sad"

Description:

The method allows to reveal the ideas of children aged 6-7 years about the emotionally significant aspects of their life.

Instruction:

Think about how the story ended.

“Petya came from school sad. His mother asked: "Why are you so sad?" And Petya answers: "Because our teacher Nina Petrovna ..." "What's next, Petya said?

Such situations are offered with a cheerful boy who has returned from school, as well as with cheerful or sad boys who have returned from kindergarten.

Processing and interpretation of test results:

The children's responses are distributed in four types.

1. "Mark" : funny - because the teacher put the five, put a good mark; sad - because she put a deuce, put a bad mark, etc.

2. "Direct relationship with the teacher (tutor)" : praised, punished, scolded, kicked out of class, was kind, angry, and so on.

3.   "Teacher - lessons" : the teacher (teacher) fell ill, came in today, moved to another school. This includes answers in which the reason for a good (bad) mood is the presence or absence of lessons (classes).

4. "Activity Content" : answers containing indications of difficulty (ease) of the task, the presence or absence of entertainment, the execution of regime moments, etc.

They make conclusions about age-related changes in children's ideas about emotionally significant moments in the life of a kindergarten and school.

  Methods of diagnosis of children's fears (A.I. Zakharov).

Purpose:   identifying the number and group of children's fears
Procedure:   carried out in the form of a survey, conversation, the child is asked a question: "Tell me, please, are you afraid or not ..."
Instructions for the child:   "Please tell me if you are afraid or not ..."
Processing Results: on the basis of answers about the number of fears in children, the presence of a large number of various fears - this is an important indicator of the preneurotic indicator, such children should be considered at risk and special work should be performed, consultation with a child psychoneurologist can be shown.

These fears can be divided into several groups:

Medical (pain, injections, doctors, diseases, blood)

Physical damage (transportation, fire, elements, war, sounds)

Fear of death (die)

Animal and fairytale characters

Nightmares, darkness

Social fears (people, loneliness, being late, children, punishment)

Spatial (height, water, enclosed space)

What fears prevail, what is the reason, the intensity of the experience, the technique allows you to hold the next conversation (why are you afraid - a deep interview).

Protocol Instruction : "Tell me, please, are you afraid or not ..."

stay alone

get sick

die

some children

educators

that they punish you

babu Yaga, Koschey, Barmaley

scary dreams

darkness

wolf, bear, spider, snake

cars, trains, airplanes

storms, thunderstorms, floods

heights

in a small dark room, toilet

water

fire, fire

war

doctors other than dental

of blood

injections

the pains

sharp sounds (suddenly something falls, knocks).

Answer form

FULL NAME.________________________________________________.
Age_________________
The date of the_______________________

Do not let your child overwork; at the slightest sign of fatigue, it is necessary to change the content of the activity.

Try to maintain emotional well-being.

Training in emotional self-control.

Assignments should be based on the principle from simple to complex.

Teachers need to strive for an individual approach.

It is important to adhere to consistent requirements in communicating with the child.

Try to diversify the work at the lesson. Optimally spend about seven shifts of activity per lesson. Desirable tasks that do not imply a shortage of time for their implementation.

Do not compare the child with other children or the standard, do not make excessive or low requirements.

Immediately promote the success and achievements of the child.

Introduce problem-based learning, increase student motivation, using game elements in the learning process. Giving more creative, developing tasks and avoiding monotonous activities.

For reinforcement of verbal instructions use visual materials (pictures, diagrams, sample, etc.).

Create situations of success in which the child would have the opportunity to show their strengths.

Psychocorrectional activity should be diluted with gaming activities, drawing, modeling, etc.

For speech development of the child must refer to a speech therapist.

Carrying out the diagnosis of children with CRA, I strictly adhere to the following rules:

Before starting the examination I establish a steady positive contact with the child;

During the survey I support the child’s interest in the tasks to be carried out;

Various types of assistance to the child are strictly metered and must be recorded in the examination protocol;

Each type of task begins with a light (training) version, so that the child will understand what the task is and feel satisfaction from his successful implementation;

I offer the child multifunctional tasks that provide an assessment of several indicators of cognitive development at once;

The duration of the test does not exceed 20 minutes; at the first signs of fatigue I switch to another type of work;

I individualize the sequence of presented tasks (easy / difficult, verbal / non-verbal, training / games), alternating tasks with regard to the leading analyzer (visual, auditory, tactile, kinesthetic);

When presenting multi-link instructions, I use simple grammatical speech constructs, I provide for the repeated stage-by-stage presentation of the task (I divide the instructions into separate semantic links).

Evaluating the performance of each individual task, I analyze the following indicators:

The child’s ability to organize his activities: how he proceeds to perform the task, how expressed is the orientation stage in the task, how the work process itself proceeds (actions are planned or chaotic, whether impulsive reactions, “field” behavior are typical);

Ways of work (rational / non-rational) used by the child in the performance of the task: visual correlation, try-on, unsystematic, repetitive actions;

The ability of the child to control their activities, notice mistakes in work, find and correct them;

The ability of the child to be guided by the sample: the ability to work on the model, to compare their actions with the sample, to carry out a phased control

The attitude of the child to the result of his work: whether he is interested in the final result; demonstrates an indifferent attitude; focuses on the assessment of the experimenter, and not on the result itself.

Understanding the content of the task, the susceptibility to help, the ability to carry out the transfer of the shown method to a similar task.

These data during the survey must be recorded in the protocol.

By diagnosing psychological readiness for school, I set the following tasks:

Determining the level of personal and intellectual development of the child.

With a variety of existing methods of such diagnostics, the main problem lies in the optimal choice of specific methods taking into account the category of children studied. The main criteria for me to choose as individual methods of psychological examination, and their combination as a whole are the following conditions:

The survey program should contain the necessary and sufficient components for the conclusion of the child's psychological readiness for school;

The methods used should provide for certain measures of assistance necessary for the performance of tasks for children with CRA;

The survey should not be too long due to the peculiarities of the health of children with CRA.

Given the above criteria for the diagnosis of psychological readiness for school, we have developed a program that includes 5 blocks:

Block number 1. Diagnosis of spatial perception; memory (methods "Recognition of figures", "House" N. I. Gutkina).

Block No. 2. Diagnostics of voluntary attention and regulation of activity (methods of “Graphic pattern”, auth. N. V. Babkin; Pieron-Ruther test, “Compare pictures”).

Block No. 3. Diagnostics of mental development (Methods “Elimination of the superfluous”, “Labyrinth” by L. A. Wenger, “Matrix problems of Raven”, “Mosaic” (an adapted version of the methodology “Coos Cubes”), logical tasks of the author. N. V. Babkina, "Analogy").

Block 4. Diagnostics of general awareness and development of speech (in free conversation).

Block number 5. Diagnosis of educational motivation formation (using the questionnaire L. I. Bozhovich and N. I. Gutkina).

It should be noted that some of the conventions for classifying techniques to certain blocks, since most of them are multifunctional. When analyzing the results of diagnostics of children for each of the content blocks, I recommend using the data obtained during the entire survey program. So, for example, information on the formation of spatial perception obtained using the techniques presented in block 1 can be supplemented with features of the implementation of the techniques Graphic Pattern (block 2), Mosaic, Labyrinth (block 3).

When analyzing the results of the assignments, it is necessary to take into account the completeness of accepting the assignment, keeping the goal throughout the entire period of its fulfillment, planning the stages of activity and their implementation, monitoring and evaluating the results.

To study the readiness of children to master the methods of organizing their own activities, certain levels of stimulating and organizing assistance have been developed, which are offered to the child sequentially, with a gradually increasing volume of external regulation of his actions. The amount of assistance that is sufficient for the successful completion of the task serves as an indicator of the “zone of proximal development”, that is, the child’s potential opportunities that are actualized in collaboration with an adult.

children with CRA 7th year of life

DIAGNOSTICS OF SPATIAL PERCEPTION

1. To study the processes of perception and recognition, the volume of short-term visual memory using the method of "Recognition of figures."

A sheet of paper with images of figures is presented to the child and the task is given to carefully examine the figures. Then the child gets another piece of paper with images. On it, he from memory should find the figures that were in the first figure.

Children referred to the 1st level of development, concentrate attention, carefully examine all the elements of the depicted figures. The productivity of differentiating them among similar ones is quite high (6–8 figures out of 9).

Children belonging to the 2nd level are not so attentive, therefore the productivity of their memorization and recognition is lower (5 figures of 9).

The third level of development includes children who, in case of involuntary memorization, identify 3-4 figures of 9. However, if a setting for memorization is given when the task is repeated, this significantly improves the result (5-7 figures).

The level 4 includes children who recognize less than 3 figures.

2. Diagnostics of the formation of spatial representations, voluntary attention, sensorimotor coordination and fine hand motor skills are carried out using the “House” technique (author N. I. Gutkina).

The child receives a task to draw a picture depicting a house, the individual details of which are composed of elements of capital letters. The task allows you to identify the child's ability to navigate in their work on the sample, the ability to accurately copy it. The sample is drawn on the board. The child can contact him throughout the entire time of the assignment. Task execution time is not limited.

The 1st level of development includes children who perform the task with virtually no errors. All the details of the picture are correctly located in space and in relation to each other. The axis of the pattern (horizontal-vertical) is not shifted. Starting the task, the children are focused, externally collected. In the course of work often refer to the sample, checked with him.

The 2nd level of development includes children who made 2–3 errors or inaccuracies: proportional reduction or increase in the figure, mildly disproportionate details in relation to each other, lack of focus on individual parts, etc. When checking the results of their work, children notice errors and correct them.

In preschool children, attributable to the 3rd level, the proportions of the drawing and the proportions of details in relation to each other are grossly violated. The wrong spatial arrangement of details of the picture, the absence of some details, the displacement of the pattern or its individual elements along the axis are observed. The number of errors increases to 4 - 5. These children tend to be distracted during the execution of the task. Error correction is possible only with a direct reference to them.

The 4th level of development includes children, in the drawings of which there are no separate elements. Details of the picture are located separately from each other or placed outside the outline of the picture. There are marked rotations of the figure or its parts by 90-180 °. Children practically do not use the sample in the process of performing the task. Direct indication of an error does not lead to its correction. The number of errors is more than 6.

The following are considered erroneous actions when copying a sample: the absence of an element (the right and left parts of the fence are evaluated separately); replacing one element with another; wrong item image; line breaks in the places where they should be connected; hatching lines out of the contour; increase or decrease of the entire pattern or individual parts by more than two times; changing the slope of the lines by more than 30 °; wrong spatial arrangement of the picture.

When analyzing a child's drawing, I draw attention to the nature of the lines: very bold or “shaggy” lines may indicate anxiety in a child. But such a conclusion cannot be made on the basis of only one figure. I check the suspicion with special experimental methods for determining anxiety (Test of anxiety (R. Temmpl, V. Amen, M. Dorki).

DIAGNOSTICS OF ARBITRARY ATTENTION AND REGULATION OF ACTIVITY

1. Diagnosis of attention, the ability to act according to the rule, self-control, spatial orientation, fine motor skills I spend using the technique of "Graphic pattern."

The child is given the task to redraw the graphic pattern on the sample (first stage of the task) on the notebook sheet into a cell and continue it independently to the end of the line (second stage of the task). The sample remains on the board for the duration of the assignment. During the assignment, the accuracy of the copy of the sample and the correctness of the subsequent reproduction of the pattern are evaluated.

The 1st level of development includes children who have completely coped with the task and have not committed a single mistake. They accurately copy the pattern and continue the pattern to the end of the line. These children work attentively, with concentration, constantly checking the sample.

The preschool children belong to the 2nd level of development, who also successfully complete the task, but there are some inaccuracies in their works, which the children correct by checking their results with the sample.

The 3rd level includes children who accurately copied the pattern of the pattern, but made mistakes when performing its continuation, which requires developed self-monitoring skills. These children are distinguished by high motor disinhibition, rapid depletion of attention, they cannot concentrate on purposeful activity.

Level 4 includes children who initially cannot copy a graphic pattern from a visual sample, which indicates unformed skills of voluntary attention and weak spatial orientation.

If during the frontal work the child, performing the task, demonstrates the 3rd or 4th levels of development, I separately offer this type of task with an individual form of organization of diagnostics. In this case, another graphic pattern is offered. I record in the protocol which form of assistance leads the child to the correct execution of the task: only the presence of an adult (without active intervention in the process of completing the task), step-by-step stimulation of activity (encouraging statements), step-by-step planning of actions (discussion of each subsequent action).

2. To study the arbitrary regulation of activities (the child’s programming of his own actions and their control, retention of instructions, distribution of attention on a number of signs), I use the Pieron-Ruser test.

For work, children need a simple pencil and a blank with the image of geometric shapes (4 types) located at the same distance from each other in a 10 × 10 square matrix. The experimenter draws on the board a sample of how to fill the shapes. Symbols (symbols: point, plus, vertical line, etc.) are put in three figures. The fourth figure is always "empty." The sample on the board remains until the end of the work. It is advisable to use three options for the job:

Option 1 (traditional) provides an opportunity to analyze the focus of the activity, the ability to keep the instruction, determine the total time of work, as well as the number of figures filled in each minute (the dynamics of changes in the pace of activity), and calculate the number of errors.

Option 2 (with instructions to perform the task repeatedly as carefully as possible, do not rush, concentrate as much as possible, check the correctness of performance) allows you to analyze the possibilities of activating self-regulation skills with the organizer assistance of the experimenter.

Option 3 (filling figures with other symbols; given immediately after option 1 or option 2) is used to evaluate individual switching options and automate skills when changing instructions.

In the process of completing tasks, the number of figures filled in each minute is recorded. In the survey report, the experimenter notes from when the child begins to work from memory, how often he refers to the sample, whether the speech regulates the activity, distracts in the course of the assignment, etc. When analyzing the results of the work, the time spent on its execution is recorded and the number of errors.

3. Diagnostics of arbitrariness of cognitive processes, use of the technique “Compare pictures”.

The child must find as many differences as possible between two similar pictures.

The 1st level of development includes children who independently found all 10 differences. They purposefully compare pictures, do not distract, they themselves count the number of differences found.

Level 2 includes children who are able to find 5-7 differences on their own. The help of a psychologist, directing their attention to a specific fragment of the picture, allows you to find all the differences.

Level 3 includes children, who stop targeted search after finding 3 - 4 differences. To continue the work they need the help of a psychologist, which consists in actively directing the child’s attention to a specific difference.

The 4th level of development includes children who, after finding one difference, begin to enumerate everything that is drawn in the picture. The fulfillment of the task by these children is possible only with the active involvement of the adult in the joint analysis of the drawings and the retention of the child’s attention to the activity.

In the survey report, I record all the features of the child’s task, the total time the task was completed and the time the child was actively involved in activities, types of assistance.

MENTAL DEVELOPMENT DIAGNOSTICS

1. To identify the degree of mastery of visual analysis and synthesis - combining the elements into a holistic image (visual-effective level of thinking) using the “Mosaic” method.

The basis of this subtest is the “Coos Cubes” technique, however, the test material is somewhat modified (cards are used instead of cubes).

Children are encouraged to make a two-color picture on the model from the available set of three types of cards.

The activities of children in the performance of this task are assessed according to the following parameters: attitude to the task, presence (or absence) of a period of orientation in the task, method of implementation, purposefulness of the activity, formation of spatial analysis and synthesis operations, implementation of self-control.

The 1st level of development includes children who are most easily coped with the task. They show concentration and concentration when listening to instructions. These children have a period of orientation in the task. They carefully examine the sample, from time to time looking at the chaotically located components. Sample analysis leads to targeted activity without excessive manipulation of elements. Each stage of the activity ends with a comparison with the sample.

Children attributed to the 2nd level of development of the task, also work intently, without being distracted. They have a well-defined orientation stage, but there is a lower formation of spatial analysis and synthesis operations. The mental division of the figure into 4 blocks at first presents difficulties for them. However, after a brief manipulation of the cards, the children correctly carry out this task.

Children with a less pronounced period of orientation to the sample belong to the 3rd level of development, and mental dismemberment causes them difficulties. They express doubt in the possibility of independent performance of the task. In some children, the task causes an increased physical activity, a chaotic search of components. When performing a task, they often destroy the already correctly composed part of the “mosaic”. Such an irrational way can be explained by the impulsiveness of these children, the unformed functions of voluntary attention, as well as the insufficient formation of spatial analysis and synthesis. This group of children takes care well. After the conditional division of the task into multiple stages and external guidance, the task is carried out successfully by them.

Level 4 includes preschoolers who cannot cope with the task and do not accept help.

2. To identify the level of development of visual-figurative thinking and the use of conditionally-schematic images for orientation in space, I use the “Labyrinth” technique (author L. A. Wenger).

This technique is aimed at diagnosing the ability of the child to step by step align the pattern with the scheme in accordance with the rule, organize their cognitive activity, act in accordance with the goal. In carrying out the assignment, the child’s ability to work in terms of schemes and signs, to solve a problem, taking into account a number of signs, to take into account the whole space and its individual elements, is assessed.

The 1st level of development includes children who exhibit greater cognitive activity, concentration of attention when considering a plan and progressing according to a scheme. They have practically no erroneous moves.

Preschoolers, attributed to the 2nd level, differ from the previous group by a longer period of orientation according to the plan. They allow a small number of erroneous moves, but immediately correct the error.

Preschoolers who completed the task at the 3rd level, also show great interest. However, individual characteristics, difficulties in spatial orientation and concentration of attention do not allow these children to be equally successful.

The 4th level includes children who are not able to navigate the plan and relate their actions to the scheme.

To facilitate the assignment of children who demonstrated the 3rd and 4th levels of success, you can give instructions as follows: "Help the mice find the treasure of Cat Leopold."

3. Diagnostics of the ability to generalize and abstraction, the ability to highlight the essential features is carried out using the “Exclude too much” technique (research on subject and verbal materials).

The child is invited to answer the following questions:

What is superfluous?

Why? Name the distinctive feature.

How can the three remaining subjects be described in one word?

Children belonging to the 1st level cope with the verbal variant of the task and are able to make a correct generalization, while using adequate generic concepts.

The 2nd level includes children who correctly perform the verbal version of the task, but at the same time need in the means of external disciplining of mental activity (leading questions, repeating the task). They have the necessary generic concepts, but they find it difficult to concentrate, to keep the task in memory. The objective variant of the technique does not cause any difficulties for these children.

For children assigned to level 3, repeated repetition of the task is necessary to maintain attention. They need additional clarification, often on visual material. They hardly recall the names of some objects, but the most difficult thing for them is the selection of a generalizing word for a particular group of objects.

By the 4th level include children who are not fully cope with the task.

If the child is hard to pick up a generic word during the assignment, I narrow the search, for example, asking the question: “Is it furniture, dishes or clothes?”

Activating a passive dictionary with associations is quite effective, for example, a child can be asked: “What does mom wash after dinner?” In the survey report, I must indicate which additional types of assistance were used.

4. I identify the level of development of the main components of visual-figurative thinking: visual analysis of the whole space and its individual parts, visual image manipulation, identification of patterns (patterns of image of both the whole and logical patterns) is carried out using the Raven Matrix Problem method.

The method allows to assess the child’s ability to establish identities in simple drawings, establish identities in complex drawings, and solve problems for simple analogy.

Children attributed to the 1st level of development solve problems of all types: establishing identities in simple drawings (A4), establishing identities in complex drawings (A7, A10), identifying simple analogies (B9, B10). They independently analyze a simple visual situation, single out essential features in it and carry out their mental synthesis. At the same time, attentive listening of instructions, purposeful mental activity, and self-control are noted.

Preschoolers, attributable to the 2nd level, also cope with all types of tasks, but for the successful implementation of tasks of the third type (identification of simple analogies) they need help. In the future, they learn the principle of the solution and act already unmistakably.

Children who perform the task in part belong to the 3rd level of development. The greatest difficulties cause them tasks of the third type to establish simple analogies. Tasks of the second type (establishing an identity in complex drawings) are solved with varying success (depending on the degree of concentration of attention). Errors that draw their attention immediately corrected. Tasks of the first type (establishing an identity in simple drawings) do not cause difficulties and are carried out independently and quickly.

The 4th level includes children who deal only with the first task. In carrying out assignments of the second and third types, they simply randomly list possible answers, avoiding intellectual effort.

5. To diagnose the understanding of logical relations, the ability to correlate two judgments to obtain a conclusion, the “Logic problems” method is used.

Children are presented with two plot-logic tasks (one with a direct statement, the other with a reverse), for example:

Malvina and Little Red Riding Hood drinking tea with jam. One girl drank tea with cherry jam, the other - with strawberry. What kind of jam did the Red Riding Hood tea drink to, if Malvina drank tea with strawberry jam? (problem with direct assertion).

Pinocchio and Piero competed in accuracy. One of them threw stones at the target, the other - cones. What threw in goal Pinocchio, if Piero did not throw cones? (problem with the inverse statement).

During the assignment, the following is evaluated: attitude to the assignment, the effectiveness of memorizing the condition, the ability to relate two judgments to get a conclusion.

Children attributed to the 1st level of development, carefully listen to the condition of the problem, repeat it to themselves and do not hurry with the answer, they answer confidently and correctly.

Children of the 2nd level of development solve the problem with the help of a teacher who constantly supports their attention on the condition of the task, helps “not to slip” from the necessary thought.

Children of the 3rd level have persistent difficulties in solving the problem with the opposite statement. With the help of a teacher, the analysis of these tasks is successful. Children are willing to accept help and are interested in finding a solution.

Children of the 4th level cannot cope with the tasks of this type due to the complexity of the analysis of verbal information and unformed skills of arbitrary behavior.

If there are obvious difficulties in solving logical problems, you can use the personification technique, namely, to include the tasks in the statement as one of the characters of the child himself. As a rule, such a technique greatly facilitates the implementation of logical operations. In the survey report, it is necessary to note how effective this type of assistance turned out to be and whether the child could later perform the task with the test material.

DIAGNOSTICS OF KNOWLEDGE AND REPRESENTATIONS ABOUT THE ENVIRONMENT AND DEVELOPMENT OF SPEECH

The survey is conducted in the form of an experimental conversation to identify general awareness, it allows you to get a description of children's awareness of family, work of adults and seasonal natural phenomena.

The 1st level of development includes children with a high communicative need. Their vocabulary is differentiated and rich, speech statements are expanded and correctly structured. Children have knowledge of both a specific and abstract nature, purposefully display cognitive interest in the natural, subject and social world. They can establish causal relationships, know the seasons, describe their signs. When defining concepts, they use their tribal affiliation, they know the norms of behavior and can tell about them.

Children attributed to the 2nd level are characterized by speech inertness and low cognitive activity. They have a certain amount of knowledge about the world around them, but this knowledge is fragmentary, unsystematic, related mainly to areas that are attractive to the child or are based on previously acquired experience. For example, to the question “Where does mom work?” They answer: “At work”, “Earn money”, etc. Their vocabulary is limited, there is an insufficient development of speech utterance and a violation of the grammatical structuring of speech. These children confuse the seasons and months, but after indicating a mistake, they immediately correct it.

To the 3rd level of success are children who are characterized by reduced communication needs. Their speech is situational, the dictionary is poor and not differentiated. The content of many concepts is inaccurate, narrowed, and their use is incorrect. The speech of these children is saturated with many improperly or primitively constructed structures, a coherent speech statement is a little purposeful. Children do not manage their speech well, they easily slip off to other topics, often repeat the same phrases.

Children attributed to the 4th level are not able to answer the questions posed. The pronounced deficiency of knowledge prevents them from coherently describing even familiar objects or phenomena. Children know almost nothing about the world around them, except for what they face daily. There are almost no manifestations of cognitive interest: it is situational and short-lived. The information that an adult offers is largely ignored or triggered by a protest.

DIAGNOSTICS OF FORMED EDUCATIONAL MOTIVATION

The formation of the “inner position of the student” (according to Bozhovich), as well as the development of the motivational need sphere, is revealed in a free conversation using the questionnaire L. I. Bozhovich and N. I. Gutkina (Appendix 1)

During the conversation, you can determine whether the child has cognitive and educational motivation, as well as the cultural level of the environment in which he grows. The latter is essential for the development of cognitive needs, as well as personal characteristics that promote or impede successful schooling.

During the conversation, the child is asked 11 questions. In answering question 1, it is important to pay attention to how the child explains his desire to go to school. Often, children say that they want to go to school to learn how to read, write, etc. But some children answer that they want to go to school because they are bored in kindergarten or do not like to sleep there during the day, etc. that is, the desire to go to school is not related to the content of educational activities or the change in the social status of the child.

If a child answers in the affirmative to question 1, then, as a rule, to question 2 he answers that he does not agree to remain in kindergarten or at home for another year, and vice versa. Questions 3, 4, 5, b are aimed at clarifying the child's cognitive interest, as well as its level of development. The answer to question 7 gives an idea of ​​how the child relates to difficulties in work: tries to avoid them, calls for help from adults, or asks them to be taught how to cope with the difficulties that have arisen on their own.

If the child still does not really want to become a student, then the situation proposed in question 9 is quite satisfactory and vice versa.

If a child wants to learn, then, as a rule, in the game of school (question 10) he chooses the role of a student, explaining that he wants to learn, and prefers that the lesson in the game is longer than the change, so that he can engage in learning activities longer (lesson 11) . If the child does not really want to learn, he, accordingly, chooses the role of the teacher and prefers change.

Question 8 is not informative, since practically all children answer it in the affirmative.

It is believed that children have a high level of motivational readiness for learning, if they explain their desire to go to school by saying that they “want to be smart,” “know a lot”, etc. These children are referred to the 1st readiness level. In the game of school, they prefer the role of a student, in order to "carry out tasks", "answer questions." At the same time, they reduce the content of the game to real learning activities (reading, writing, solving examples, etc.).

The 2nd level of readiness includes children who also express a desire to go to school, explained, however, by external factors: “they don't sleep at school during the day”, “interesting breaks at school”, “everyone will go and I will go”. Such children usually prefer the role of a teacher in games: “I don’t want to do the teacher to be more interesting”, I don’t want to do the tasks, and so on.

The third level includes preschoolers who demonstrate indifference in relation to this issue: “I don’t know,” “if parents lead, I will go,” and so on.

The 4th level of readiness includes children who are actively not willing to go to school. In most cases, they explain this reluctance by the “negative” experience of familiar schoolchildren (“it is difficult at school,” “parents are blamed for poor grades,” etc.). In the game of school, children prefer the role of a teacher: “I want to be the main one”.

Methods “House”, “Graphic pattern”, Pieron-Ruther test are held frontally, and the rest - individually. The time of the survey depends on the individual characteristics of the child (pace of work, level of fatigue, fluctuations in motivation, etc.).

Special attention in the study of children's psychological readiness for school, I give arbitrariness, ensuring the full functioning of all mental functions and behavior in general. The development of arbitrariness is a multi-component process that requires the mandatory formation of an integrated system of conscious self-regulation. This system includes the ability to retain the goal of the activity performed, draw up a program of performing actions, form a model of significant activity conditions, ability to use feedback and correct mistakes made both during the activity itself and at its end. Successful implementation of any activity is possible only with such an integrated system of arbitrary self-regulation.

From the very first steps, the schooling process relies on a certain level of development of self-regulation of activity. In this regard, I consider it of fundamental importance to determine the level of conscious self-regulation of cognitive activity among children with PZD in the framework of diagnostics of readiness for education in school.

For the system analysis of the results of performing diagnostic methods and determining the level of formation of conscious self-regulation of the cognitive activity of children with CRA, the parameters characterizing various skills of conscious self-regulation of activity are highlighted:

Set and retain goals;

To organize their own efforts for a long time;

Choose ways of action and organize their consistent implementation;

Evaluate interim and final results of activities;

Correct mistakes.

Special attention should be paid to the analysis of the conditions for accepting a task and retaining the purpose of the activity, the ability to follow the instructions of an adult and act according to the rules in frontal and individual work.

On the basis of the selected indicators, four levels of the formation of self-regulation of cognitive activity in children with advanced preschool age are defined and described.

Level 1: Children strive to complete the task with maximum efficiency. Throughout the survey, activity and concentration are quite high. The work clearly observes orientation (setting and retaining goals, determining meaningful conditions), prognostic (planning activities) and performing (forming and maintaining a mode of action) stages of conscious self-regulation of activities. In the process of completing the assignment, children independently carry out intermediate and final control. At the same time, they are guided by the model, in some cases, they recite the sequence of actions aloud. The purpose of the task is retained throughout the entire period of its implementation, the results are adequately evaluated. As a rule, children, after a correctly completed assignment, ask for the next assignment of the same or increased degree of difficulty. The presence of an adult, external motivation and the form of presentation of the task are not significant for these children. They are situationally independent.

Level 2: children are willing to accept the task, but quickly distracted from it. To maintain the activity, external motivation and actualization of personal experience are necessary. Children follow the instructions of the experimenter, but independent performance of tasks (in the absence of an adult or during frontal work) causes difficulties. To perform the task, they often start on impulse. The orientation stage of conscious self-regulation of activity is difficult and requires external stimulation. The prognostic and performing stages are formed: children are able to plan their activities, choose methods of actions and organize their consistent implementation. The final and intermediate control is carried out by the children of this group only with the reminder of an adult. As a rule, the children of this group, after a correctly performed easy task, prefer the light again (avoiding failure). When analyzing the results of the assignment, they are adequate; they can analyze the reasons for failure. Manifestations of self-regulation of cognitive activity in children of this group are situationally dependent. The effectiveness of the assignment is significantly influenced by the presence of an adult, as well as reliance on personal experience.

3rd level: children willingly start performing tasks if they are playful in nature. Long-term retention of their attention on one type of activity is difficult. In carrying out the task, the children accept only the general goal of the activity, while they are not aware of (or lose) most of the rules for carrying out the task. It is difficult for them to organize their own efforts for a long time. Thus, they have difficulty in both the organizational and prognostic stages of conscious self-regulation of activity. In carrying out the assignment, children need not only the presence of an adult, but also his active participation in the formulation and preservation of the purpose of the activity, the determination of significant conditions for achieving the goal, drawing up a program of action and choosing the methods of action, evaluating and correcting the results of activity. These children are not sufficiently adequate in assessing their success (most often they claim that they have coped with the task), the causes of difficulties are difficult to name. Tasks that are entertaining in content but not successfully completed by children are rated as easy. After an incorrectly executed easy task, they ask for a difficult one. These children show a significant situational dependence of the success of the activity on the participation of an adult and the form of presentation of the task.

4th level: children are very reluctant to accept assignments, often get distracted, get tired quickly, move away from intellectual efforts, get distracted from the essence of the assignment and go on to discuss nonessential details. Children can not perform the task on their own, they need active participation of an adult not only in determining the purpose and meaningful conditions of activity, drawing up a program and choosing methods of actions, but also at the performing stage of self-regulation of cognitive activity (realization of actions). Feeding material in a game form often leads a child away from a common goal, and he begins to play. When analyzing the results of work, children are inadequate. Often, instead of assessing their success, they say that they liked the character or plot of an assignment. These children do not show obvious situational dependence: they are equally unsuccessful in situations of different external motivation and with various forms of presenting the task.

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1 Definition of psychological readiness for schooling

Carrying out the diagnosis of children with CRA, I strictly adhere to the following rules:

Before the examination, I establish a steady positive contact with the child;

During the survey, I support the child's interest in the tasks being performed;

Various types of assistance to the child are strictly metered and must be recorded in the examination protocol;

I begin each type of task with a light (training) option, so that the child will understand what the task is about and feel the satisfaction of successfully completing it;

I offer the child multifunctional tasks that provide an assessment of several cognitive development targets at once;

The duration of the test does not exceed 20 minutes; at the first signs of fatigue I switch to another type of work;

I individualize the sequence of tasks to be presented (easy / difficult, verbal / non-verbal, training / games), alternating tasks taking into account the leading analyzer (visual, auditory, tactile, and non-ss).

When presenting multi-part instructions, I use simple grammatical structures of speech constructions; I provide for the repeated stage-by-stage presentation of tasks (I divide the instructions into separate semantic units).

Evaluating the performance of each individual task, I analyze the following indicators:

The child’s ability to organize his activities: how he proceeds to perform the task, how much the orientation stage in the task is expressed, how the work process proceeds (actions are planned or chaotic, characteristic are impulsive reactions, “field” behavior);

The ways of work (rational / non-rational) used by the child in carrying out the task are: visual correlation, try-on, haphazard repetitive actions;

The ability of the child to control their activities, notice mistakes in work, find and correct them;

The ability of the child to be guided by the sample: the ability to work on the model, to compare their actions with the sample, to carry out a phased control

The attitude of the child to the result of his work: whether he is interested in the final result; demonstrates an indifferent attitude; focuses on the assessment of the experimenter, and not on the result itself.

Understanding the content of the task, susceptibility to help, the ability to carry out the transfer of the shown method to a similar task.

These data in the process of examination must be recorded in the protocol.

Conducting diagnostics of psychological readiness for school, I set the following tasks:

Determining the level of personal and intellectual development of the child.

With a variety of existing methods of such diagnostics, the main problem lies in the optimal choice of specific methods taking into account the category of children under study. The main criteria for me to choose as individual methods of psychological examination, and their combination as a whole are the following conditions:

The survey program should contain the necessary and sufficient components for a conclusion about the child's psychological readiness for school;

The methodologies used should provide for certain measures of assistance necessary for the implementation of tasks for children with CRA;

The survey should not be too long due to the peculiarities of the health of children with CRA.

Taking into account the specified criteria for the diagnosis of psychological readiness for school, we have developed a program that includes 5 blocks:

Block number 1. Diagnosis of spatial perception; memory (methods "Recognition of figures", "House" N. I. Gutkina).

Block No. 2. Diagnostics of voluntary attention and regulation of activity (methods of “Graphic pattern”, auth. N. V. Babkin; Pieron-Ruther test, “Compare pictures”).

Block No. 3. Diagnostics of mental development (Methods “Elimination of the superfluous”, “Labyrinth” by L. A. Wenger, “Matrix problems of Raven”, “Mosaic” (an adapted version of the methodology “Coos Cubes”), logical tasks of the author N. V Babkina, "Analogy").

Block 4. Diagnostics of general awareness and speech development (in free conversation).

Block No. 5. Diagnostics of educational motivation formation (using the questionnaire L. I. Bozhovich and N. I. Gutkina).

It should be noted that there is a certain convention of assigning methods to certain blocks, since for the most part they are multifunctional. When analyzing the results of diagnostics of children for each of the content blocks, I recommend using the data obtained in the process of the entire survey program. So, for example, information on the formation of spatial perception, obtained using the techniques presented in block 1, can be supplemented with features of the implementation of the techniques Graphic Pattern (block No. 2), Mosaic, Labyrinth (block No. 3) .

When analyzing the results of the assignments, it is necessary to take into account the completeness of accepting the assignment, keeping the goal throughout the entire period of its fulfillment, planning this activity and their implementation, monitoring and evaluating the results.

To study the readiness of children to master the techniques of organizing their own activities, certain levels of stimulating and organizing assistance have been developed, which are offered to the child sequentially, with a gradually increasing volume of external regulation of his actions. The volume of power, which turns out to be sufficient for the successful completion of the task, serves as an indicator of the “zone of proximal development”, i.e., the potential abilities of the child, who are active in collaboration with an adult.

2 Diagnostic Readiness Program for School Learning

children with CRA 7th year of life

Block number 1

DIAGNOSTICS OF SPATIAL PERCEPTION

1. To study the processes of perception and recognition, the volume of short-term visual memory using the method of "Recognition of figures."

A sheet of paper with images of figures is presented to the child and the task is given to carefully examine the figures. Then the child gets another piece of paper with images. On it, he from memory should find the figures that were in the first figure.

Children belonging to the 1st level of development concentrate attention, carefully examine all elements of the depicted figures. The productivity of differentiating them among similar ones is quite high (6–8 figures out of 9).

Children belonging to level 2 are not so attentive, therefore, the productivity of their memorization and recognition is lower (5 figures of 9).

The third level of development includes children who, in case of involuntary memorization, identify 3-4 figures of 9. However, if a setting for memorization is given when the task is repeated, this significantly improves the result (5-7 figures).

The level 4 includes children who recognize less than 3 figures.

2. Diagnostics of the formation of spatial representations, voluntary attention, sensorimotor coordination and fine hand motor skills are carried out using the “House” technique (author N.I. Gutkina).

The child is given the task to draw a picture depicting a house, the individual details of which are composed of elements of capital letters. The task allows you to identify the child's ability to navigate in their work on the sample, the ability to accurately copy it. The sample is on the board. The child can contact him for the duration of the assignment. Task execution time is not limited.

The 1st level of development includes children who complete the task with virtually no errors. All the details of the drawing are correctly located in space and in relation to each other. The axis of the pattern (horizontal-vertical) is not shifted. Starting the task, the children are concentrated, externally collected. In the course of work often refer to the sample, checked with him.

The 2nd level of development includes children who have committed 2 to 3 errors or inaccuracies: proportional reduction or increase in the figure, unclearly pronounced disproportion of details in relation to each other, lack of focus on individual parts, etc. When checking the results of their work, children notice mistakes and fix them.

In preschoolers, attributed to the 3rd level, the proportions of the drawing and the proportions of the details with respect to each other are roughly violated. An incorrect spatial arrangement of the details of the figure, the absence of some details, the displacement of the pattern or its individual elements along the axis are observed. The number of errors increases to 4 - 5. These children tend to be distracted during the execution of the task. Error correction is possible only with a direct reference to them.

The 4th level of development includes children, in the drawings of which there are no separate elements. Details of the picture are located separately from each other or placed outside the outline of the picture. There are marked rotations of the figure or its parts by 90-180 °. Children practically do not use the sample in the process of completing the task. Direct indication of an error does not lead to its correction. The number of errors is more than 6.

The following are considered to be erroneous actions when copying a sample: the absence of an element (the right and left parts of the fence are evaluated separately); replacing one element with another; incorrect image of the element; line breaks in the places where they should be connected; hatching lines out of the contour; an increase or decrease in the entire pattern or from individual parts by more than two times; changing the slope of the lines by more than 30 °; irregular spatial pattern.

When analyzing a child's drawing, I draw attention to the nature of the lines: very bold or “shaggy” lines may indicate anxiety in a child. But such a conclusion cannot be made on the basis of only one figure. I check the suspicion with special experimental methods for determining anxiety (Test of anxiety (R. Temmpl, V. Amen, M. Dorki).

Block number 2

DIAGNOSTICS OF ARBITRARY ATTENTION AND REGULATION OF ACTIVITY

1. Diagnostics of attention, ability to act according to the rule, self-control, spatial orientation, fine motor skills using the “Graphic pattern” technique.

The child gets the task to redraw the graphical pattern on the sample (the first stage of the task) on the notebook sheet into a cell and continue it independently to the end of the line (the second stage of the task). The sample remains on the board for the duration of the assignment. When the assignment is completed, the accuracy of copying the sample and the correctness of the subsequent reproduction of the pattern are evaluated.

The 1st level of development includes children who have completely coped with the task and have not made a single mistake. They accurately copy the pattern and continue the pattern to the end of the line. These children work attentively, with concentration, constantly checking the sample.

The preschoolers, who also successfully complete the task, belong to the 2nd level of development, but there are some inaccuracies in their works, which the children correct by checking their results with the sample.

The 3rd level includes children who accurately copied the pattern of the pattern, but made mistakes when performing its continuation, which requires developed self-control skills. These children are distinguished by a high motor dysfunction, a quick depletion of attention; they cannot concentrate on purposeful activity.

Level 4 includes children who initially could not copy a graphic pattern from a visual sample, which indicates unformed skills of voluntary attention and poor spatial orientation.

If during the frontal work the child, while performing the task, demonstrates the 3rd or 4th levels of development, I separately suggest this type of task with an individual form of the organization of diagnostics. In this case, another graphic pattern is offered. I record in the protocol what form of the child leads the child to perform the task correctly: only the presence of an adult (without active intervention in the process of doing the task), step-by-step stimulation of activity (encouraging utterances), step-by-step planning of actions (discussion of each subsequent action).

2. To study the arbitrary regulation of activities (the child’s programming of his own actions and their control, retention of instructions, distribution of attention on a number of signs), I use the Pieron-Ruser test.

For work, children need a simple pencil and a blank with an image of geometric shapes (4 types) located at the same distance from each other in a 10 × 10 square matrix. The experimenter draws a pattern for filling shapes on the board. Symbols (symbols: dot, plus, vertical line, etc.) are put in three figures. The fourth figure is always "empty." The sample on the board remains until the end of the work. It is advisable to use three variants of the task:

Option 1 (traditional) provides an opportunity to analyze the purposefulness of the activity, the ability to hold instructions, determine the total work time, as well as the number of figures filled in each minute (the dynamics of changes in the activity rate), and calculate the number of errors.

Option 2 (with instructions to perform the task repeatedly as carefully as possible, do not rush, concentrate as much as possible, check the correctness of performance) allows you to analyze the possibilities of activating self-regulation skills with the organizer assistance of the experimenter.

The third variant (filling the figures with other symbols; given immediately after the 1st or 2nd variant) is used to assess the individual switch capabilities and automate the skill when the instruction is changed.

In the process of completing tasks, the number of figures filled in each minute is recorded. In the examination protocol, the experimenter notes from what moment the child begins to work from memory, how often he refers to the sample, whether the speech regulates the activity, whether it is distracted during the assignment, etc. When analyzing the results of the work, the time spent on its completion, and the number of errors.

3. Diagnostics of arbitrariness of cognitive processes, use of the technique “Compare pictures”.

The child must find as many differences as possible between two similar pictures.

The 1st level of development includes children who have independently found all 10 differences. They purposefully compare pictures, are not distracted, they themselves count the number of differences found.

Level 2 includes children who are able to find 5 to 7 differences on their own. The help of a psychologist, directing their attention to a specific fragment of a picture, allows finding all the differences.

Level 3 includes children, who stop target search after finding 3 - 4 differences. To continue their work, they need the help of a psychologist, which consists in actively directing the child’s attention to a specific difference.

The 4th level of development includes children who, after finding one difference, begin to enumerate everything that is drawn in the picture. The fulfillment of the task by these children is possible only with the active involvement of the adult in the joint analysis of the figures and keeping the child's attention on the activity.

In the survey report, I record all the features of a child’s assignment, the total time for completing the task and the time for the child to be actively involved in activities, types of assistance.

Block number 3

MENTAL DEVELOPMENT DIAGNOSTICS

1. To identify the degree of mastery of visual analysis and synthesis - by combining elements into a holistic image (visual-effective level of thinking) using the “Mosaic” technique.

This subtest is based on the “Coos cubes” technique, however, the test material has been slightly modified (cards are used instead of cubes).

Children are encouraged to make a two-color card from the existing set of three types of cards.

The activities of children in the performance of this task are evaluated by the following parameters: attitude to the task, the presence (or absence) of a period of orientation in the task, the method of performance, the focus of the activity, the formation of spatial analysis and synthesis operations, the implementation of self-control.

The 1st level of development includes children who are most easily coped with the task. They show concentration and concentration when listening to instructions. These children have a period of orientation in the task. They attentively examine the sample, from time to time looking at chaotically located components. Sample analysis leads to targeted activity without excessive manipulation of elements. Each stage of the activity ends with a comparison with the sample.

Children attributed to the 2nd level of development of the task, also work intently, without being distracted. They have a well-defined orientation stage, but there is a lower formation of spatial analysis and synthesis operations. The mental dismemberment of the figure into 4 blocks at first presents difficulties for them. However, after a short manipulation of the cards, the children correctly carry out this task.

Children with a less pronounced period of orientation to the sample belong to the 3rd level of development; mental division causes them difficulties. They express doubt in the possibility of independent performance of the task. In some children, the task causes increased motor activity, a chaotic search of components. When performing a task, they often destroy the already correctly composed part of the “mosaic”. Such an irrational way can be explained by the impulsiveness of these children, the unformed functions of voluntary attention, as well as the insufficient formation of spatial analysis and synthesis. This group of children takes care well. After the conditional division of the task into compound stages and the external leadership, the task is carried out successfully by them.

Level 4 includes preschoolers who cannot cope with the task and do not accept help.

2. To identify the level of development of visual-figurative thinking and the use of conditionally-schematic images for orientation in space, I use the “Labyrinth” technique (by L. A. Wenger).

This technique is aimed at diagnosing the ability of the child to step by step align the pattern with the scheme in accordance with the rule, organize his cognitive activity, act in accordance with the goal. When performing a task, the child’s ability to work in terms of schemes and signs, to solve a problem, taking into account a number of signs, to take into account the whole space and its individual elements, is assessed.

The 1st level of development includes children who show greater cognitive activity, concentration of attention when considering a plan and progressing according to a scheme. They have practically no erroneous moves.

Preschoolers, attributable to the 2nd level, differ from the previous group by a longer period of orientation according to the plan. They allow a small amount of errors in side passages, but immediately correct the error.

Preschoolers who completed the task at the 3rd level, also show great interest. However, individual characteristics, difficulties in spatial orientation and concentration of attention do not allow these children to be equally successful.

The 4th level includes children who are not able to orient themselves on the plan and relate their actions to the scheme.

In order to facilitate the performance of the task, children who have demonstrated the 3rd and 4th levels of success can be instructed as follows: “Help the little mice find Cat Leopold's treasure”.

3. Diagnostics of the ability to generalize and abstract, the ability to highlight the essential features is carried out using the “Eliminate the Excessive” technique (research on subject and verbal materials).

The child is invited to answer the following questions:

What is superfluous?

Why? Name the distinctive feature.

How can the three remaining subjects be described in one word?

Children attributed to the 1st level cope with the verbal version of the task and are able to make the correct generalization, while using adequate generic concepts.

The 2nd level includes children who correctly perform the verbal version of the task, but at the same time they need the means of external disciplining of mental activity (leading questions, repetition of the task). They have the necessary generic concepts, but they find it difficult to concentrate, to keep the task in memory. The objective variant of the technique does not cause any difficulties for these children.

For children belonging to level 3, repeated repetition of the task is necessary to maintain attention. They need additional clarification, often on visual material. They hardly recall the names of some objects, but the most difficult thing for them is the selection of a generalizing word for a particular group of objects.

The 4th level includes children who are completely unable to cope with the task.

If it is difficult for a child to complete a generalizing word during the assignment, I narrow the search, for example, asking the question: “Is it furniture, dishes or clothes?”

Enhancing the passive vocabulary with the help of associations turns out to be quite effective, for example, a child can be asked: “What does mom wash after dinner?” In the survey protocol, I must indicate which additional types of assistance were used.

4. I identify the level of development of the main components of the visual-figurative thinking: visual analysis of the whole space and its individual parts, visual manipulation of images, identification of patterns (patterns of image of both the whole and logical patterns) using the Raven Matrix Problem ".

The method allows to assess the child's ability to establish identities in simple drawings, establish identities in complex drawings, and solve problems for simple analogy.

Children attributed to the 1st level of development solve problems of all types: establishing identities in simple drawings (A4), establishing identities in complex drawings (A7, A10), identifying simple analogies (B9, B10). They independently analyze a simple visual situation, identify essential features in it and carry out their mental synthesis. At the same time, attentive listening of instructions, purposeful mental activity, self-control are noted.

Preschoolers attributable to Level 2 also deal with all types of tasks, but they need help to successfully complete tasks of the third type (identifying simple analogies). In the future, they learn the principle of the solution and act already unmistakably.

Children who perform the task in part belong to the 3rd level of development. The greatest difficulties cause them tasks of the third type to establish simple analogies. Tasks of the second type (establishing an identity in complex drawings) are solved with varying success (depending on the degree of concentration of attention). The errors addressed by their attention are immediately corrected. Tasks of the first type (establishing an identity in simple drawings) do not cause difficulties and are carried out independently and quickly.

The 4th level includes children who deal only with the first task. When completing tasks of the second and third types, they simply randomly enumerate the possible answers, avoiding intellectual effort.

5. To diagnose the understanding of logical relations, the ability to relate two judgments to obtain a conclusion, the method of “logical problems” is used.

Children are presented with two plot-logic tasks (one with a direct statement, the other with a reverse), for example:

Malvina and Little Red Riding Hood drinking tea with jam. One girl drank tea with cherry jam, the other - with strawberry jam. What kind of jam did Krasnaya Riding Hood drink tea with if Malvina drank tea with strawberry jam? (problem with direct assertion).

Pinocchio and Piero competed in accuracy. One of them threw stones at the target, the other - cones. What threw in goal Pinocchio, if Piero did not throw cones? (problem with the inverse statement).

During the assignment, the following are evaluated: attitude to the assignment, the effectiveness of memorizing the condition, the ability to relate the two judgments to obtain a conclusion.

Children attributed to the 1st level of development attentively listen to the condition of the task, repeat it to themselves and do not hasten with the answer, answer confidently and correctly.

Children of the 2nd level of development solve the problem with the help of a teacher who constantly supports their attention on the condition of the task, helps “not to slip” from the necessary thought.

Children of the 3rd level have persistent difficulties in solving the problem with the opposite statement. With the help of an educator, the analysis of these tasks is successful. Children are happy to accept help and are interested in finding a solution.

Children of the 4th level cannot cope with the tasks of this type due to the complexity of the analysis of verbal information and unformed skills of voluntary behavior.

If there are obvious difficulties in solving logical problems, one can use the method of personification, namely, include the task condition as one of the characters of the child himself. As a rule, such a technique greatly facilitates the implementation of logical operations. In the examination report, it should be noted how effective this type of assistance turned out to be and whether the child could later perform the task with the test material.

Block 4

DIAGNOSTICS OF KNOWLEDGE AND REPRESENTATIONS ABOUT THE ENVIRONMENT AND DEVELOPMENT OF SPEECH

The survey is carried out in the form of an experimental discussion on the identification of general awareness; it allows us to obtain a characteristic of children's awareness of family, work of adults and seasonal natural phenomena.

The 1st level of development includes children with a high communicative need. Their vocabulary is differentiated and rich, speech statements are expanded and correctly structured. Children have knowledge of both concrete and abstract nature, purposefully display cognitive interest to the natural, subject and social world. They can establish causal relationships, know the seasons, describe their signs. When defining concepts, they use their gender affiliation, they know the norms of behavior and can tell about them.

Children attributed to the 2nd level are characterized by speech inertness and low cognitive activity. They have a certain amount of knowledge about the world around them, but this knowledge is fragmentary, unsystematic, mainly related to areas that are attractive to the child or are based on previously acquired experience. For example, to the question “Where does mom work?” They answer: “At work”, “Earn money”, etc. Their vocabulary is limited, there is a lack of unfolding of speech utterance and violation of grammatical speech structuring. These children confuse the seasons and months, but after indicating a mistake, they immediately correct it.

The third level of success includes children who are characterized by reduced communicative needs. Their speech is situational, the dictionary is poor and not differentiated. The content of many concepts is inaccurate, narrowed, and their use is incorrect. The speech of these children saturates on many improperly or primitively constructed structures, the coherent speech of the statement is a little purposeful. Children do not manage their speech well, they easily slip off to other topics, often repeat the same phrases.

Children attributed to the 4th level are not able to answer the questions posed. The pronounced deficiency of knowledge prevents them from coherently describing even familiar objects or phenomena. Children know little about the world around them, with the exception of what they have been nodding to on a daily basis. There are almost no manifestations of cognitive interest: it is situational and short-lived. The information that an adult offers is mostly ignored or caused by a protest.

Block 5

DIAGNOSTICS OF FORMED EDUCATIONAL MOTIVATION

The formation of the “inner position of the student” (according to Bozhovich), as well as the development of the motivational need sphere, is revealed in a free conversation using the questionnaire L. I. Bozhovich and N. I. Gutkina(Annex 1)

During the conversation, it is possible to determine whether the child has cognitive and educational motivation, as well as the cultural level of the environment in which he grows. The latter is essential for the development of cognitive needs, as well as personal characteristics that contribute to or hinder successful learning in school.

During the conversation, the child is asked 11 questions. In answering question 1, it is important to pay attention to how the child explains his desire to go to school. Often, children say that they want to go to school in order to learn to read, write, etc. But some children answer that they want to go to school because they are bored in kindergarten or do not like to sleep there during the day, etc. ., that is, the desire to go to school is not related to the content of educational activities or a change in the social status of the child.

If a child answers in the affirmative to question 1, then, as a rule, to question 2 he answers that he does not agree to remain in kindergarten or at home for another year, and vice versa. Questions 3, 4, 5, b are aimed at clarifying the cognitive interest of the child, as well as his level of development. The answer to question 7 gives an idea of ​​how the child relates to difficulties in work: tries to avoid them, calls for help from adults, or asks them to be taught how to cope with the difficulties that have arisen independently.

If the child still does not really want to become a student, then the situation proposed in question 9 is quite satisfactory and vice versa.

If a child wants to learn, then, as a rule, in the game of school (question 10), he chooses the role of the student, explaining this by his desire to learn, and prefers that the lesson in the game is longer than the change, so that it is longer for the lesson to study. eleven). If the child does not really want to learn, he, accordingly, chooses the role of the teacher and prefers change.

Question 8 is not informative, since almost all children answer it in the affirmative.

It is believed that children have a high level of motivational readiness for learning, if they explain their desire to go to school by saying that they “want to be smart,” “know a lot”, etc. These children are referred to the 1st readiness level. In the game of school, they prefer the role of a student, in order to "carry out tasks", "answer questions." At the same time, they reduce the content of the game to real learning activities (reading, writing, solving examples, etc.).

The 2nd level of readiness includes children who also express a desire to go to school, explained, however, by external factors: “they do not sleep at school during the day”, “interesting breaks at school”, “everyone will go and I will go”. Such children usually prefer the role of a teacher in games: “the teacher should be interested in her,” “I don’t want to do the tasks, but I want to speak,” and so on.

The third level includes preschoolers who demonstrate indifference in relation to this issue: “I don’t know,” “if parents lead, I will go,” and so on.

The 4th level of readiness includes children who are not actively barking to go to school. In most cases, they explain this reluctance by the “negative” experience of familiar schoolchildren (“it is difficult at school”, “parents are blamed for poor grades”, etc.). In the game of school, children prefer the role of a teacher: “I want to be the main one”.

Methods “House”, “Graphic pattern”, Pieron-Ruther test are carried out frontally, and the rest - individually. The time of the survey depends on the individual characteristics of the child (pace of work, level of fatigue, fluctuations in motivation, etc.).

Special attention in the study of children's psychological readiness for school, I devote to arbitrariness, which ensures the full functioning of all mental functions and behavior in general. The development of arbitrariness is a multi-component process that requires the formation of an integral system of conscious self-regulation. This system includes the ability to hold the goal of the activity performed, draw up a program of executive actions, form a model of significant activity conditions, the ability to use feedback and correct mistakes made both in the course of the activity itself and at its end. Successful implementation of any activity is possible only with the presence of such a holistic system of arbitrary self-regulation.

The schooling process from the very first steps is based on a certain level of development of self-regulation of activity. In this regard, I think it is fundamentally important to determine the level of formation of conscious self-regulation of cognitive activity in children diagnosed with mental retardation in the framework of diagnostics of readiness for education in school.

For the system analysis of the results of performing diagnostic methods and determining the level of development of conscious self-regulation of the cognitive activity of children with CRA, the parameters characterizing various skills of conscious self-regulation of activity are highlighted:

Set and retain goals;

To organize their own efforts for a long time;

Choose ways of action and organize their sequential implementation;

Evaluate intermediate and final results of the activity;

Correct mistakes.

Particular attention should be paid to the analysis of the conditions for accepting a task and retaining the goal of the activity, the ability to follow the instructions of an adult and act according to the rules in frontal and individual work.

On the basis of the selected indicators, four levels of the formation of self-regulation of cognitive activity in children with advanced preschool age are defined and described.

Level 1: Children seek to complete the task with maximum efficiency. Throughout the survey, activity and concentration were quite high. The work clearly observes orientation (setting and retaining goals, determining meaningful conditions), predictive (planning activities) and performing (forming and maintaining a mode of action) stages of conscious self-regulation of activities. In the process of completing the assignment, children independently carry out intermediate and final control. At the same time, they are guided by the model, in some cases, they recite the sequence of actions aloud. The purpose of the assignment is retained throughout the entire period of its implementation, the results are adequately evaluated. As a rule, children, after correctly completing the task, ask for the next task of the same or increased degree of difficulty. The presence of an adult, external motivation and the form of presentation of the task are not significant for these children. They are situationally independent.

Level 2: children are willingly accepted for execution for Denmark, however, they are quickly distracted from it. To maintain the activity, external motivation and actualization of personal experience are necessary. Children follow the instructions of the experimenter, but the independent performance of tasks (in the absence of an adult or during frontal work) causes difficulties. To perform the task, they often start on impulse. The orientation stage of conscious self-regulation of activity is difficult and requires external stimulation. The prognostic and performing levels are formed: children are able to plan their activities, choose methods of actions and organize their sequential implementation. The final and intermediate control is carried out by the children of this group only with the commemoration of an adult. As a rule, the children of this group, after a correctly performed easy task, prefer the light again (avoiding failure). When analyzing the results of the assignment, they are adequate; they can analyze the reasons for failure. Manifestations of self-regulation in knowledge activities in children of this group are situationally dependent. The effectiveness of the assignment is significantly influenced by the presence of an adult, as well as reliance on personal experience.

3rd level: children willingly start performing tasks if they are playful in nature. Long-term retention of their attention on one type of activity is difficult. In carrying out the task, the children accept only the general goal of the activity, while they are not aware of (or lose) the majority of the rules for performing the task. It is difficult for them to organize their own efforts for a long time. Thus, they have difficulty in both organizational and prognostic stages of conscious self-regulation of activity. In carrying out the assignment, children need not only the presence of an adult, but also his active participation in the formulation and preservation of the purpose of the activity, the determination of significant conditions for achieving the goal, drawing up a program of action and choosing the methods of action, evaluating and correcting the results of activity. These children are not sufficiently adequate in assessing their success (most often they claim that they have coped with the task), the causes of difficulties are difficult to name. The tasks, interesting in content, but not completed by children successfully, are assessed as easy. After an incorrectly executed easy task, they ask for a complicated one. These children show a significant situational dependence of the success of the activity on the participation of an adult and the form of presentation of the task.

4th level: children are very reluctant to accept assignments, often distract, get tired quickly, move away from intellectual efforts, distract from the essence of the assignment and go on to discuss irrelevant details. Children cannot perform the task on their own, they need active participation of an adult not only in defining the goal and significant conditions of activity, drawing up a program and choosing ways of action, but also at the performing stage of self-regulation of cognitive activity (implementation of actions). Feeding material in a game form often leads a child away from a common goal, and he begins to play. When analyzing the results of work, children are inadequate. Often, instead of assessing their success, they say that they liked the character or plot of a task. These children do not show obvious situational dependence: they are equally unsuccessful in situations of different external motivation and with various forms of presenting the task.

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Introduction

The problem of education and training of preschool children with developmental disabilities is one of the most important and urgent problems of remedial pedagogy.

According to the Scientific and Research Institute of Hygiene and Health Protection of Children at the Scientific Center of Health of the Russian Academy of Medical Sciences over the past 7 years, the number of healthy preschool children has decreased 5 times and is about 10%. The number of children with developmental disabilities in Russia was 36% of the total child population of the country. Of these, the number of children attending a preschool educational institution of the compensating type doubled (from 152 thousand children to 385, 5 thousand children).

Experts identify a special category of children - not the "sick" in the full sense of the word, but those who need special educational services. This category of children (CWD) needs a differentiated diagnosis of developmental abnormalities already in early and preschool years. At present, it has been proven that the earlier the targeted work with the child begins, the more complete and effective is the correction and compensation of violations.

The problem of diagnosing mental and cognitive developmental disorders of children of preschool age is reflected in the works of Russian defectologists L.S. Vygotsky, A.R. Luria, A.A. Venger, S.D. Zabramnaya, S.G. Shevchenko. A certain amount of experience has been accumulated in the organization of psychological, medical and pedagogical counseling for children of younger preschool age (E. A. Strebeleva, S. D. Zabramnaya, N. Yu. Boryakova, N. A. Rychkova).

However, having materials does not give complete answers to questions about how to conduct examinations of children with a complex defect, what diagnostic material should be used in working with children with CRA, and how to determine evaluation criteria to identify the level of development of a child. It should be noted and the fact that in many modern editions of the diagnostic cycle there is an enumeration of individual tests, tasks that do not allow to give a qualified description of a violation.

Thus, there is a need to create a comprehensive diagnostic module, which is the first step of a unified system of correctional work with children, with complex developmental disorders. This work consists of an introduction, two chapters and a conclusion. It will be useful for employees of pre-school educational institutions, as well as for students of pedagogical universities.

1. General signs of mental retardation

There are such features of children with CRA, which are noted by most researchers, regardless of their scientific specialization and theoretical preferences. In our work, they are designated as "common signs of CRA" solely for reasons of convenience.

Anatomical and physiological manifestations of ZDD

The first symptoms of DSS can be in the form of a somatovegetative reaction to various hazards between the ages of 0 and 3 years (VV Kovalev, 1979). This level of response is characterized by increased general and vegetative excitability with sleep disorders, appetite, and gastrointestinal disorders (vomiting, temperature fluctuations, lack of appetite, abdominal distension, sweating, etc.) may be present. This level of response is leading at this age due to the already sufficient maturity of the somato-vegetative system.

The psychomotor level of the hazard response is peculiar to the age from 4 to 10 years. It includes mainly hyperdynamic disorders of various origins: psychomotor excitability, tics, stuttering. This level of pathological response is due to the most intense differentiation of the cortical parts of the motor analyzer.

Children with CRA often have small height and weight. By physical features resemble younger children. In 40% of cases there are no pathological signs or there are slight neurological disorders.

Motility in most cases is sufficient. Coordinated movements, deft, clear. Children perform movements well in an imaginary game situation. Only the most complex voluntary movements are underdeveloped.

Features ATTENTION children with CRA

Attention is unstable, with periodic fluctuations and uneven performance. It is difficult to gather, concentrate the attention of children and keep for the duration of a particular activity. Obvious lack of focus activities, children act impulsively, often distracted. A comparative study of the stability of attention is normal, with CRA and mental retardation (using an adapted version of the Sh.N. Chkhartishvili test), it turned out that 69% of children with CRA of primary school age have a higher percentage of distractions than normal. With oligophrenia, an even higher distractibility is observed compared with the norm and CRA (L.I. Peresleni, 1984). There may be signs of inertia. In this case, the child hardly switches from one task to another. In the older preschool age, the ability to arbitrarily regulate behavior is underdeveloped, which makes it difficult to complete assignments of an educational type (N.Yu. Boryakova, 2000). It is difficult to plan and carry out complex motor programs.

In 1987, the American Psychiatric Association defined criteria for the early diagnosis of attention disorders and hyperactive behavior in children based on the following main features:

· Excessive physical activity: the child makes a lot of movements with his legs, with his hands, or turns on the spot;

· Can not sit for a long time calmly according to the instructions of an adult;

· Easily out of balance with external stimuli;

· Impatient and easily excitable in games with peers, especially having difficulty waiting for their turn in the game;

· Often begins to answer questions without having listened to them to the end;

· Hardly obeys instructions in the absence of negativity;

· Hardly keeps attention when performing game tasks;

· "Can not" play and speak quietly;

· Often interrupts others or interferes with other children's games.

According to L.I. Peresleni, when teaching children with CRA, special attention should be paid to repeated repetition of the past. This may contribute to the fixation of deficiencies in trace consolidation processes. At the same time, violations of selective attention in the case of CRA require the use of various ways of presenting the same information. Any methodical techniques that draw attention to the new information and increase its stability are important. Of great importance is the increase in the total amount of information perceived by the child in ontogenesis, especially in the sensitive period, since this contributes to the development of cortical-subcortical-cortical bonds. The increase in the amount of information coming through the visual, auditory and skin analyzers in the early stages of development is the basis of differentiated perception, more subtle and faster recognition of real events, more adequate behavior (L.I. Peresleni, 1984)

Manifestations of CRA in the cognitive sphere

Features of PERCEPTION

Reduced speed of perceptual operations. It takes a lot of time to receive and process information, especially in difficult conditions: for example, if what the child says (speech stimulus) has both semantic and emotional significance. L.I. Translision studied the influence of irrelevant influences on the perception of sensory information in children with normal levels of development, mental retardation and mental retardation.

Children experience particular difficulties in mastering the concepts of magnitude; they do not single out or designate individual parameters of a magnitude (length, width, height, thickness). The process of analyzing perception is difficult: children do not know how to identify the main structural elements of the object, their spatial correlation, small details. Similar properties of objects are often perceived as identical. In connection with the insufficiency of the integral activity of the brain, children find it difficult to recognize unusually represented objects and images; it is difficult for them to combine the individual details of the drawing into a single semantic image. You can talk about the slow pace of formation of a holistic image of the subject, which is reflected in the problems associated with iso-activity.

Orientation in the directions of space is carried out at the level of practical actions. Difficult spatial analysis and synthesis of the situation. Difficult perception of inverted images.

MEMORY FEATURES

The memory of children with CRA is also distinguished by a qualitative originality, while the severity of the defect depends on the genesis of mental retardation. First of all, children have limited memory and reduced memorization strength. Inaccuracy of reproduction and rapid loss of information is characteristic. Verbal memory suffers the most. With the right approach to learning, children are capable of learning some mnemotechnical techniques, mastering the logical ways of memorizing (N.Yu. Boryakova, 2000).

Features of THINKING and SPEECH

The lag in the development of mental activity is noted already at the level of visual forms of thinking, when difficulties arise in shaping the sphere of images-representations, that is, if visual-effective thinking of a child with CRA is close to the norm, visual-figurative does not correspond to it. Researchers emphasize the difficulty of creating a whole from parts and separating parts from a whole, the difficulty in spatial imaging, because images-representations are not mobile enough. For example, when folding complex geometric shapes and patterns, these children cannot carry out a complete analysis of the form, establish symmetry, the identity of the parts, place the structure on the plane, combine it into a single whole. However, relatively simple patterns are performed correctly (as opposed to PP), since establishing similarities and identities between simple forms is not difficult for children with CRA. The success of solving such problems depends not only on the number of elements in the sample, but also on their relative position. Some difficulties cause tasks in which there is no illustrative sample. Obviously, not only the reliance on the representation, but also the very mental reconstruction of the image of a given object is a difficulty for these children. This is also evidenced by the studies of T. Egorova, who showed that the success of the tasks performed according to the sample depends on whether the sample corresponds to the foldable image in size, whether the parts from which it is composed are marked on it. In 25% of these children, the process of solving visual-practical tasks proceeds as unsystematic and disordered manipulation of individual elements of a folding object.

They hardly understand the logical-grammatical structures expressing spatial relations, it is difficult for them to give a verbal report when performing tasks for the realization of these relations.

Thus, it is possible to ascertain the insufficient formation of analytical-synthetic activity in all types of thinking: it is difficult for children to isolate the constituent parts of a multi-element figure, to establish the features of their location, they do not take into account the subtle details, the synthesis is difficult, mental integration of certain properties of the object. The analysis is characterized by nonplanarity, insufficient subtlety, one-sidedness. Failure of the anticipatory analysis leads to the inability to predict the results of their actions. In this connection, tasks on establishing causal relationships and building an event program cause particular difficulties.

Variants of thinking disorders:

1. With a relatively high level of development of visual-practical thinking, verbal-logical lags behind.

2. Underdeveloped both types of thinking.

3. Verbal-logical approaching the norm, but the level of development of visual-practical (extremely rare) is extremely low.

The immaturity of the functional state of the central nervous system (weak excitation and inhibition processes, difficulties in the formation of complex conditional connections, a lag in the formation of systems of interanalyzer connections) determines the specificity of speech disorders in children with PZD, which are mainly systemic in nature and are part of the defect.

The whole course of speech development (both spontaneous and corrected by speech therapy activities) in children with speech delay is qualitatively different from the speech of children with its general underdevelopment. Especially it concerns the formation of the lexical and grammatical system of the language.

At the level of impressive speech, there are difficulties in understanding complex, multi-step instructions, logical and grammatical constructions such as “Kohl is older than Misha”, “Birch grows on the edge of the field”, children do not understand the content of the story with a hidden meaning; difficult process of perception and understanding of the content of stories, tales, texts for retelling.

Children with CRA have a limited vocabulary, a passive vocabulary sharply predominates over an active one (in normally developing children, this discrepancy is much smaller). The vocabulary of words that designate and concretize generalized concepts is limited, they reveal them in their entirety and variety. Adjectives, adverbs are rarely found in their speech, verbs are restricted. Word-formation processes are complicated, later than normal, a period of children's word-making arises and lasts up to 7-8 years. By the end of preschool age, when neologisms are observed quite rarely in normally developing children, children with mental retardation will have an “explosion” of word creation. At the same time, the use of neologisms differs in a number of peculiarities: several variations of the same word are found in speech, the word neologism is defined as correct, etc. (for comparison, mentally retarded children do not have a period of children's word creation throughout the preschool age; some neologisms are found only at the end of primary school age). Features of word formation in children with CRA are due to the later than normal formation of generalized verbal classes and pronounced difficulties in their differentiation. For mentally retarded children, the main difficulties fall on the formation of generalized verbal classes (this fact is important in terms of the differential diagnosis of CRA and PP). Concepts of children with CRA, formed spontaneously, are poor in content, and are often inadequately understood. There is no hierarchy of concepts. There may be secondary difficulties in the formation of generalized thinking.

When approaching a child with speech pathology, it is always necessary to remember that, no matter how severe speech disorders may be, they can never be stationary, completely irreversible, the development of speech continues with the most severe forms of its underdevelopment. This is due to the maturation of the central nervous system of the child continuing after birth and the large compensatory capabilities of the child’s brain. However, in conditions of severe pathology, this continued speech and mental development may occur abnormally. One of the most important tasks of corrective measures is the "management" of this development, the possible "leveling" of it.

When approaching a child with a general speech underdevelopment, it is necessary to answer the following questions:

1.What is the primary mechanism in general speech underdevelopment?

2. What is the qualitative characteristic of underdevelopment of all aspects of speech?

3. What are the symptoms in the speech sphere associated with speech underdevelopment, which - with the child's compensatory adaptations to their speech deficiency?

4. What spheres in speech and mental activity in a child are the most safe, based on which you can most successfully carry out speech therapy activities?

5. What are the future paths of speech and mental development of this child?

Only after such an analysis can the diagnosis of a speech disorder be justified.

With properly organized correctional work, children with CRA demonstrate a leap in development - something that they can do today only with the help of a teacher in the conditions of special experimental training, tomorrow they will begin to do it themselves. They are able to finish mass school, study in technical schools, in some cases - in high school.

Features of the emotional sphere of children with CRA

Children with developmental delays differ, as a rule, in emotional instability. They hardly adapt to the children's team, they are characterized by mood swings and fatigue.

Z. Trzhesoglava as the leading characteristics of preschoolers with CRA highlights weak emotional stability, self-control violation in all activities, aggressive behavior and its provocative character, difficulties in adapting to the children's team during the game and activities, fussiness, frequent changes of mood, uncertainty, fear , mannerisms, familiarity with respect to an adult.

M.Vagnerova points to a large number of reactions directed against the will of parents, the frequent lack of a correct understanding of the social role and position, the insufficient differentiation of persons and things, and pronounced difficulties in distinguishing the most important features of interpersonal relationships.

Features of the communicative behavior of children with CRA

The child acquires the experience of social and interpersonal relations in the process of communication with adults and peers. Communication of children with CRA is extremely poor in content and means both along the line of an adult - a child, and along the line of a child - a child. For example, in a game activity, this is found in the difficulties of isolating, understanding and modeling interpersonal relationships. Business relations are dominated by business, almost no isolated extra-personal contacts: the modeled interpersonal relations are concrete, insufficiently emotional, the rules governing them are rigid, they exclude any options. Often the requirements are reduced to one or two, with a complete loss of communication with the interpersonal relationships that are modeled by the partners. Rules and regulations are specific, taking into account the position of only one party. In this case, the process of implementing the rules often does not correlate with the logic of the deployment of relations. There is no flexibility in the application of the rules. Probably, the external logic of real actions is much more accessible to preschoolers with CRA than the logic of social relations.

These children have a reduced need for communication with both peers and adults. The majority showed increased anxiety towards adults, on whom they depended. A new person attracts their attention to a much lesser extent than a new subject. In case of difficulties in the activity, such a child is more likely to stop working than to turn to an adult for help. At the same time, the ratio of different types of contacts with adults is characterized by a sharp predominance of business, which are often represented by appeals such as “Give me”, “I don’t want to study,” “Will my mother take me away?” etc. They rarely come into contact with an adult on their own initiative. The number of contacts due to the cognitive attitude to the objects of activity is extremely small; personal contacts with adults are relatively rare.

mental child attention

2. Methods of psychological and pedagogical research of children with mental retardation

Inspection of children, as a rule, begins with the study of their documentation (medical records, characteristics) and products of activities (drawings, etc.).

When conducting a survey of the child must consider the following indicators:

The child's emotional reaction to the fact of the survey. Excitement is a natural reaction to a new environment, to strangers. At the same time, excessive gaiety and inadequate behavior should be alarming.

Understanding the instructions and objectives of the task. Does the child listen to the instruction to the end, does it attempt to understand it before starting work? What type of instruction do children understand: oral or verbal with visual demonstration?

Nature of activity. It is necessary to pay attention to the presence and persistence, interest in the task, purposefulness of the child’s activities, ability to complete the work, rationality and adequacy of the methods of actions, and concentration in the work process. Take into account the overall performance of the child.

The reaction to the result of the work.  Proper assessment of their activities, adequate emotional reaction (joy at success, disappointment at failure) indicate a child's understanding of the situation.

The following methods can be included in the diagnostic complex:

1. The study of memory

(a) “Slam like me”;

(b) “Remember and repeat”;

(c) "What is missing?".

2. Study thinking

(a) “Name the figures”;

(b) "Folding split figures";

(c) "Classification."

3. Attention study

(a) “Loud - quiet”;

(b) “Show the picture”;

(c) “Find the same item”;

(d) "Dorisui."

4. The study of perception

(a) "Learn and name";

(b) "Guess who's coming."

5. Study of the imagination

(a) “Tinkering the figures”.

6. Speech study

(a) “show”;

(b) “Show and name”;

(c) “Tell me”;

(d) "Make a story on the picture."

Conclusion

The set of materials presented for the diagnosis of the mental development of children of preschool age presents tasks for the psychological and pedagogical examination of children from 3 to 4 years old. Materials taken from different sources.

The proposed material contains a description of well-known psychological methods that have been tested over many years of practical work with children in psychological, medical and pedagogical commissions, consultations, and diagnostic centers.

This material can be used by practical psychologists.

The choice of the task from which the survey begins depends on the individual characteristics of the children. In the final evaluation of the results of the examination of children with delays in mental development, it is first of all important to take into account not age norms, but qualitative peculiarities determined by the structure of the defect.

Bibliography

1. Boryakova N.Yu. To the problem of psychological and pedagogical support of children with mental and speech retardation. // Correctional pedagogy. - 2004. - №6.

2. Boryakova N. Yu. Stairs of development. Early diagnosis and correction of mental retardation. - M., 1999.

3. Vygotsky L.S. Thinking and speaking. / L.S. Vygotsky. - M. Labyrinth - 1996.

4. Dateshidze T.A. The system of correctional work with young children with delayed speech development. - SPb .: Speech, 2004.

5. Zabramnaya S.D. Psychological and pedagogical diagnosis of mental development of children. - M., 1995.

6. Lalaeva R., Seryabryakova N. Formation of vocabulary in a preschooler with ONR. -Spb., 2001.

7.Nishcheva N.V. The program of correctional and developmental work in the younger speech therapy group of the kindergarten. -SPb: CHILDHOOD -PRESS: 2006.

8.Nishcheva N.V. Organization of correctional and developmental work in the younger speech therapy group of the kindergarten. - SPb .: CHILDHOOD -PRESS: 2004.

9. Khvatsev M. Deficiencies of speech in preschoolers. - M., 1958.

10. From birth to school. The approximate basic educational program of preschool education / Ed., N.E. Veraksy, TS Komarova, M.A. Vasilyeva. - M .: MOSAIC-SYNTHESIS, 2010.

11. Psychological and pedagogical diagnostics of the development of children of early and preschool age. Under. ed. E.A. Strebeli. - M .: Education, 2009.

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