"General orientation of children in the world around and stock of everyday knowledge"
The methodology is intended for children entering school. To assess the general orientation in the world around them and to find out the stock of their everyday knowledge.
The general orientation of children who are just entering school in the world around them and the assessment of the stock of everyday knowledge they have are based on answers to the following questions:
- 1. What is your name?
(Saying a last name instead of a first name is not a mistake.) - How old are you?
- What are your parents' names?
(The naming of diminutive names is not considered an error.) - What is the name of the city in which you live?
- What is the name of the street on which you live?
- What is your house and apartment number?
- What animals do you know? Which ones are wild and which ones are domestic?
(The correct answer is the answer in which at least two wild and at least two domestic animals are named.) - At what time of the year do the leaves appear and at what time of the year do the leaves fall from the trees?
- What is the name of the time of day when you wake up, eat dinner, and get ready for bed?
- Name the items of clothing and cutlery you use.
(The correct answer is one that lists at least three pieces of clothing and at least three different cutlery.)
Processing of results and interpretation
For the correct answer to each of the proposed questions, the child receives 1 point. Maximum amount points, which one child can receive according to this method for correct answers to all questions, is 10. To answer each of the questions the child is given 30 seconds. The absence of an answer during this time is qualified as an error and is estimated at 0 points. The child who answered all the questions correctly is considered to be completely psychologically ready for school (according to this method). in the end I got 10 points. During the time allotted for the answer, the child can be asked additional questions that facilitate, but do not prompt the correct answer.
On the subject: methodological developments, presentations and notes
Work program on the world around the 2nd class "Planet of Knowledge"
The work program is based on the following normative documents and guidelines: Federal ...
The use of technology for the development of critical thinking in the lesson of the surrounding world under the "Planet of Knowledge" program
In the script open lesson around the world (grade 2), elements of work on development technologies are presented critical thinking, evaluate the information received by several parameters, and ...
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Methodology "General orientation of children in the world around and stock of everyday knowledge"
This version of the methodology is intended for children entering school. To assess the general orientation in the world around children from grades I to V and to find out the stock of their everyday knowledge, other lists of questions are used, which follow. Procedures for processing answers to them, deriving an assessment in points and assessing the level on this basis psychological development child are identical.
The general orientation of children who are just entering school in the world around them and the assessment of the stock of everyday knowledge they have are based on answers to the following questions:
1. What is your name?
(Saying a last name instead of a first name is not a mistake.)
2. How old are you?
3. What are the names of your parents?
(The naming of diminutive names is not considered an error.)
4. What is the name of the city in which you live?
5. What is the name of the street on which you live?
6. What is your house and apartment number?
7. What animals do you know? Which ones are wild and which ones are domestic?
(The correct answer is the answer in which at least two wild and at least two domestic animals are named.)
8. At what time of the year do the leaves appear and at what time of the year do the leaves fall from the trees?
9. What is the name of the time of day when you wake up, eat dinner and get ready for bed?
10. Name the items of clothing and cutlery you use.
(The correct answer is one that lists at least three pieces of clothing and at least three different cutlery.)
For the correct answer to each of the proposed questions, the child receives 1 point. The maximum number of points that one child can receive according to this method for correct answers to all questions is 10.
The child is given 30 seconds to answer each of the questions. The absence of an answer during this time is qualified as an error and is estimated at 0 points.
The child who answered all the questions correctly is considered to be completely psychologically ready for school (according to this method). in the end I got 10 points. During the time allotted for the answer, the child can be asked additional questions that facilitate, but do not prompt the correct answer.
Questions for Grade I
1. What is your last name, first name and patronymic?
2. How old are your mom and your dad?
3. What are the names of your grandmother and your grandfather?
4. What is the name of the capital of the state in which you live?
5. What is the name of the street where your relatives live? (In answer to this question, you must correctly name at least one street and say which of the relatives lives on this street)
6. What is the house number and apartment number where your relatives or friends live?
7. What are the names of the birds that can be found in the vicinity of your home?
(At least two different birds must be named here.) /
8. In what month does snow usually appear and when does it start to melt?
9. What time do you usually leave for school and come home from school?
(The correct answer includes both hours and minutes.)
10. Name the tools you have in your home. (The correct answer to this question is one that lists at least three different instruments)
Questions for Grade II
1. What are the surname, name and patronymic of your parents - dad and mom?
2. How old is your brother and / or sister? (If the child has no siblings, he can name cousins, etc.)
3. What is the last name, first name and patronymic of any of your immediate family members?
(You can name any of them, except for mom, dad, grandparents, siblings.)
4. What is it called main city in the area where you live?
5. What is the name of the city and street where your relatives or friends live?
6. What is the house number and apartment number where your uncle or aunt live?
(For a correct answer, it is enough to name the address of at least one of them.)
7. What are the names of those animals (animals) that live in the forest? (For the correct answer, you must name at least four of them.)
8. In what month do the buds appear on the trees and in what month do the leaves begin to turn yellow here with you?
9. What time do your mom and dad usually come home from work?
(For the correct answer to this question, it suffices to name only the hour without specifying the minutes.)
10. Name all the appliances you have at home.
(The correct answer calls for the names of at least three different fixtures.)
Questions for Grade III
1. What are the surname, name and patronymic of your grandmother and your grandfather?
2. How old are your grandmother and your grandfather? (If they are not alive, then how old were they in Last year life?)
3. What is the last name, first name and patronymic of someone from your distant relatives? First name the one you are going to talk about.
(The correct answer to this question is to name at least one distant relative as a child).
4. What is the name of the area of the city in which you live? (This question can be significantly changed to include the wording of the title settlement or any part of it).
5. What is the name of the city (area, etc.) where your parents were born?
(The correct answer provides for the exact name of the place of birth of at least one of the child's parents).
6. What is the phone number in your relatives' apartment? (For the correct answer, it is enough to give only one number).
7. What are the names of the fish that live in the river?
8. In what parts of the world, countries, there is no winter or summer?
9. What time do you usually have breakfast and dinner? (The correct answer assumes the name of both the hour and the minute.)
10. What are they called different kinds transport? (The correct answer involves naming at least three different types transport).
Questions for grades IV-V
1. What are the surname, name and patronymic of your uncle and your aunt? (It is enough to name the last name, first name and patronymic of at least one of the indicated relatives).
2. How old is your uncle and how old is your aunt? (The correct answer involves naming the age of at least one of the indicated relatives).
3. What is the last name, first name and patronymic of any of your housemates?
(For the correct answer, it is enough to name at least one of the neighbors).
4. What are the names of the capitals of those states that border on your republic?
(In the correct answer to this question, at least three capitals of different states should be named).
5. What are the names of the cities where your grandmother and your grandfather were born?
6. How to call the city where your relatives live? (The correct answer requires an indication of how to call at least one city).
7. What are the names of the animals that live in the sea? (For a correct answer, it is enough to name at least two such animals).
8. Which countries in the world are coldest and warmest? (The correct answer provides for the naming of at least one such country that is located in the equator zone, and at least one country that is located close to the North Pole).
9. What time do your favorite TV shows start on Saturday and Sunday?
(For the correct answer, it is necessary to name the time in hours and minutes of at least two such programs).
10. Where can I read anything interesting? (This refers to books, newspapers and magazines. The correct answer calls for at least three different print publications).
^ METHODS OF RESEARCHING THE ACTIVITY OF THINKING
Description of the method
The focus of the technique. This technique is based on such a concept as the activity of thinking. According to the author of this development, IM Lushchikhina, the activity of thinking is a characteristic that shows the ability of an individual to use his intellectual potential, his thinking abilities to achieve specific goals and objectives. Thus, the level of development of thinking activity reflects the ability to solve intellectual tasks, while not intellectual abilities are taken into account, but rather dynamic characteristics features of the flow of thought processes: fluency and flexibility.
Fluency is understood as the ability of a person to solve intellectual problems using the enumeration method: that is, finding the correct answer, a solution by filtering out incorrect answers, inappropriate solutions. Flexibility is understood as the ability of a person to solve intellectual problems, using the transformation of abstract objects (words, images) into an operable form, finding new associative links between abstract objects. Depending on which objects are being moved, they are being transformed, associated - words or images - speak of verbal fluency and flexibility and figurative fluency and flexibility.
In accordance with this division, MIAM (Methodology for Researching the Activity of Thinking) is divided into four subtests.
1st subtest: verbal fluency. The subject is asked to write as many female names starting with "C" as possible in one minute (the second option is male names US"). Names should not duplicate each other: for example, like "Sasha" and "Sanya". You can use rare and "foreign" names. If any name is unfamiliar to the experimenter, it is necessary to ask the subject about the origin of this name. 6-7 written names are the norm. 2nd subtest: figurative fluency. The subject is presented with a set of twelve circles (about 2 cm in diameter). He is tasked with drawing in as many circles as possible drawings thematically related to water bodies (another option is with food) to as many circles as possible. The drawing should not be located completely inside the circle - the circle should be a constituent element of the drawing. Immediately after the subject has completed the task, it is necessary to make sure that all the drawings meet the requirements. If the experimenter does not understand the meaning of what is depicted, then he asks the subject. Norm: 4 patterns. 3rd subtest: verbal flexibility. The subject is presented with a set of four letters: "I P T O" (another option is "D M AND R"). Front the subjects are tasked with writing as many sentences as possible in one minute following rules:
The sentence consists of four words; - the first word begins with "I", the second - with "P", etc .; - words should not be repeated; - the sentence may be meaningless, but the words should be connected with each other (example: "The egg flew to obstruct"). Norm: 4 sentences.
4th subtest: figurative flexibility. The subject is asked to draw in one minute as much as possible more drawings using certain elements (see stimulus material). These elements (either two hooks, or "crown") can be resized, rotated, used in one drawing several times, but their shape should not change. One more requirement: the drawing should depict something concrete, and not be a set of abstract lines, figures. Immediately after completing the task, the experimenter must clarify possible ambiguities: what is shown in the subject's drawing, where exactly the setting elements are hidden. Norm: 4 patterns.
^ Assessment of the teenager's relationship with the class
Interpersonal perception in a group depends on many factors. The most studied of them are: social attitudes, past experience, characteristics of self-perception, the nature of interpersonal relationships, the degree of awareness of each other, the situational context in which the process of interpersonal perception takes place, etc. As one of the main factors, interpersonal perception can be influenced not only by interpersonal relationships but also the attitude of the individual in the group. An individual's perception of a group is a kind of background against which interpersonal perception takes place. In this regard, the study of the individual's perception of the group is important point in the study of interpersonal perception, linking together two different socio-perceptual processes.
The proposed technique makes it possible to identify three possible "types" of perception by an individual of a group. At the same time, the role of the group in individual activities perceiving.
Type 1. The individual perceives the group as a hindrance to his activities or treats it neutrally. The group does not represent an independent value for the individual. This is manifested in the avoidance of joint forms of activity, in the preference individual work, in limiting contacts. This type of perception by an individual of a group can be called “individualistic”.
Type 2. The individual perceives the group as a means that contributes to the achievement of certain individual goals. In this case, the group is perceived and evaluated from the point of view of its “usefulness” for the individual. Preference is given to more competent team members who are able to provide assistance, take the decision difficult problem or serve as a source of necessary information. This type the individual's perception of the group can be called “pragmatic”.
Type 3. The individual perceives the group as an independent value. The problems of the group and its individual members come to the fore for the individual, there is interest, both in the success of each member of the group and the group as a whole, the desire to contribute to group activities... There is a need for collective forms work. This type of perception by an individual of his group can be called "collectivist".
On the basis of the three described hypothetical "types" of perception by an individual of a group, a special questionnaire was developed, revealing the predominance of one or another type of perception of a group in the studied individual.
A list of 51 judgments was used as the initial "bank" of judgments in developing the questionnaire, each of which reflects a certain "type" of perception by an individual of a group (namely, a study group). When creating the questionnaire, judgments from the test were used to study the orientation of the personality and the methodology for determining the level of socio-psychological development of the team. On the basis of an expert assessment, the most informative judgments were selected for solving the assigned task.
The questionnaire consists of 14 items-judgments containing three alternative choices. At each point, the alternatives are in random order. Each alternative matches a certain type perception by the individual of the group. The questionnaire was created taking into account the specifics study groups and was used to study perceptual processes in groups intensive training foreign languages, but with appropriate modification can be applied in other groups.
For each item of the questionnaire, the subjects must choose the most suitable alternative for them in accordance with the proposed instructions.
1. The best partners in the group, I consider those who. A - knows more than I;
B - seeks to solve all issues together;
B - does not distract the teacher's attention.
2. The best teachers are those who:
A - use an individual approach;
B - create conditions for help from others;
B - create an atmosphere in the team in which no one is afraid to speak out.
3. I am glad when my friends:
A - they know more than I do and can help me;
B - are able to achieve success on their own, without interfering with others;
B - help others when the opportunity presents itself.
4. Most of all I like it when in a group:
A - there is no one to help;
B – do not interfere with the task;
B - the rest are less prepared than me.
5. It seems to me that I am capable of maximum when:
A – I can get help and support from others;
B - my efforts are sufficiently rewarded, C - there is an opportunity to show initiative that is useful for everyone.
6. I like groups in which:
A - everyone is interested in improving the results of everyone;
B - everyone is busy with their own business and does not interfere with others;
B - each person can use others to solve their problems.
7. Students are rated as the worst such teachers who.
A - create a spirit of rivalry between students,
B - do not pay enough attention to them,
B - do not create conditions for the group to help them.
8. Most of all satisfaction in life is given by:
A - the ability to work when no one bothers you;
B - the ability to receive new information from other people;
B - the ability to do something useful to other people.
9. The main role should be.
A - in the upbringing of people with a developed sense of duty to others;
B - in the preparation of those adapted to independent life of people;
B - in training people who know how to get help from communicating with other people.
10. If the group has a problem, then I:
A - I prefer others to solve this problem;
B - I prefer to work independently, not relying on others;
B - I strive to contribute to common decision Problems.
11. I would learn best if the teacher:
A - had an individual approach to me;
B - created conditions for me to receive help from others;
B - encouraged students' initiative aimed at achieving overall success.
12. There is nothing worse than the case when:
A - you are not able to achieve success on your own;
B - you feel unnecessary in the group;
B - others do not help you.
13. Most of all I appreciate:
A - personal success, in which there is a share of the merit of my friends, B - general success, in which there is also my merit;
B - success achieved at the cost of their own efforts.
14. I would like to.
A - work in a team that applies the basic techniques and methods working together,
B - work individually with a teacher, C - work with people competent in this field.
Instructions for the subjects: “We are conducting a special study with the aim of improving the organization of the educational process. Your answers to the questionnaire help us with this. There are 3 possible answers for each item of the questionnaire, designated by the letters A, B and C. From the answers to each item, select the one that most accurately expresses your point of view. Remember that there are no “bad” or “good” answers in this questionnaire. Only one answer can be selected for each question. "
On the basis of the respondents' answers, using the "key", points are calculated for each type of perception of the group by an individual. One point is assigned to each selected answer. The points scored by the subjects for all 14 items of the questionnaire are summed up for each type of perception separately. In this case, the total score for all three types of perception for each subject should be equal to 14. When processing data, the “individualistic” type of perception by an individual of a group is denoted by the letter “I”, “pragmatic” - “P”, “collectivist” - “K”. The results of each subject are written in the form of a polynomial:
A I + b P + c K,
Where a - the number of points received by the subject for the "individualistic" type of perception, b - "pragmatic", c - "collectivist", for example: 4I + 6P + 4K.
Key for processing the questionnaire
^ Type of perception by an individual of a group
individualistic
collectivist
pragmatic
1V 8A 2A 9B ZB 10B 4B 11A 5B 12A 6B 13V 7B 14V
1B 8V 2V 9A 3V 10V 4A 11V 5V 12B 6A 13B 7A 14A
1A 8B 2B 9V FOR 10A 4V 11B 5A 12V 6V 13A 7V 14V
^ Methods for studying the maturity of children entering the first grade
The program contains four methods aimed at identifying psychosocial maturity, the level of development of analytical thinking and speech, as well as school-necessary functions in the form of the ability to voluntary behavior. The success of each of the methods is assessed in points, the overall indicator of the child's success in the program is assessed by the total score for all methods.
Method 1. Assessment of psychosocial maturity by test conversation
During the conversation, the psychologist receives information about general views the child, about his ability to navigate in simple life situations, about the situation in the family. Conversation is necessary to establish contact with the child, to create an atmosphere of trust in the examination process. The psychologist, regardless of the child's success, gives him positive, approving assessments, encourages him.
It is better for the psychologist to know in advance the composition of the family, the presence or absence of any of the parents.
At the end of the conversation, all information obtained in answering the questions is analyzed, special attention is paid to Control questions.
Processing of results
1. For the correct answer to all sub-questions of one item, the child receives 1 point. For example, if you answer to item 5: "I am a girl. And when I grow up, I will be an aunt," 1 point is awarded. The only exception is control questions.
2. The child can receive 0.5 points for correct, incomplete answers to the sub-questions of the item.
3. Answers are considered correct that correspond to the question posed and are quite complete, for example: "Dad works as an engineer at Azot," At a dog more legs than the rooster, because the dog has four, and the rooster has two. ”Answers are considered erroneous:“ Mom Luda, ”“ Dad works at work, ”and also, if the child confuses the seasons, their signs,“ more - less "without illustrative examples.
4. The control points are questions: 4, 7, 10, 22. They are assessed as follows: 4 - for the full home address with the name of the city - 2 points; 7 - if the child can calculate how old he will be - 1 point, if he answers with an accuracy of up to months - 3 points; 10 - for a reasoned answer with a list of signs (at least 3 signs) - 2 points, up to 3 signs - 1 point; 14 - for each correct indication of the use of school attributes - 1 point; 22 - for the correct answer "I will ask for forgiveness. I will give mine" - 2 points.
5. Clause 15 is assessed in conjunction with clauses 14 and 16. If in clause 14 the child scored 3 points and gave a positive answer in clauses 15 or 16, then it is noted positive motivation to study at school (for items 14-16, you need to score 4 points).
Children who want to learn can be guided by the study itself (which is the most favorable factor), others - by external attributes ( beautiful shape, briefcase, funny friends and breaks, etc.). The reluctance of children to go to school may be associated with a fear of strict rules established in it or a critical attitude towards themselves, as well as unwillingness to part with familiar conditions, with the position of a preschooler, fear of novelty - all this is noted in their statements.
Overall assessment of the results.
The final score is calculated by summing all the points received by the child on all items. "School-mature" children are considered to have received a total of 24-29 points, the average level of school maturity is determined by 20-23 points, conditionally unprepared for school life children can be considered as having received 15-19 points. It should be noted that according to the results of this method, the school psychologist has the right to draw only preliminary conclusions, which must be confirmed and verified by the results of diagnostics using the other three methods of the program.
Children with low level psychosocial maturity in need of broadening their horizons, meaningful communication with adults and peers, enriching life experiences, stimulating cognitive interest. The adaptation of such children can be complicated by conflicting relationships with peers, the teacher due to the child's preservation of aspiration, the need for play. All this requires the attention of a teacher, psychologist, and parents.
Method 2. Imitation of the written text.
(Variant of the task from the test "School maturity" A. Kern and I. Irasek)
Completing the tasks of this technique requires the child to show volitional effort when performing not very interesting work, to perform the task in the form of imitation of the model. The child's ability to perform this kind of action is important for mastering educational activities. It is also important in the process of performing such tasks to identify the features of fine motor skills of the hand, motor coordination. Thanks to this, it is possible not only to predict the success of mastering the skills of writing and drawing, but also to draw a conclusion (approximate) about the development of the child's ability to self-regulation and control his behavior in general. It is known that the level of development of fine motor skills, small movements is one of the important indicators mental development.
The diagnostic procedure consists in presenting to the child the phrase "He ate soup" written in advance on a white sheet of paper. The phrase should be written in regular handwriting, large and clear. The child is invited following instruction: "Look: here is something written on the sheet. You still cannot write. But try - could not (could) you write it? Look carefully and try to write next to it in exactly the same way." For each child, a separate sheet with a sample of the inscription can be prepared, you can use one sample for all children, giving each child a blank sheet of paper to work with. It is desirable that the phrase copied by the child fit on one line. If this does not work out, the child can the last word write above or below the previous ones.
Evaluation of the results of work on this method is carried out as follows
1 point - the phrase copied by the child can be read. It is clearly divided into three words, the size of letters can be no more than 2 times more sizes pattern letters. Record deviation from horizontal line should not exceed 30 °.
3 points - at least 2 groups can be distinguished in the child's record, at least 4 letters can be read.
4 points - at least 2 letters are similar to the letters of the sample. The copied image vaguely resembles letters, a letter.
5 points - separate or continuous "scribbles", among which it is impossible to distinguish something similar to letters.
Based on the results of this technique, the following conclusions can be drawn. ^ Children who received 5 points need additional activities, especially close attention in the initial period of study. They, most likely, have problems understanding the teacher's tasks, mastering drawing and writing.
^ Children who receive 3 points are considered ready for school, subject to control and attention during the initial period of study. As a developmental procedure, they can be offered work related to the improvement of fine motor skills - drawing patterns according to a sample, classes with small details(drawing up mosaics, assembling models, knitting, embroidery, drawing).
^ Children who receive 1-2 points are considered mature for schooling.
It should be noted that when using the results of this methodology for the purposes of ranking and selection, taking into account the results according to other methods, inverse scores are applied: the most successful performance is evaluated by 5 points, the most unsuccessful - 1 point, since in most other methods a proportional rating system is observed: why the more successful, the more points are awarded.
Technique 3. Thinking and speaking
The fulfillment of the tasks of this technique by the child allows to tentatively reveal the understanding of the plurality of objects, the presence of the concept of "one - many", as well as the concept of grammatical constructions using the example of plural nouns, their correct use in accordance with the situation. Diagnostics is carried out in individual form.
Instruction. The psychologist says to the child: "I will call you one object with a word, and you change this word so that it denotes many objects. For example, I will say" toy ", and you have to answer me -" toys. " he is how to act, to answer. Then 11 nouns in the singular are called:
Book lamp pen
Table window city
Chair ear brother
Flag baby
If the child makes mistakes in the first 2 words, you can help him by repeating correct sample: "Toy - toys". The correct answers of the child should be as follows (with observance of stress):
Book lamp pen
City window tables
Chairs ears brothers
Flags guys
The child is given up to 10 seconds to think about the answer.
Evaluation of results
3 points - the child made no more than two mistakes;
2 points - from 3 to 6 mistakes were made;
1 point - the child made more than 7 mistakes.
Errors are considered both incorrect words and incorrect stress in a word.
Children who have made more than 7 mistakes (1 point) need additional work on the development of speech (organization of conversations, retelling, linguistic games). It should also be noted the possible situations when peers will pay attention to mistakes in the speech of such a child.
Method 4. Inference
This technique (E. Zambacevichene, L. Chuprov and others) allows us to investigate the child's ability to make inferences by analogy with the proposed sample. Completing the task requires the formation of the ability to establish logical connections and relationships between concepts. It is possible to diagnose the child's ability to maintain and use a given way of reasoning. The relationship between concepts in each task is different, and if the child is not yet able to highlight essential features in concepts, he will build an inference based on the previous analogy, which will lead to an erroneous answer. Thus, the success of the tasks of the methodology allows one to draw conclusions about the level of development of verbal and logical thinking for such an indicator as a logical action - "inference".
The survey is carried out on an individual basis, the time for answers is not limited. In case of obvious difficulties in the child, the psychologist should not insist on the answer and tactfully proceed to the next task. The text of the assignments is printed (or written) large on a sheet of paper. The psychologist reads the assignment out loud, the child, if he already knows how to read, can follow the text.
The task is carried out in several stages. At the first stage, the child is told the following: “Now you and I will match words to each other. For example, cucumber is a vegetable. The words are: weed, dew, garden, flower, earth.
Second stage (after a pause). "Let's try: cucumber is a vegetable; cloves?" After a pause, all words are read. "Which word is right?" - we ask the child. No additional questions or explanations should be given.
Stimulating help is possible when completing assignments. If the child has uncertainty about the answer, you can invite him to think more and give the correct answer. Such assistance counts towards the awarding of points. The faster the child refuses help and begins to independently perform tasks, the higher his learning ability, therefore, we can assume that he quickly memorizes the algorithm for solving the problem and can act according to the model.
Evaluation of the success of the tasks is carried out as follows:
1 point - completing the task from the first presentation; 0.5 points - the task was completed on the second attempt, after the help was provided by the psychologist.
The quantitative results can be interpreted taking into account the data of L. Pereslenia, E. Mastyukova, L. Chuprov. High level success - 7 or more points, children have formed such a mental operation as inference. "
The average level - from 5 to 7 points: the execution of a mental operation is carried out by children in the "zone of proximal development". In the learning process, in the initial period, it is useful to give such children individual assignments on the development of mental operations, providing minimal assistance.
Low level - less than 5 points, children practically lack the skills of mental operations, which makes special requirements for the development of their logical thinking skills in educational cognitive activities.
Overall assessment of the program.
The total success score for the program is calculated as the sum of the points received by the child for all methods. There are three levels of readiness for schooling:
High level - from 39 to 47 points
Average level - from 28 to 38 points
Low level - from 17 to 27 points
The distribution of results by levels is rather indicative, but allows school psychologist, at least, to characterize the teachers of the primary grades of future students who may have certain problems with learning. The nature of the problems can be identified based on the analysis of the diagnostic results for each of the techniques. Special attention it is useful to give to children with both high and low levels of readiness: it is in them that we can expect, first of all, a decrease in learning motivation. For the first, because of the ease and simplicity of the learning tasks for them, for the second, because of their complexity.
^ Additional diagnostic capabilities. A psychologist, observing the behavior of a child during a diagnostic procedure, can draw a number of conclusions about individual characteristics, which must be taken into account in order to individualize training.
^ Social maturity is manifested in the child's understanding of the diagnostic situation as rather important and serious. At the same time, it is important that she is not super-significant, dangerous, scary for him. Social maturity is also manifested in relation to the very fact of entering school, as a significant event that will change a lot in a child's life.
^ Self-awareness, self-esteem. - This individual characteristic significantly affects the success of training in general. The psychologist can ask the child how he evaluates his results: how successful or unsuccessful. Frequent evaluation their results as successful may indicate an overestimated self-esteem, while disbelief in one's own success is an indicator of low self-esteem.
Anxiety. - It manifests itself in general psychological tension in a communication situation. Highly anxious children often do not dare to give an answer, being afraid to make a mistake, they think for a long time, sometimes they refuse to answer, even if they know what to say. As a rule, they carefully listen to the instructions of an adult psychologist, but they do not always understand them because of their fear of the situation.
^ Emotional irritability. - Children with high emotional excitability are characterized by a quick change of emotions, a quick emotional reaction to the prevailing circumstances. They easily have both laughter and tears. Emotions are unstable, not always adequate to the reason, their cause
^ STUDYING MEMORY USING THE TEN WORD LEARNING METHOD
Introductory remarks. The method of memorizing ten words was proposed by A.R. Luria. It 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, as well as to study the dynamics of the course of the disease and take into account the effectiveness of drug therapy.
^ The purpose of the lesson. Study of the peculiarities of memory of patients with neuropsychic diseases.
Stimulus material. A set of ten monosyllabic or two-syllable words that are not related in meaning, the compilation of which is not very difficult. It is desirable to have several of these sets.
Examples of word set
1. Table, water, cat, forest, bread, brother, mushroom, window, honey, house.
2. Smoke, sleep, ball, fluff, ringing, bush, hour, ice, night, stump.
^ The order of work. The test subject is given the instruction: “I will now read 10 words. Listen carefully. When I finish reading, repeat the words you remember in any order. " The experimenter reads words slowly and clearly. In the minutes, he notes
This version of the methodology is intended for children entering school. To assess the general orientation in the world around children from grades I to V and to find out the stock of their everyday knowledge, other lists of questions are used, which follow. The procedures for processing answers to them, deriving an assessment in points and assessing the level of psychological development of a child on this basis are identical.
The general orientation of children who are just entering school in the world around them and the assessment of the stock of everyday knowledge they have are based on answers to the following questions:
1. What is your name?
(Saying a surname instead of a first name is not a mistake.) "2. How old are you?
3. What are the names of your parents?
(The naming of diminutive names is not considered an error.)
4. What is the name of the city in which you live?
5. What is the name of the street on which you live?
6. What is your house and apartment number?
7. What animals do you know? Which ones are wild and which ones are domestic?
(The correct answer is the one in which at least two wild and at least two domestic animals are named.)
8. At what time of the year do the leaves appear and at what time of the year do the leaves fall from the trees?
9. What is the name of the time of day when you wake up, eat dinner and get ready for bed?
10. Name the items of clothing and cutlery you use.
(The correct answer is one that lists at least three pieces of clothing and at least three different cutlery.)
For the correct answer to each of the proposed questions, the child receives 1 point. The maximum number of points that one child can receive according to this method for correct answers to all questions is 10.
The child is given 30 seconds to answer each of the questions. The absence of an answer during this time is qualified as an error and is estimated at 0 points.
The child who answered all the questions correctly is considered to be completely psychologically ready for school (according to this method). eventually got 10 points. During the time allotted for the answer, the child can be asked additional questions that facilitate, but do not prompt the correct answer.
Questions for I class
1. What is your last name, first name and patronymic?
2. How old are your mom and your dad?
3. What are the names of your grandmother and your grandfather?
Part 1. Psychological diagnostics
4. What is the name of the capital of the state in which you live?
5. What is the name of the street where your relatives live? (In the answer to this question, it is necessary to correctly name although
would be one street and say which of the relatives lives on this street.)
6. What is the house number and apartment number where your relatives or friends live?
7. What are the names of the birds that can be found in the vicinity of your home?
(At least two different birds must be named here.)
8. In what month does snow usually appear and when does it start to melt?
9. What time do you usually leave for school and come home from school?
(The correct answer includes both hours and minutes.)
10. Name the tools you have in your home.
(The correct answer to this question is one that lists at least three different tools.)
Questions for II class
1. What are the surname, name and patronymic of your parents - dad and mom?
2. How old is your brother and / or sister?
(If the child has no siblings, he can name cousins, etc.)
3. What are the surname, name and patronymic of any of your women
dearest relatives?
(You can name any of them, except for mom, dad, grandparents, siblings.)
4. What is the name of the main city in the area where you live?
5. What is the name of the city and street where your relatives or friends live?
6. What is the house number and apartment number where your uncle or aunt live?
(For a correct answer, it is enough to name the address of at least one of them.)
Chapter 4. Methods of psychodiagnostics of primary schoolchildren
7. What are the names of those animals (animals) that live in the forest?
(For the correct answer, you must name at least four
three of them.)
8. In what month do the buds appear on the trees and in what month do the leaves begin to turn yellow here with you?
9. What time do your mom and dad usually come home from work?
(For the correct answer to this question, it suffices to name only the hour without specifying the minutes.)
10. Name all the appliances you have at home.
(The correct answer calls for the names of at least three different fixtures.)
Questions for Grade III
1. What are the surname, name and patronymic of your grandmother and your grandfather?
2. How old are your grandmother and your grandfather?
(If they are not alive, how old were they in the last year of their life?)
3. What are the surname, name and patronymic of someone of yours
distant relatives? First name the one about whom you are collecting
you want to talk.
(The correct answer to this question provides for the naming of at least one distant relative as a child).
4. What is the name of the area of the city in which you live?
(This question can be changed somewhat substantively,
including the wording of the name of the settlement or any part of it).
5. What is the name of the city (area, etc.) where you were born
parents?
(The correct answer provides for the exact name of the place of birth of at least one of the child's parents).
6. What is the phone number in your relatives' apartment? (For the correct answer, it is enough to give only one number).
7. What are the names of the fish that live in the river?
8. In what parts of the world, countries, there is no winter or summer?
Part 1. Psychological diagnostics
9. What time do you usually have breakfast and dinner? (The correct answer assumes the name of both the hour and the minute.)
10. What are the different types of transport called? (The correct answer involves naming at least three different modes of transport).
Questions for grades IV-V
1. What are the surname, name and patronymic of your uncle and your aunt?
(It is enough to give the last name, first name and patronymic at least one
one of these relatives).
2. How old is your uncle and how old is your aunt?
(The correct answer involves naming the age although
would be one of these relatives).
3. What are the surname, name and patronymic of any of your
housemates?
(For the correct answer, it is enough to name at least one of the neighbors).
4. What are the names of the capitals of those states that face
chat with your republic?
(In the correct answer to this question, at least three capitals of different states should be named).
5. What are the names of the cities in which your grandmother was born
what about your grandfather?
6. How to call the city where your relatives live?
(The correct answer is to indicate how
call at least one city).
7. What are the names of the animals that live in the sea?
(For the correct answer, it is enough to name at least two
such animals).
8. In which countries of the world are the coldest and warmest of all?
(The correct answer provides for the naming of at least one such country that is located in the equator zone, and at least one country that is located close to the North Pole).
9. At what time on Saturdays and Sundays on TV
do your favorite shows start?
Chapter 4. Methods of psychodiagnostics of primary schoolchildren
(For the correct answer, it is necessary to name the time in hours and minutes of at least two such programs).
10. Where can I read anything interesting?
(This refers to books, newspapers and magazines. The correct answer calls for at least three different print publications).
METHODS FOR DETERMINING A CHILD'S READINESS
TO SCHOOL STUDY AND DIAGNOSTICS
THE LEVEL OF DEVELOPMENT OF ITS COGNITIVE PROCESSES
Finding out the general orientation of children in the world around them and their stock of everyday knowledge
The general orientation of children in the world around them and the stock of everyday knowledge are understood as the information that the child has about himself, about close and distant relatives, about the area where he lives, about the surrounding natural environment, about household items, about space and time, about tools and materials. It is assumed that with age, this knowledge in a child gradually expands and becomes deeper.
In order to study from age to age and then compare the general orientation of children and the stock of everyday knowledge, for children of all ages in this set of methods, starting from 6-7 years of age and up to 10-11 years, i.e. for children entering school and graduating from I, II, III and IV grades, respectively, identical questionnaires with ten questions in each are proposed. From age to age, the questions are repeated in meaning, but they become more difficult - the search for the correct and comprehensive answer requires more and more accurate and extensive knowledge from the child. If, for example, children who are just entering school are asked a simple question: "What is your name?" (I grade), "What are the surname, name and patronymic of your parents, dad and mom?" (II grade), "What are the surname, name and patronymic of your grandmother and your grandfather?" (III grade), "What are the surname, name and patronymic of your uncle and your aunt?" (IV class).
Note that in this technique, the questions are formulated and selected in such a way that only capable children can answer them correctly and completely. This was done quite deliberately and for the following reasons. First, in order to be able to identify really talented children. Secondly, in order to more accurately divide children into groups according to the degree of their general orientation and stock of everyday knowledge. At the same time, it is assumed that any child of average abilities will at least partially be able to answer some of the proposed questions, and, therefore, it will be possible to assign a certain point to him using this method.
V next option methods there are only two ways quantify answers: 0 points and 1 point. Practice, however, shows that two answers are not enough. Sometimes children give a partially correct answer that cannot be rated at 0 or 1 point. In addition, some of the questions offered to children, for example, those marked with numbers 6, 7, 8, 9, actually contain not one, but two sub-questions. The child can answer one of these sub-questions, but not the other. In this regard, for a partially correct or incomplete answer of the child, it is sometimes recommended to use an estimate of 0.5 points.
There are situations when the child cannot give an answer to the proposed question, not because he does not know it, but for the reason that it is impossible for the child to answer this question. For example, the interviewed child may not have relatives (question 6 for first grade students; question 5 for second grade students; question 2 for first graders; question 9 for second graders, and a number of others). Such questions need to be corrected during the examination of the child and the answers to them should be considered correct even if they concern relatives that this child really has. It is also allowed to replace the word “relatives” with the word “acquaintances” in the question (see, for example, question 6 for the first grade and question 5 for the second grade).
