Diagnostic methods for primary school age. Methods for diagnosing attention in younger students

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Plan

Introduction

1. Individual development students (7-11 years old)

2. Diagnostic features

3. Readiness for school: goals and objectives of diagnostics

Conclusion

Bibliography

Introduction

Most characteristic the period from seven to eleven years is that at this age the preschooler becomes a schoolboy. This is a transitional period when the child combines the features of preschool childhood with the characteristics of a schoolchild. These qualities coexist in his behavior and consciousness in the form of complex and sometimes contradictory combinations. Like any transitional state, given age rich hidden opportunities developments that are important to capture and support in a timely manner. The foundations of many mental qualities of a person are laid and cultivated in the early school years. Therefore, special attention of scientists is now directed to identifying reserves for the development of younger students. The use of these reserves will make it possible to more successfully prepare children for further educational and labor activities. Psychodiagnostics helps to resolve these issues.

Psychodiagnostics is not only a direction in practical psychodiagnostics, but also a theoretical discipline.

Psychodiagnostics is carried out on the basis of special methods. It can be an integral part of the experiment or act independently, as a research method or as a field of activity of a practical psychologist, while being directed to the examination, and not to the study.

The purpose of the control work is to consider the features of psychodiagnostics of younger children. school age(1-4 grade 7-11 years old).

1. Individual development of students (7-11 years old)

Between the ages of 7 and 11, significant changes occur in all organs and tissues of the body. So, all the curves of the spine are formed - cervical, thoracic and lumbar. However, the ossification of the skeleton does not end here - its great flexibility and mobility, opening up both great opportunities for proper physical education and practicing many sports, and melting negative consequences(in the absence of normal conditions of physical development). That is why the proportionality of the furniture behind which the younger student sits proper fit at the table and desk - these are the most important conditions for the normal physical development of the child, his posture, the conditions for all his further performance.

In junior schoolchildren, muscles and ligaments vigorously grow stronger, their volume grows, and overall muscle strength increases. In this case, large muscles develop before small ones. Therefore, children are more capable of relatively strong and sweeping movements, but it is more difficult to cope with small movements that require precision. Ossification of the phalanges of the metacarpals ends by the age of nine or eleven, and the wrist - by ten or twelve. If we take this circumstance into account, it becomes clear why a younger student often copes with written assignments with great difficulty. His hand gets tired quickly, he cannot write very quickly and for an excessively long time. Do not overload younger students, especially students in grades I-II, with written assignments. Children's desire to rewrite a graphically poorly done task most often does not improve the results: the child's hand quickly gets tired.

In a younger student, the heart muscle grows intensively and is well supplied with blood, so it is relatively hardy. Due to the large diameter of the carotid arteries, the brain receives enough blood, which is an important condition for its performance. The weight of the brain increases markedly after the age of seven. Especially increase frontal lobes brain, which play an important role in the formation of the highest and most complex functions of human mental activity.

The relationship between the processes of excitation and inhibition changes. Inhibition (the basis of restraint, self-control) becomes more noticeable than in preschoolers. However, the tendency to excite is still very great, hence the restlessness of younger students. Conscious and reasonable discipline, the systematic requirements of adults are necessary external conditions for the formation in children of a normal relationship between the processes of excitation and inhibition. At the same time, by the age of seven, their overall balance corresponds to the new, school, requirements for discipline, perseverance and endurance.

Thus, at primary school age, in comparison with preschool age, there is a significant strengthening of the musculoskeletal system, cardiovascular activity becomes relatively stable, and the processes of nervous excitation and inhibition acquire greater balance. All this is extremely important because the beginning of school life is the beginning of a special learning activities which requires from the child not only significant mental stress, but also great physical endurance.

Psychological restructuring associated with the admission of the child to school. Each period of the mental development of the child is characterized by the main, leading type of activity. So, for preschool childhood, the leading activity is play. Although children of this age, for example, in kindergartens, are already studying and even working within their capacity, nevertheless, role-playing in all its diversity serves as the true element that determines their entire appearance. In the game, a desire for public appreciation appears, imagination and the ability to use symbolism develop. All this serves as the main points characterizing the readiness of the child for school.

As soon as a seven-year-old child enters the classroom, he is already a schoolboy. From that time on, the game gradually loses its dominant role in his life, although it continues to occupy an important place in it; teaching becomes the leading activity of the younger student, significantly changing the motives of his behavior, opening up new sources for the development of his cognitive and moral forces. The process of such restructuring has several stages.

The stage of the child's initial entry into the new conditions of school life stands out especially clearly. Most children are psychologically prepared for this. They happily go to school, expecting to find something unusual here compared to home and kindergarten. This inner position of the child is important in two respects. First of all, the anticipation and desirability of the novelty of school life help the child quickly accept the teacher's requirements regarding the rules of behavior in the classroom, the norms of relations with comrades, and the daily routine. These requirements are perceived by the child as socially significant and inevitable. The situation known to experienced teachers is psychologically justified; from the first days of the child's stay in the classroom, it is necessary to clearly and unambiguously disclose to him the rules of the student's behavior in the classroom, at home and in public places. It is important to immediately show the child the difference between his new position, duties and rights from what was familiar to him before. The requirement of strict observance of new rules and norms is not excessive strictness to first-graders, but necessary condition organization of their lives, corresponding to their own attitudes of children prepared for school. With the precariousness and uncertainty of these requirements, children will not be able to feel the uniqueness of a new stage in their lives, which, in turn, can destroy their interest in school.

The other side of the child's internal position is connected with his general positive attitude towards the process of assimilation of knowledge and skills. Even before school, he gets used to the idea of the need for learning in order to one day truly become what he wanted to be in the games (pilot, cook, driver). At the same time, the child does not naturally represent the specific composition of knowledge required in the future. He still lacks a utilitarian-pragmatic attitude towards them. He is drawn to knowledge in general, to knowledge as such, which has social significance and value. This is where curiosity, theoretical interest in the environment is manifested in the child. This interest, as the basic prerequisite for learning, is formed in the child by the entire structure of his preschool life, including extensive play activity.

At first, the student is not yet truly familiar with the content of specific subjects. He still has no cognitive interests in himself learning material. They are formed only as they deepen in mathematics, grammar and other disciplines. And yet the child learns the relevant information from the first lessons. At the same time, his educational work is based on an interest in knowledge in general, a particular manifestation of which in this case is mathematics or grammar. This interest is actively used by teachers in the first lessons.

The child's intuitive acceptance of the value of knowledge itself must be supported and developed from the first steps of schooling, but already by demonstrating unexpected, tempting and interesting manifestations of the very subject of mathematics, grammar and other disciplines. This allows children to develop genuine cognitive interests as the basis of learning activities.

Thus, the first stage of school life is characterized by the fact that the child obeys the new requirements of the teacher, regulating his behavior in the classroom and at home, and also begins to be interested in the content of the educational subjects themselves. The painless passage of this stage by the child indicates a good readiness for schoolwork. But not all children of seven years of age have it. Many of them initially experience certain difficulties and are not immediately included in school life.

2. Features of diagnostics

By the time children enter school, their individual differences in terms of the level of psychological development increase significantly. These differences are primarily manifested in the fact that children differ from each other in intellectual, moral, interpersonal development. Consequently, they can already react differently to the same instructions and psychodiagnostic situations. For some children entering school, tests intended for the psychodiagnostics of adults are practically completely accessible, for others - less developed - only methods designed for children 4-6 years of age, i.e. for preschoolers. This is especially true for such psychodiagnostic methods that use verbal self-assessments, reflection and various conscious, difficult assessments child environment.

Therefore, before applying this or that psychodiagnostic technique to children of primary school age, it is necessary to make sure that it is intellectually accessible to them and not too simple to assess the real level of psychological development achieved by the child.

Many, being ready for learning in terms of their physical age, are at the level of a preschool child in terms of the level of psychological development. If such a child is offered a rather difficult, in principle accessible, but of little interest to him, serious psychological test that requires a developed will, voluntary attention, memory and the same imagination, then it may turn out that he will not be able to cope with the task. And this will happen not due to the lack of intellectual abilities and inclinations, but due to the insufficient level of personal and psychological development. If, on the contrary, the same test tasks are offered to the child in a playful, externally and internally attractive form, then, in all likelihood, the test results will turn out to be different, higher.

As for children in grades 3 and 4, tests intended for adults are more suitable for their psychodiagnostics, provided that the test tasks themselves are available to them. Speaking of accessibility, in this case, we mean the correspondence of these tasks to the abilities that children have.

In the presence of strong motivation, with an interested, active attitude to testing, its results will always be higher. If an adult is still somehow able to consciously, with the help of appropriate volitional efforts, control his behavior during testing, then children during the entire junior school and up to adolescence Most of them still can't do it.

To be sure of the reliability of the results of psychodiagnostic studies, it is necessary that the psychodiagnostic methods used be scientifically substantiated, i.e., meet a number of requirements.

These requirements are:

1. Validity - “usefulness”, “fitness”, “correspondence”.

The validity of the methodology is checked and refined in the process of its fairly long-term use.

Validity Criteria:

* Behavioral indicators - reactions, actions and deeds of the subject in different life situations.

* Achievements of the subject in various types activities: educational, labor, creative, etc.

* Data on the performance of various control samples and tasks.

* Data obtained from other methods, the validity of which or the relationship with this method is considered to be reliably established.

2. Reliability - characterizes the possibility of obtaining sustainable indicators using this technique.

The reliability of a psychodiagnostic technique can be established in two ways:

by comparing the results obtained by this method different people

By comparing the results obtained by the same method under different conditions.

3. The unambiguity of the methodology - is characterized by the extent to which the data obtained with its help reflect changes in precisely and only the property for which this methodology is used.

4. Accuracy - reflects the ability of the technique to subtly respond to the slightest changes in the evaluated property that occur during the psychodiagnostic experiment. The more accurate the psychodiagnostic technique, the more finely it can be used to evaluate gradations and reveal shades of the measured quality, although in practical psychodiagnostics a very high degree of accuracy of assessments is not always required.

3. Readiness for school: goals and objectives of diagnostics

The system of psychodiagnostic methods for children of primary school age is intended for a comprehensive assessment of the level of psychological development of children entering school, as well as primary school students, including the characteristics of their cognitive processes, personality and interpersonal relationships, assessment of their practical skills and abilities, including intellectual abilities.

Based on the application of this system of methods, it is possible to assess the psychological readiness of children for schooling, their psychological development during education in primary grades from 1 to 4 inclusive.

Psychodiagnostic assessment within the framework of this complex is subject to:

1. General orientation of children in the world around

2. The attitude of the child to learning at school

3. Attention

5. Thinking

7. Artistic and visual abilities

8. Labor skills and abilities

9. Motivation for success

10. Personal qualities

11. Interpersonal relationships

Using the methods included in this complex, it is possible to determine in what respect the child is ready and not ready for schooling, in which he has more or less advanced in his development. These techniques make it possible to find out the inclinations, inclinations, and abilities of children, from the first steps of teaching a child at school, to conduct targeted psychodiagnostic work with him, related to the identification and development of his abilities.

Carrying out a comprehensive systematic psychodiagnostics makes it possible to evaluate the effectiveness of educational work at school in terms of the extent to which it contributes to the advancement of children in their psychological development.

This complex includes such methods that are fashionably used to study children from 6-7 years old to 10-11 years old and obtain comparable results.

The grades obtained by all methods are translated into a single, standardized rating system, and are recorded in the Card of the individual psychological development of a child of primary school age.

The complex includes three types of methods: those that are usually used only when children enter school, those that are used both to diagnose school readiness and to assess the level of psychological development; those that are used only in assessing the level of psychological development of children.

There are three main areas in which children develop psychologically - cognitive processes, personality and interpersonal relationships. All of them should be evaluated if the task is to determine the level of psychological development of the child, for all there are special methods.

Psychodiagnostic assessment within the framework of this set of methods is subject to the processes of attention, imagination, memory, thinking and speech of the child, as well as his motivation for learning, achieving success and some basic personality traits, relationships with peers and adults.

Since in psychology, when evaluating each cognitive process, you can get many different indicators, when creating this set of methods, the task is to select the minimum. Were selected, firstly, those on which the education and upbringing of children depends; secondly, those who themselves can develop under the influence of training and education, i.e. serve as indicators of the level of psychological development of children. This applies, for example, to assessing attention, memory, thinking, imagination, speech, motivation to achieve success.

Each technique allows you to get one indicator and requires from 5 to 10 minutes for its implementation. The total time spent on a holistic, versatile examination of each child is from 3 to 6 hours in total, depending on the composition of the selected methods and the speed of the children's work on it.

Psychodiagnostics of children, carried out with the help of the set of methods presented below, solves the following tasks:

1. It turns out how this child develops.

2. The inclinations and abilities he has are revealed in a timely manner.

3. The reasons for the child's lagging behind in school or the reasons for poor upbringing are clarified.

One of the ways to reduce the time spent on examining children with the help of the described set of techniques is to, where possible and permissible, conduct not individual, but group examinations of children. Such possibilities and conditions that must be observed in this case are mentioned in the comments to each method. If there are no such comments, this means that this technique can be applied in the same way to both individual and group examinations of children.

Before proceeding with the psychodiagnostic examination, it is recommended to do the following:

1. Read the text of the methodology, carefully understand it.

2. Read the comments on this technique.

3. Prepare the materials necessary for the methodology.

4. Conduct a trial examination using this technique for at least one child and process the results.

Attention is one of the main psychological processes, the characteristics of which determine the assessment of the cognitive readiness of the child to study at school, the success of his educational activities. Many problems that arise in teaching, especially in its initial period, are directly related to shortcomings in the development of attention.

Although, on the whole, attention changes little in ontogenesis and its main characteristics remain fairly stable with age, nevertheless, with sufficient and systematic efforts, many shortcomings in the development of a child's attention can be eliminated over time. This is explained by the fact that some, underdeveloped qualities of attention can be compensated by the enhanced development of its other qualities.

The proposed set of methods included mainly those with the help of which, although individually stable, but at the same time compensable properties of children's attention are evaluated.

Landolt rings were chosen as the main methodological, stimulus material for assessing the stability, distribution and switching of attention of younger schoolchildren, and this is done because they are a universal tool that can be used to study the attention of children of different ages.

For a practical assessment of stability, distribution and switching of attention, one and the same sheet of paper with Landolt rings can be used, addressing with each new task that part of it that was left blank during the previous task.

Method 1. Product definitionactivity and stability of attention

The child is offered a form with Landolt rings, accompanied by the following instructions:

“Now you and I will play a game called “Be careful and work as fast as possible.” In this game you will compete with other children, then we will see what result you have achieved in the competition with them. I think you will do just as well as the rest of the kids."

Next, the child is shown a form with Landolt rings and it is explained that he must, carefully looking through the rings in rows, find among them those in which there is a gap located in a strictly defined place, and cross them out.

The work is done within 5 minutes. Every minute the experimenter pronounces the word “line”, at this moment the child must put a line in the place of the form with Landolt rings where the team found him. After 5 minutes have elapsed, the experimenter says the word "stop". At this command, the child must stop working and in the place of the form with the rings where this command found him, put a double vertical line. When processing the results, the experimenter determines the number of rings viewed by the child for each minute of work and for all five minutes during which the psychodiagnostic experiment continued. It also determines the number of mistakes made by him in the process of work for each minute, from the first to the fifth, and in general for all five minutes.

The productivity and stability of a child's attention are determined by the formula:

S=0.5n-2.8n/60

where: S - indicator of productivity and stability of attention; N - the number of rings viewed by the child per minute; n is the number of mistakes made by the child during the same time.

During the processing of the results, five per-minute S indicators and one S indicator relating to all five minutes of work taken together are calculated.

Method 2. Assessment of attention distribution

The instructions that children receive in this technique are similar to those given to them when conducting the previous technique with Landolt rings. The same stimulus material is used in this experiment. However, in this case, children are invited to find and cross out in different ways at the same time two different types of rings that have gaps in different places, for example, on top and on the left, and the first ring should be crossed out in one way, and the second in another.

Method 3. Assessing Attention Switching

Here the same form with Landolt rings is offered as in other previous cases, but accompanied by a slightly different instruction: “During the first minute you will have to find and cross out rings of one type in one way, and during the next minute - rings of another type, and so on in turn for all five minutes.

The processing, presentation and interpretation of the results are the same as in other previous methods, and the comment regarding the previous method applies equally to this method.

A person's memory is even more multifaceted than his attention, and with the help of one or two methodological tests, one or two partial indicators, it is almost impossible to satisfactorily assess it.

For successful learning in elementary grades, you need to know at least the following types of memory:

1. Short-term visual and auditory, including their volume and ability to retain information in the appropriate forms random access memory. Without a good short-term and short-term memory, any information perceived with the help of the main sense organs - educational, labor, social and other, will not fall into long-term memory and be stored there for a long time.

2. Mediated memory, which is characterized by the presence and independent, proactive use by the child various means memorization, storage and reproduction of information.

3. It is also important to correctly and accurately assess the dynamic features of the process of memorization and recall, including such indicators as the dynamism of memorization and its productivity, the number of repetitions necessary for the error-free recall of a certain set of information units.

Consider ways to determine all these types and indicators of memory in order.

Method 4. Determination of the volume of short-term visual memory

The child is offered each of the following two drawings in turn. After presenting each part of the drawing, A and B, the child receives a stencil frame with a request to draw on it all the lines that he saw and remembered on each part. Based on the results of two experiments, the average number of lines that he reproduced correctly from memory is established.

A correctly reproduced line is one whose length and orientation are not much different from the length and orientation of the corresponding line in the original drawing.

The resulting indicator, equal to the number of correctly reproduced lines, is considered as the amount of visual memory.

Method 5. Assessment of working visual memory

The working visual memory of a child and its indicators can be determined using the following procedure. The child is sequentially, for 15 seconds each, task cards presented in the form of six differently shaded triangles. After viewing the next card, it is removed and instead a matrix is offered that includes 24 different triangles, among which are the six triangles that the child just saw on a separate card. The task is to find and correctly indicate in the matrix all six triangles depicted on a separate card.

An indicator of the development of visual operative memory is the quotient of dividing the time to solve a problem per minute by the number of errors made in the process of solving, plus one.

Mistakes are triangles incorrectly indicated in the matrix or those that the child could not find for any reason.

In practice, to obtain this indicator, proceed as follows. For all four cards, the number of triangles correctly found on the matrix is determined and their total sum is divided by 4. This will be the average number of correctly indicated triangles. This number is then subtracted from 6, and the result is considered as the average number of errors made.

Then the average time the child worked on the task is determined, which in turn is obtained by dividing the total total time the child worked on all four cards by 4.

The end time of the child's work on the search for triangles in the general matrix is determined by the experimenter with the help of a question to the child: "Have you already done everything you could?" As soon as the child answers this question in the affirmative and practically stops searching for triangles in the matrix, it is considered that he has completed his work. Dividing the average time the child worked on the search on the matrix of six triangles by the number of errors made finally allows us to get the desired indicator.

Technique 6. Diagnostics of mediated memory

The material necessary for the technique is a sheet of paper and a pen. Before the start of the examination, the child is told the following words: “Now I will call you different words and sentences and then pause. During this pause, you will have to draw or write something on a piece of paper that will allow you to remember and then easily recall the words that I said. Try to make drawings or notes as quickly as possible, otherwise we will not have time to complete all the tasks. There are quite a lot of words and expressions that need to be remembered.

The following words and expressions are read to the child one by one: House. Stick. Tree. Jump high. The sun is shining. Cheerful person. Children play ball. The clock is standing. The boat floats on the river. The cat eats fish. After reading each word or phrase to the child, the experimenter pauses for 20 seconds. At this time, the child should have time to draw on the sheet of paper given to him something that will later allow him to remember the right words and expressions. If during the allotted time the child did not have time to make a note or drawing, then the experimenter interrupts it and reads out the next word or expression.

As soon as the experiment is over, the psychologist asks the child, using the drawings or notes he made, to recall the words and expressions that were read to him.

Evaluation of results

For each word or phrase correctly reproduced according to their own drawing or recording, the child receives 1 point. Correctly reproduced are not only those words and phrases that are literally restored from memory, but also those that are conveyed in other words, but exactly in meaning.

Approximately correct reproduction is estimated at 0.5 points, and incorrect - at 0 points.

The maximum overall score that a child can receive in this technique is 10 points. The child will receive such an assessment when he correctly remembers all the words and expressions without exception. The minimum possible score is 0 points. It corresponds to the case if the child could not remember a single word from his drawings and notes or did not make a drawing or note for a single word.

Conclusions about the level of development

10 points - very highly developed mediated auditory memory

8-9 points - highly developed mediated auditory memory

4-7 points - moderately developed mediated auditory memory

2-3 points - poorly developed mediated auditory memory

0-1 point - poorly developed mediated auditory memory

The thinking of a younger schoolchild differs from the thinking of a preschooler, firstly, by the higher rates of his development during these years; secondly, significant structural and qualitative transformations taking place in the intellectual processes themselves. In primary school age, under the influence of learning as a leading activity, all three types of thinking actively develop: visual-effective, visual-figurative and verbal-logical. Particularly significant changes occur in the development of the last type of thinking, which at the beginning of a given period of a child’s life is still relatively poorly developed, and towards the end it becomes the main one and in its qualities already differs little from the similar type of thinking of adults. In this regard, practical psychodiagnostics of the thinking of children of primary school age should be aimed, on the one hand, at assessing all types of thinking in a child, and on the other hand, at a special assessment of verbal-logical thinking.

In accordance with this idea, the methods of thinking diagnostics considered below were selected and built in a certain sequence.

Most of these methods relate to the study of the child's verbal-logical thinking, but among them there are those that relate to the diagnosis of visual-effective and visual-figurative thinking.

Technique 7. Identification of similarities and differences in objects

Definition of concepts, explanation of causes, identification of similarities and differences in objects - this is an operation of thinking, evaluating which we can judge the degree of development of the child's intellectual processes. These features of thinking are established by the correctness of the child's answer to the following series of questions:

1. Which animal is bigger: a horse or a dog?

2. People have breakfast in the morning, but what do they do while eating during the day and in the evening?

3. It is light outside during the day, but at night?

4. The sky is blue, but the grass?

5. Cherry, pear, plum and apple are.

6. Why is the barrier lowered when the train is running?

7. What is Moscow, Kyiv, Khabarovsk?

8. What time is it? (show the clock and ask for the time).

9. A young cow is called a heifer. What is the name of a young dog and a young sheep?

10. Who looks more like a dog: a cat or a chicken?

11. Why does a car need brakes?

12. How are hammer and ax similar to each other?

13. What do squirrels and cats have in common?

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

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

16. What kinds of sports do you know?

17. What is different an old man from young?

18. Why do people go in for physical education and sports?

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

20. Why is it necessary to stick a frame on a letter?

Results processing

For each correct answer to each of the questions, the child receives 0.5 points, so the maximum number of points that he can get in this technique is 10.

The described technique is suitable mainly for the psychodiagnostics of the verbal-logical thinking of children entering school. Together with an assessment of the ability to make inferences, it gives a more or less complete picture, reflecting the main mental operations named at the beginning.

Before evaluating the correctness of the answer, you need to make sure that the child correctly understood the question itself.

Conclusions about the level of development.

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0 -1 point - very low.

Using this technique, the child's ability to perform mental arithmetic operations with numbers and fractions will be tested. different type: simple and decimal, as well as complex, fractional integers. This technique serves to assess the appropriate ability of children already enrolled in school.

Examples for the account are offered to the child by ear in the order of their complication. He must count as quickly as possible in his mind and give an oral answer.

Method 9. Raven Matrix

This technique is intended to assess visual-figurative thinking in a younger student. Here, visual-figurative thinking is understood as one that is associated with operating with various images and visual representations when solving problems.

The specific tasks used to test the level of development of visual figurative thinking in this technique are taken from the well-known Ravenna test. They are a specially selected selection of 10 gradually becoming more complex Ravenna matrices.

The child is offered a series of 10 gradually increasing tasks of the same type: to search for patterns in the arrangement of parts on the matrix and to select one of the 8 given patterns as the missing insert to this matrix, corresponding to its pattern. Having studied the structure of a large matrix, the child must indicate the detail that best suits this matrix, corresponds to its pattern or the logic of arranging its details vertically and horizontally.

The child is given 10 minutes to complete all ten tasks. After this time, the experiment stops and the number of correctly solved matrices is determined, as well as the total amount of points scored by the child for their solutions. Each correctly solved matrix is worth 1 point.

Conclusions about the level of development.

10 points - very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point - very low.

Conclusion

Psychodiagnostics in a practical sense can be defined as the establishment of a psychodiagnostic diagnosis - a description of the state of objects, which can be an individual, group or organization.

Currently, methods of psychodiagnostics have been created and are being practically used, which cover all the psychological processes, properties and states of a person known to science.

Psychodiagnostics of children of primary school age has its own characteristics and must meet a number of requirements.

The goals and objectives of psychodiagnostics of readiness for school are a comprehensive assessment of the psychological readiness of children for schooling, their psychological development during education in primary grades from 1 to 4 inclusive.

Techniques have been developed that help determine in what respect the child is ready and not ready for schooling, in which he has more or less advanced in his development. These techniques make it possible to find out the inclinations, inclinations, and abilities of children, from the first steps of teaching a child at school, to conduct targeted psychodiagnostic work with him, related to the identification and development of his abilities.

Bibliography

1. Averin V.A. Psychology of children and adolescents: Monograph. - SPb., 1994.

2. Mukhina V.S. Developmental psychology: developmental phenomenology, childhood, adolescence - 5th ed. - M.: Publishing Center "Academy", 2000.

3. Nemov R.S. Psychology. - M., 1997.

4. Podlasy I.P. Pedagogy - M .: Education: Humanit. ed. center VLADOS, 1996.

5. Rybakova M.M. Conflict and mutual understanding in the pedagogical process. - M.: Enlightenment, 1991.

6. Stepanova M.I., Sazanyuk Z.I. Diagnosing a child's readiness for schooling. // Reference book of the senior educator of a preschool institution. - No. 12. - 2007.

7. Uruntaeva G.A., Afonkina. Workshop on child psychology. - M.: 1995.

Presentation: "Psychological foundations of studying attention in children of primary school age"

Features of psychodiagnostics

The diagnostic process itself should take place in a favorable environment for the student. He should not be distracted by bright and unknown objects. The child is seated at the table with his back to the window, as many children are very distracted by what is happening on the street.

For the diagnosis of children of primary school and preschool age the following methods are used:

which word is longer;
find and cross out;
technique of T.E. Rybakov;
correction test;
triangles.

Using these diagnostic techniques, it is possible to most accurately determine the characteristics of attention, the readiness of a child of preschool and primary school age to learn, and how far he has advanced in development..

Which word is longer

The student is asked to determine by ear which word is longer. For example:

dog or doggy;
cat or kitty;
finger or thumb.

For teenagers, the task becomes more difficult. Combinations are offered such as:

bell or tambourine;
finger or sacrum.

Presentation: "Ways and means of developing attention in children"

Find and delete

This technique is used to diagnose the productivity of work and the stability of the attention of children of primary school and preschool age. The child is offered a sheet with simple geometric figures depicted on it.

It is necessary to cross out two dissimilar figures in a different way. For example, a circle - two strokes, a square - one. The child must correctly mark as many figures as possible in the allotted period of time.

During the diagnosis, the psychologist gives a command to start and end the action, announces which figure needs to be crossed out, and notes the time and speed of execution. The technique lasts about three minutes.

A feature of the technique is the compilation of the formula. The results of the study are collected and calculated.

The formula S = (0.5N - 2.8n) / t is used, where S is the final result, the level of stability and productivity of the preschooler's attention, N is the items viewed over a certain period of time (their number), t is the time that the student spent on task execution, n - errors during the task execution (their number).

The result obtained is evaluated on a ten-point system.

Methodology T.E. Rybakova

A child of preschool or primary school age is given a piece of paper on which circles and crosses are depicted. They alternate, their number is unequal.

Presentation: "The psychological readiness of the child for the upcoming schooling"

The psychologist asks the student to count aloud the number of circles and crosses in each horizontal line separately. A feature of the technique is that the child cannot help himself with a finger or other object. The result is compiled from the time that the child spends on completing the task, as well as from errors (stops, failure to count).

This diagnostic method makes it possible to judge the level of distribution of attention of adolescents, primary school children and preschoolers.

Correction test

With the help of this technique, diagnostics of children of primary school and preschool age is carried out. The child is offered a sheet with letters printed on it.

The psychologist names any three letters on each line, which the student must cross out. The task execution time is fixed and conclusions are drawn on its basis. If the child spent less than 2.5 minutes, then the pace of his perception and attention is classified as high. If the time exceeded 3 minutes, then we can talk about the distracted attention of the subject.

For teenagers, this technique is complicated by the fact that instead of letters on the sheet there are words.

triangles

The technique allows to determine the work of children's voluntary attention and its ability to switch. The child is given a sheet of paper, where on each line he must draw the required triangle. The first two lines can be asked to draw a figure with an angle down, the second two - with an angle up.

The psychologist notes the mistakes in the performance of the task. It is important to note whether they will be present in the transition period between drawing different types triangles.

Based on the above methods, a complete picture of the child's readiness for school and the characteristics of his attention is compiled. Existing problems can be identified that need to be addressed in order to improve the learning of preschool and primary school children.

By the time children enter school, their individual differences in terms of the level of psychological development increase significantly. These differences are primarily manifested in the fact that children differ from each other in intellectual, moral, interpersonal development. Consequently, they can already react differently to the same instructions and psychodiagnostic situations. For some children entering school, tests intended for the psychodiagnostics of adults are practically completely accessible, for others - less developed - only methods designed for children of 4-6 years of age, i.e. for preschoolers. This is especially true of such psychodiagnostic methods that use verbal self-assessments, reflection, and various conscious, complex assessments of the child's environment.

The available empirical data regarding the psychological readiness of children aged 6-7 years for schooling show that the majority - from 50% to 80% in one way or another are not yet fully prepared for schooling and the full assimilation of those active in the primary grades. school programs. Many, being ready for training in terms of their physical age, in terms of the level of psychological development ( psychological age) are at the level of a preschooler, i.e. within the limits of 5-6 years of age. If such a child is offered a rather difficult, in principle accessible, but of little interest to him, serious psychological test that requires a developed will, voluntary attention, memory, and the same imagination, then it may turn out that he will not cope with the task. And this will happen not due to the lack of intellectual abilities and inclinations, but due to the insufficient level of personal and psychological development. If, on the contrary, the same test tasks are offered to the child in a playful, externally and internally attractive form, then, in all likelihood, the test results will turn out to be different, higher.

This circumstance must certainly be taken into account in the practical psychodiagnostics of children entering school, especially first-graders and second-graders (the latter, as specially conducted studies show, have not yet gone very far from preschool children).

As for children of the third and fourth grades, tests designed for adults are quite suitable for their psychodiagnostics, provided that the test tasks themselves are available to them. Speaking of accessibility, in this case we mean the correspondence of these tasks to the abilities that children have. It should be borne in mind that in the presence of strong motivation, with an interested, active attitude to testing, its results will always be higher. If an adult is still somehow able to consciously, with the help of appropriate volitional efforts, control his behavior during testing, then children throughout the entire primary school and up to adolescence, for the most part, cannot yet do this.

There are certain limitations regarding the use of tests for adults in the psychodiagnostics of children of primary school age. These limitations primarily apply to tests that are designed and used to study thinking, personality, and interpersonal relationships. Most of the currently used in practice intellectual tests for adults mainly assess the level of development of verbal-logical thinking, which in primary school age is still at the beginning of its development path (this process is completed mainly only by adolescence). In terms of its practicality and vital significance, verbal-logical thinking in the younger school years significantly inferior to such more valuable types of children's thinking as visual-effective and figurative thinking. In addition, in tests designed for adults, intellectual tasks are usually formulated in verbal form, using a system of concepts and a language that reflects the life experience of adults, which is still largely inaccessible to children. Therefore, there is a need for serious adaptation of intellectual tests for adults in relation to children, their simplification and structural and content change.

Sometimes it is impossible to do this, and it becomes necessary to create a completely new version of the well-known test for children, which was once done, for example, for the Wexler intellectual test, the children's version of the Cattell test. In this case, however, a new problem arises: comparison and comparability of test results of the same psychological quality with the help of tests that are different in structure and content.

Limitations in the use of personality tests for adults in psychodiagnostic practice concerning children are even more serious and are not limited to quantitative differences. The fact is that those personality traits that a test for adults evaluates may not be present in a child. And, conversely, children may have such personal characteristics that are obsolete with age, which have long been absent from adults. Therefore, it may turn out that a structurally identical test for children, created on the basis of a test for adults, may not be valid enough, i.e., on the one hand, evaluate what is still missing in children, and on the other hand, not evaluate what they have.

Methods for assessing attention - its stability, distribution, switching and volume. - Landolt rings, correction test(B. Burdon) (the subject is offered a form with a set of letters or other characters printed in a line. For a certain period of time, he must look through all the characters in each line, crossing out some of them in the proposed way), Schulte method(the subject is presented with a large square, divided into certain number small squares. They randomly place small icons (for example, Roman and Arabic numerals). The subject must alternately search for either Roman or Arabic numbers ð during the survey, he is faced with the need to switch attention from one task to another.), Münstenberg attention score(the subject is presented with an alphabetic text (a set of letters without spaces). The task is to find and underline the words in this text as quickly as possible).

Memory diagnostic methods. Method for determining the volume of short-term visual memory(The child is offered each of the following two drawings in turn. After presenting each part of the drawing, A and B, the child receives a stencil frame with a request to draw on it all the lines that he saw and remembered on each part of the figure. Based on the results of two experiments, the average number of lines is established which he reproduced from memory correctly.

Technique for assessing operational visual memory(The child is sequentially, for 15 seconds each, task cards presented in the form of six differently shaded triangles in Fig. 50. After viewing the next card, it is removed and a matrix is offered instead of it, including 24 different triangles (Fig. 51) , among which are the six triangles that the child has just seen on a separate card.The task is to find and correctly indicate in the matrix all six triangles depicted on a separate card.).

Method for determining the volume of short-term auditory memory. (In the task for it, the child receives the following instruction: “Now I will tell you the numbers, and you repeat them after me immediately after I say the word “repeat.” Then the experimenter sequentially reads to the child from top to bottom a special series of numbers with an interval in 1 second between the numbers. After listening to each row, the child must repeat it after the experimenter. This continues until the child makes a mistake. If a mistake is made, the experimenter repeats the adjacent row of numbers, located on the right and consisting of the same number of numbers , as well as the one in which a mistake was made, and asks the child to reproduce it.In conclusion, the amount of short-term auditory memory of the child is determined, which is numerically equal to half the sum of the maximum number of digits in the row correctly reproduced by the child in the first and second attempts.)

The study of working auditory memory. ( Four sets of words are alternately read to the child with an interval of 1 second. After listening to each of the sets of words, the subject, approximately 5 seconds after the end of reading the set, begins to slowly read the next set of 36 words at intervals of 5 seconds between individual words. This set of 36 words randomizes the perceived words from all four listening sets, marked above with Roman numerals. They are underlined for better identification. different ways, and each set of 6 words has its own way of underlining. Thus, words from the first small set are underlined with a solid single line, words from the second set are underlined with a solid double line, words from the third set are underlined with a dashed single line, and finally words from the fourth set are underlined with a double dashed line. The child must hear by ear in the long set those words that were just presented to him in the corresponding small set, confirming the identification of the found word with the statement "yes", and its absence - with the statement "no")

Psychodiagnostics of mediated memory. ( The material necessary for the technique is a sheet of paper and a pen. Before the start of the examination, the child is told the following words: “Now I will call you different words and sentences and then pause. During this pause, you will have to draw or write something on a piece of paper that will allow you to remember and then easily recall the words that I said. Try to make drawings or notes as quickly as possible, otherwise we will not have time to complete the entire task. There are quite a lot of words and expressions that need to be remembered. Certain words and expressions are read to the child sequentially one after another. After reading each word or phrase to the child, the experimenter pauses for 20 seconds. At this time, the child should have time to draw on the sheet of paper given to him something that will later allow him to remember the necessary words and expressions. As soon as the experiment is over, the psychologist asks the child, using the drawings or notes made by him, to remember the words and expressions that were read to him)

Characterization of the dynamic features of the memorization process.(The child is offered a row consisting of ten simple words, to memorize them by repeatedly repeating this series. After each next repetition, the number of words from the series is determined, which the child was able to accurately reproduce after this repetition. Based on the analysis of the learning curve, the following two indicators of the dynamics of learning are determined: 1. Dynamics of learning. 2. Learning productivity.)

Methods for studying the imagination of a younger student. (A child's imagination is assessed by the degree of development of his fantasy, which in turn can manifest itself in stories, drawings, crafts and other products of creative activity: technique "Verbal fantasy"(verbal imagination) (The child is invited to come up with a story (story, fairy tale) about some living creature (person, animal) or about something else of the child’s choice and present it orally within 5 minutes. To come up with a theme or plot of the story ( stories, fairy tales) is given up to one minute, and after that the child proceeds to the story. During the story, the child's fantasy is evaluated according to the following criteria: 1. Speed of imagination processes. 2. Unusualness, originality of images. 3. Richness of fantasy. 4. Depth and elaboration (detailedness) of images 5. Impressibility, emotionality of images.), technique "Drawing"(In this technique, the child is offered a standard sheet of paper and felt-tip pens (at least six different colors). The child is given the task to come up with and draw some kind of picture. 5 minutes are allotted for this.

The analysis of the picture and the assessment of the child's fantasy in points are carried out in the same way as the analysis of oral creativity in the previous method, according to the same parameters and using the same protocol.), technique "Sculpture"(The child is offered a set of plasticine and the task: to make some kind of craft in 5 minutes by molding it from plasticine. The child's fantasy is evaluated approximately according to the same parameters as in the previous methods, from 0 to 10 points.)

The methods for assessing the development of the imagination of a child of primary school age through his stories, drawings, crafts were not chosen by chance. This choice corresponds to the three main types of thinking that a child of this age has: visual-effective, visual-figurative and verbal-logical. The child's fantasy is most fully manifested precisely in the corresponding types of creative activity.

Methods of psychodiagnostics of thinking of a junior schoolchild. A technique for defining concepts, finding out the reasons, identifying similarities and differences in objects.(Defining concepts, explaining reasons, identifying similarities and differences in objects are operations of thinking, evaluating which we can judge the degree of development of a child’s intellectual processes. These features of thinking are established by the correctness of the child’s answers to a series of questions. For each correct answer to each of questions, the child receives 0.5 points.Before evaluating the correctness of a particular answer, you need to make sure that the child correctly understood the question itself.)

Methodology for diagnosing the process of concept formation in younger schoolchildren.(The technique is a set of planar figures - squares, triangles and circles - of three different colors (red, yellow, green - other combinations are possible) and three different sizes. Signs of these figures: shape, color and size - form three-letter artificial concepts, do not make sense in the child's native language.Figures of the appropriate size, shape and color (27 figures with different features in total) are cut out of colored paper and pasted onto square cardboard cards 8x8 cm in size. figures on them in such a way that the child can see and study all these cards at the same time.At the command of the experimenter, the subject, in accordance with the task received from the experimenter, begins to search for the concept he has conceived.To solve each of the three tasks (search for three concepts, including from one to three different signs) is given for 3 minutes.If during this time the subject does not cope with the task on his own, the experimenter gives him a hint. After another minute, if the child is still unable to complete the task, the experimenter offers him a second clue. Finally, if 5 minutes after the start of the next task, the child still has not found all the signs and has not given a verbal definition of the desired concept, then he is offered the next task of the same type. If the subject does not cope with it, then the experiment is terminated. In the event that the child coped with the first task (search and definition of a concept with a single feature) on his own or after the experimenter's prompts, he is offered the next, more difficult task, related to the search and definition of a concept containing two features, and so on.)

Methods for studying personality and interpersonal relationships in younger students. Children's version of R. Cattell's personality test. (This technique is a modification, adaptation in relation to children of the well-known adult version of the 16-factor personality test by R. Cattell. The test includes 12 scales corresponding to the main personality traits of the child. Each feature (factor) can be both positive and negative, for example: "intellectual development - intellectual underdevelopment", and the full assessment scale from the minimum to the maximum point is 10 points with an average value of 5.5 points. When describing various personality traits, only two extreme poles of their development are singled out and presented: high and low. Quantitative assessments corresponding to them according to the accepted scale are indicated and a brief qualitative description is given. Trait I. Extraversion. Line II. Self confidence. Line III. Emotional restlessness. Line IV. Independence. Feature V. Prudence. Line VI. Conscientiousness. Line VII. Courage. Line VIII. Practicality. Line IX. Optimism. Trait X. Self-control. Trait XI. Equanimity. Questionnaire for children's version The Cattell test contains 110 judgments that relate to various aspects of a child's life and his interaction with other people. They contain direct and indirect questions related to the personality of the subject, including his social attitudes, self-esteem and a number of other qualities. For each test question, two answers are given to choose from, or rather, two possible alternative judgments, with one of which the respondent must express his agreement, rejecting the other. The questionnaire is divided into two parts of 55 judgment-questions each. All eleven scales of the questionnaire contain 10 judgments (5 in each part), and a meaningful answer to each judgment is estimated at 1 point. The sum of the scores obtained on each scale, using the appropriate tables, is translated into scores on a 10-point scale.)

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OGOU SPO "Yuriev - Polish Pedagogical College"

Test

in psychodiagnostics

on the topic: features of psychodiagnostics of children of primary school age

Performed:

student of the correspondence department of the 4-SP group

Dubrovina Olga Vladimirovna

Checked:

Tsipkina Elena Vladimirovna

Yuryev - Polsky 2010

Introduction

2. Diagnostic features

3. Readiness for school: goals and objectives of diagnostics

Conclusion

Bibliography

Introduction

The most characteristic feature of the period from seven to eleven is that at this age the preschooler becomes a schoolboy. This is a transitional period when the child combines the features of preschool childhood with the characteristics of a schoolchild. These qualities coexist in his behavior and consciousness in the form of complex and sometimes contradictory combinations. Like any transitional state, this age is rich in hidden development opportunities that are important to catch and support in a timely manner. The foundations of many mental qualities of a person are laid and cultivated in the early school years. Therefore, special attention of scientists is now directed to identifying reserves for the development of younger students. The use of these reserves will make it possible to more successfully prepare children for further educational and labor activities. Psychodiagnostics helps to resolve these issues.

Psychodiagnostics is not only a direction in practical psychodiagnostics, but also a theoretical discipline.

The purpose of the control work is to consider the features of psychodiagnostics of children of primary school age (grades 1-4, 7-11 years old).

1. Individual development of students (7-11 years old)

Between the ages of 7 and 11, significant changes occur in all organs and tissues of the body. So, all the curves of the spine are formed - cervical, thoracic and lumbar. However, the ossification of the skeleton does not end here - its great flexibility and mobility, opening up both great opportunities for proper physical education and practicing many sports, and concealing negative consequences (in the absence of normal conditions for physical development). That is why the proportionality of the furniture behind which the younger student sits, the correct seating at the table and desk are the most important conditions for the normal physical development of the child, his posture, the conditions for all his further performance.

In a younger student, the heart muscle grows intensively and is well supplied with blood, so it is relatively hardy. Due to the large diameter of the carotid arteries, the brain receives enough blood, which is an important condition for its performance. The weight of the brain increases markedly after the age of seven. The frontal lobes of the brain, which play an important role in the formation of the highest and most complex functions of human mental activity, especially increase.

Thus, at primary school age, in comparison with preschool age, there is a significant strengthening of the musculoskeletal system, cardiovascular activity becomes relatively stable, and the processes of nervous excitation and inhibition acquire greater balance. All this is extremely important because the beginning of school life is the beginning of a special educational activity that requires from the child not only considerable mental stress, but also great physical endurance.

The stage of the child's initial entry into the new conditions of school life stands out especially clearly. Most children are psychologically prepared for this. They happily go to school, expecting to find something unusual here compared to home and kindergarten. This inner position of the child is important in two respects. First of all, the anticipation and desirability of the novelty of school life help the child quickly accept the teacher's requirements regarding the rules of behavior in the classroom, the norms of relations with comrades, and the daily routine. These requirements are perceived by the child as socially significant and inevitable. The situation known to experienced teachers is psychologically justified; from the first days of the child's stay in the classroom, it is necessary to clearly and unambiguously disclose to him the rules of the student's behavior in the classroom, at home and in public places. It is important to immediately show the child the difference between his new position, duties and rights from what was familiar to him before. The requirement of strict observance of new rules and norms is not excessive strictness towards first-graders, but a necessary condition for organizing their life, corresponding to the own attitudes of children prepared for school. With the precariousness and uncertainty of these requirements, children will not be able to feel the uniqueness of a new stage in their lives, which, in turn, can destroy their interest in school.

At first, the student is not yet truly familiar with the content of specific subjects. He does not yet have cognitive interests in the educational material itself. They are formed only as they deepen in mathematics, grammar and other disciplines. And yet the child learns the relevant information from the first lessons. At the same time, his educational work is based on an interest in knowledge in general, a particular manifestation of which in this case is mathematics or grammar. This interest is actively used by teachers in the first lessons.

2. Diagnostic features

The available empirical data concerning the psychological readiness of children aged 6-7 years to study at school show that the majority - from 50% to 80% in one way or another are not yet fully prepared for schooling and the full assimilation of the school programs.

In the presence of strong motivation, with an interested, active attitude to testing, its results will always be higher. If an adult is still somehow able to consciously, with the help of appropriate volitional efforts, control his behavior during testing, then children during the entire primary school and up to adolescence, for the most part, cannot yet do this.

To be sure of the reliability of the results of psychodiagnostic studies, it is necessary that the psychodiagnostic methods used be scientifically substantiated, i.e., meet a number of requirements.

These requirements are:

1. Validity - “usefulness”, “fitness”, “correspondence”.

The validity of the methodology is checked and refined in the process of its fairly long-term use.

Diagnostic methods for primary school age. Methods for diagnosing attention in younger students

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