Introduction

1.1 Organization, main stages and criteria for selecting children in correctional classes.

1.2 The concept of psychological readiness of children for learning. Low level of school maturity.

1.3 Difficulties in school adaptation.

Chapter 2 Diagnosis of children at risk in the preschool period

conclusions

Conclusion

Literature

Introduction

In the system of measures aimed at improving the pedagogical, social and economic efficiency of public education, protecting the physical and moral health of children, preventing their dropout from school, the illegal behavior of minors, an important place belongs to the program of active pedagogical assistance to children at risk.

This category of children has been differentiated in the composition of the child population relatively recently. It includes children whose development is complicated by adverse factors of a genetic, biological or social nature. These children do not belong to the category of sick or defective. However, due to these circumstances, they are in a borderline situation between the norm and pathology, and, with intact intelligence, have worse adaptive capabilities than their peers. This complicates their socialization and makes them particularly vulnerable to unbalanced environmental conditions.

Until now, the problems of development and education of children at risk have not been recognized clearly enough by the public and, in particular, by the pedagogical consciousness.

Studies by physicians and hygienists show that in preschool institutions and schools, it is the children at risk who most often get sick and are most threatened by the real risk of developing a particular chronic disease. It is these children who, already from the first grade, experiencing systematic difficulties in their studies, become lagging behind, unsuccessful, difficult. The question is rightly raised that the school becomes the most dangerous zone for them, where primary developmental deficiencies are exacerbated and overgrown with secondary, personal ones that arise against the background of a lag in learning, an unprestigious position among peers, and prevailing negative evaluative stimulation on the part of teachers and parents.

As a rule, these secondary deviations, manifested in various forms of school maladjustment, deviant behavior of children and adolescents, are the object of attention and response from teachers, doctors, and law enforcement officials. Different forms of work are being carried out, but in the same logic - the logic of overcoming these secondary deformations in their origin. Hence, despite the huge material costs of its provision, its efficiency is so disproportionately small.

The current situation prompts a rethinking of established approaches and emphases. The basis of this rethinking is more and more realized the concept of prevention as the main link in the struggle for the physical and moral health of the younger generations, an organic component of the global problem of human ecology. Actually pedagogical forms and methods of work, various institutions of education, pedagogy and the school in this concept are assigned a leading, decisive role.

In the structure of general pedagogy, a relatively independent area of ​​scientific knowledge and practical pedagogical activity is differentiated, the purpose of which is the development and implementation of effective measures of pedagogical assistance to children at risk in the practice of educational institutions. This area of ​​scientific research is called correctional pedagogy.

The work that has been carried out in this field of knowledge today allows us to recommend the following system of measures aimed at achieving successful adaptation of children at risk in the school system, protecting their health:

1) psychological and pedagogical diagnosis of children entering school and timely identification of risk groups among them;

2) the creation of sparing sanitary-hygienic, psycho-hygienic and didactic conditions at school for children at risk, taking into account their individual typological characteristics;

3) the use of methods of remedial education in pedagogical work with children at risk.

In practical terms, the implementation of the above system of measures takes place, in particular, in the experimental experience of the work of correctional classes, which are considered as the optimal form of pedagogical assistance for children at risk for the current stage of development of the public education system.

Correctional classes - health classes, as they are most often called, are opened in ordinary comprehensive schools. They provide for a sparing mode of training sessions, less occupancy, the introduction of special corrective and recreational activities into the curriculum.

In these classes, a special type of remedial education is realized, which provides for health care, correction of shortcomings in the development of children, their psychological and social rehabilitation, disclosure of individual abilities and talents as a reliable basis for personal self-assertion as its main function. At the same time, it is extremely important that correctional classes work according to regular curricula and children study in them year after year with their peers. Thus, correctional classes, while providing children at risk with the necessary help and support, at the same time do not discredit the individual, which is extremely important from an ethical point of view, do not injure the family and do not delay the path of a growing person to a profession.

The purpose of the thesis is the timely identification of children at risk in the preschool period.

The object of the study are children of preschool age.

The subject of the research is the prevention of school maladaptation.

To achieve the goal of the study, the following tasks were set:

1. Determine the main stages and criteria for the selection of children in correctional classes;

2. Explore theoretical aspects school maturity;

3. Reveal the difficulties of school adaptation;

4. Conduct a psychological and pedagogical diagnosis of children at risk in the pre-school period;

5. Present an analysis of the diagnostic results;

6. Offer a correctional program of pedagogical assistance to children at risk.

Hypothesis: timely prevention of the causes of school maladjustment contributes to a higher level of readiness for school.

The theoretical significance of the work lies in the analysis of psychological literature on the problem of school maturity.

The practical significance of the work lies, in our opinion, in the fact that the methodology tested in this work, presented by Kumarina G.F., can be recommended to practical psychologists working with preschoolers as a tool for timely diagnosis of children at risk in the preschool period.

Chapter 1 Diagnosing the prevention of school maladaptation

1.1 Organization, milestones and selection criteria

children in remedial classes.

The selection of children in correctional classes is an important and responsible task that requires well-coordinated efforts of parents, preschool teachers, school teachers and psychologists to solve it.

In schools where correctional classes are created, the coordination of these efforts is entrusted to the school psychological and pedagogical commission. The composition of the school psychological and pedagogical commission includes: the head teacher of the school for primary education, a psychologist (if he works at a school), a speech therapist, a teacher and a school doctor.

The tasks of the commission at the stage of initial study of children are as follows:

1) organize the collection of reliable information about children entering school,

2) on the basis of the collected data, conduct an orientation in the qualitative composition of children; to identify in advance the children of the "risk group";

3) organize a special diagnosis of pre-selected children",

4) to complete the main composition of the correctional class based on the results of the diagnosis;

5) to collect additional diagnostic information about children in the periods of school adaptation (during the first two academic months) in order to resolve controversial issues;

6) to make, if necessary, the movement of students within the parallel; agree on the final composition of the correctional class with the visiting medical and pedagogical commission. Address the issue of transferring individual students, if necessary, to the special education network.

Thus, two main stages are distinguished in the work of the school psychological and pedagogical commission for the study of children: the study of children in the preschool period and in the process of school adaptation.

When organizing the study of children in kindergarten, it is necessary, first of all, to establish business, interested contacts with the parents of children and kindergarten teachers. Both those and others are carriers of information about children that is extremely valuable for the school. They can characterize the child from different sides and at the same time holistically. Observations of parents and kindergarten teachers over the state of the general development of the child, its dynamics can become a reliable basis in solving the problem of identifying children at risk. In the study of childhood, the importance of the observations of relatives or educators was emphasized by all major teachers - K.D. Ushinsky, N.K. Krupskaya, A.S. Makarenko, V.A. Sukhomlinsky. This approach has even more established its authority now that a rich methodological toolkit for experimental research has been developed. various spheres of mental development of children. It is no coincidence that a prominent specialist in the field of psychodiagnostics, the German scientist G. Witzlak, notes that the accuracy of assessments of the degree of readiness for school, as well as the forecast of student performance made by a kindergarten teacher, is often higher than test results.

In order for the knowledge about children that parents and caregivers have to be used to identify children at risk, they must be competently demanded.

There should be close continuity in the work of the preschool institution and the school. In the context of organizing correctional classes in schools, constant business contacts with basic preschool institutions should be the subject of special concern for the head teacher of the school for primary education.

The head teacher should acquaint the preschool workers with the goals and objectives of the correctional classes, with the child observation program, with the criteria for the pedagogical selection of children in these classes, with the requirements that the teacher of the preparatory group should be guided by, compiling the pedagogical characteristics of their graduates.

Working with parents and familiarizing them with the appointment of correctional classes, with the principles for selecting children for these classes, requires special delicacy and thoroughness. It is advisable that such information be made by the school principal at a meeting of parents of future first graders. It is important that parents understand that a correctional class (a class of pedagogical support, health) is a real form of assistance to those children who, due to poor health and insufficient readiness for school, require special attention from a teacher and doctor, that timely, possibly earlier identification of such children is a mutual interest of parents and school.

When selecting children for remedial classes, two interrelated and complementary criteria should be followed. . One of them is the low level of readiness of the child for schooling, i.e. school maturity. The second criterion is the difficulty of adapting to school life (at the initial stage of education in ordinary classes). The first criterion plays a leading role at the preliminary stage of the selection of children. The second criterion is the leading one at a new stage - observation of children in real learning activities. From the preliminary conclusions of the first stage of the selection of children to correctional classes, this criterion, in controversial cases, already leads to final conclusions - confirmed in practice.

1.2 The concept of psychological readiness of children for learning.

Low level of school maturity .

Timely assessment of the psychological readiness of children to study at school is one of the main types of prevention of subsequent possible difficulties in learning and development. At the same time, the psychologist first of all pays attention not only to formal readiness for schooling (can read, count, know something by heart, can answer questions, etc.), but also to certain psychological characteristics: how does the child feel about going to school, whether he had experience of communicating with peers, how confident he feels in a situation of conversation with unfamiliar adults, how developed his cognitive activity is, what are the features of his motivational, emotional readiness for school and others. Based on the results of the survey, the psychologist, together with the teacher, develops a program of an individual approach to working with children from the first days of their stay at school.

The main goal of determining the psychological readiness for schooling is the prevention of school maladaptation. In accordance with this goal, recently created various classes, whose task is to implement an individual approach in teaching in relation to children both ready and not ready for school, in order to avoid manifestations of school maladaptation.

School maturity is understood as such a level of general development of the child, which is sufficient for his successful inclusion in school life, for mastering a new social role - the role of a student, for the transition from play as the leading activity in preschool childhood to learning.

A low level of school maturity manifests itself as an underdevelopment of one or, as a rule, several main aspects of the mental and physical development and health of children, the most essential for inclusion in educational activities.

Informative indicators of a low level of school maturity can be taken together as follows: the presence of deviations in the somatic and, above all, in the neuropsychic health of the child; insufficient level of his social and psychological-pedagogical readiness for school; insufficient formation of psychological and psychophysiological prerequisites for educational activity. Teachers are guided by these indicators, first of all, when selecting children for correctional classes, and, as scientific data show, they are prognostically significant. Let's take a look at each of them:

I. Deviations in the somatic and neuropsychic health of the child.

Physicians testify that recently adverse changes have taken place in the state of health of the child population: the number of children with chronic pathology has increased (3rd health group). The group of children with morphological and functional deviations, who are often ill, has noticeably increased and become predominant in quantitative terms (about 40%).

There is a direct connection between deviations in the state of health of schoolchildren and lagging behind in studies. It has been established that among the poorly performing children, the vast majority differ in one degree or another of neuropsychiatric pathology. Signs of neuropsychiatric symptoms often appear against the background of certain chronic somatic diseases (diseases of the ear, throat, nose; digestive organs, respiratory tract; disorders of the musculoskeletal system, etc.).

The failure of these students in the vast majority of cases is due to increased fatigue and reduced performance in the dynamics of the school day, week and year. In a significant part of them, during the period of optimum physiological functions, the intensity of work is 33-77%, and the quality is 33-98% lower than in healthy children.

These features are directly related to the individual functionality of the central nervous system, negatively affect all cognitive processes of the child and significantly reduce the effectiveness of the learning process. They cause disturbances in perception (the inability to concentrate leads to a weak differentiation of the elements of the perceived, to their indistinguishability in terms of importance, to the perception not of the situation as a whole, but only of its individual and not its most important links. Hence, the inability to adequately reflect the perceived and its incorrect comprehension) . In this case, both the accuracy and the speed of intellectual actions are much lower. It is also difficult to switch from one mode of action to another, there is no flexible response to changing situations. The latter leads to difficulties not only in learning, but also in raising a child.

Some of these children fulfill school requirements, but this is achieved at the cost of excessive stress, leading to overwork and, consequently, to deterioration in health. Thus, according to the Institute of Hygiene for Children and Adolescents of the Ministry of Health of Russia, more than 50% of children with health problems and recognized as not ready for school during their studies in the first grade, the state of health worsened both due to functional abnormalities, and due to aggravation or emergence of new chronic diseases.

Deviations in the state of health of children entering school is a mandatory indicator that must be taken into account when determining school maturity.

II. Insufficient level of social and psychological-pedagogical readiness and school.

Under the psychological readiness for school education is understood the necessary and sufficient level of mental development of the child for the development of the school curriculum in the conditions of learning in a peer group. The necessary and sufficient level of actual development should be such that the training program falls into the "zone of proximal development" of the child. The zone of proximal development is defined by what a child can achieve in cooperation with adults. Collaboration is understood very broadly: from a leading question to a direct demonstration of a solution to a problem.

If the child’s current level of mental development is such that the “zone of proximal development” is lower than that required for mastering the curriculum at school, then the child is considered psychologically unprepared for schooling, since as a result of the discrepancy between his “zone of proximal development” and the required one, he cannot master the program material and immediately falls into the category of lagging students.

In domestic psychology, the theoretical study of the problem of psychological readiness for school is based on the works of L.S. Vygotsky.

School life is entirely subordinated to the acquisition of knowledge, learning. It is much more strictly regulated and proceeds according to its own rules, different from the previous life of the child. To successfully settle into a new life, the child must be mature enough as a person, he must also have a certain level of pedagogical preparation for school. School-immature children, as a rule, are significantly inferior to their peers in both the first and second respects.

It is indicative of this:

a) unwillingness to go to school, lack of educational motivation.

The vast majority of children are actively committed to school. In the eyes of a child, it marks a new stage in his adulthood. The child realizes that he has already become big enough that he must learn. Children are impatiently waiting for the start of classes. Their questions, conversations are increasingly focused on the school. They are preparing themselves psychologically for the new role they are to master—the role of the student.

Children with low readiness for school do not have all this. The upcoming school life did not enter their consciousness and did not arouse the corresponding experiences. They do not wait for the forthcoming initiation into disciples. They are quite satisfied with the old life. To the question: "Do you want to go to school?" - they answer: “I don’t know”, and if they give an affirmative answer, then, as it turns out, what attracts them to school is not the content of school life, not the opportunity to learn to read, write, learn new things, but purely external aspects - not to part with comrades from the children’s group garden, have, like them, a knapsack, briefcase, wear school uniform and other.

b) insufficient organization and responsibility of the child; inability to communicate, behave appropriately.

The basic norms of human communication, the rules of behavior are learned by children before school. At the same time, most of them develop the prerequisites for such an important social quality of a person as responsibility. Timely formation of appropriate qualities and skills in children who are psychologically unprepared for school did not occur. Their behavior is characterized by disorganization: they are either excessively randomly active or, on the contrary, they are extremely slow, lack of initiative, and closed. Such children are poorly aware of the specifics of communication situations and therefore often behave inappropriately. In games they break the rules, it is very difficult for them to participate in role-playing games. Such children are irresponsible: they easily forget about assignments, do not worry about the fact that they fulfilled the promise.

c) low cognitive activity.

An indispensable prerequisite for the successful inclusion of a child in educational activities is that he has a so-called cognitive attitude to reality. For most children, by the beginning of schooling, such an attitude is formed. Children are already outgrowing play, the advantage of play interests that actively colored the preschool period of their development. They begin to realize themselves as part of the big world in which they live, and actively want to understand this world. They are inquisitive, ask a lot of questions, persistent in search of answers to them.

Children with a low level of development of cognitive activity are different. The circle of their interests, as a rule, is narrowed, does not extend beyond the immediate surroundings. They can not be called "why". They rarely pick up children's books, magazines, look at pictures. Their attention is not held by educational programs on radio and television. The inner impulse to knowledge, to learning, which is characteristic of cognitively active children on the eve of school, is markedly reduced in them.

d) limited horizons.

With normal development, by the time they enter school, children already learn a significant amount of information, acquire a number of skills and abilities that allow them to join the process of purposeful, systematic learning. Arming with knowledge and skills occurs both in the process of special preparatory work in kindergarten, at home, and in involuntary, not specifically aimed at learning activities, then the child spontaneously absorbs knowledge from the surrounding life, masters skills. However, in different children the results of such preparatory or spontaneous learning are different. This is due not only to differences in the conditions of education, but also to individual differences in cognitive activity - in the perceiving and processing abilities of the brain of each child.

Whatever the reason for the limited outlook of the child, the very presence of this fact requires careful attention to him and is a signal for the need for special corrective work.

e) low level of speech development (logicality, content, expressiveness).

The speech of a child, like that of an adult, is one of the specific forms of human consciousness and, at the same time, its visual expression. By the way the child speaks - in free dialogue communication (answers questions, talks about the phenomena, events that have excited him), you can get a fairly correct idea of ​​​​how he thinks, how he perceives and comprehends the environment.

The speech of children with a lag in the development of cognitive activity is usually characterized by the poverty of language forms, limited vocabulary, and the presence of agrammatical phrases.

III. Lack of formation of psychological and psychophysiological prerequisites for educational activity.

Solving the problems of the initial stage of schooling presupposes a certain level of development in children of a number of psychological and psychophysiological functions that are most closely related to educational activities. It is known, however, that about 10% of seven-year-olds and more than 20% of six-year-olds who begin school with normal intelligence do not have sufficient functional readiness for school. In the absence of the necessary corrective actions, this circumstance becomes the reason for the initial lag of children in learning.

A number of indicators are singled out that quite definitely reflect the underdevelopment of psychological and psychophysiological school-significant functions. These include:

a) unformed intellectual skills.

The assimilation of school knowledge requires the necessary level of development in children of a number of intellectual skills. Children usually master these skills at the required level in various types of practical and play activities that preschool childhood is full of. They are specially provided for by the program of education in kindergarten. If, for reasons of an external or internal nature, these skills were not formed, then subsequently - in the conditions of ordinary training - the educational material is not fully assimilated.

b) weak voluntary activity, underdevelopment of voluntary attention.

The most important prerequisite for the success of educational activity is its arbitrariness - the ability to focus on the task being solved, to subordinate one's actions to it, to plan their sequence, not to lose the conditions of the task in the process of activity, to choose adequate means of solving, to bring the solution to the end, to check the correctness of the result obtained. It is obvious that the lack of formation of these skills at the required level will entail problems that will manifest themselves in all types of school activities, with the assimilation of various educational material.

c) insufficient level of development of small muscles of the hand.

The process of mastering writing in teaching literacy and mathematics, as well as the process of drawing and performing many crafts provided for by the labor program, require a certain formation of the muscles of the hand and forearm. With insufficient maturity and fitness of the latter, despite the extraordinary efforts of children, mastering these types of activities becomes a big problem for them.

d) unformed spatial orientation, visual perception, hand-eye coordination.

An insufficient level of development of these functions makes it difficult for children to determine the spatial relationships of the elements of beech, numbers, geometric lines and figures, complicates orientation in diagrams and visual images. These deviations serve as a natural obstacle in learning to sing, write, master basic mathematical knowledge, do crafts and draw.

e) low level of development of phonemic hearing.

Phonemic hearing is the ability to distinguish between individual sounds in a speech stream, to distinguish sounds from words, from syllables. For productive literacy training and for the development of spelling skills, students must “recognize” phonemes not only in strong, but also in weak positions, distinguish phoneme sound variants, correlate a letter with a phoneme in different positions.

In most children at risk, phonemic hearing is so imperfect that it becomes impossible to independently invent words for a given sound, highlight a given sound in a word, and count sounds in words that are clear in pronunciation. This level of "phonemic deafness" is an obstacle to the formation of reading skills and spelling-correct writing.

1.3. Difficulties of school adaptation.

The concept of "school maladjustment" has been used in recent years to describe various problems and difficulties that children of different ages face in connection with schooling.

This concept is associated with deviations in educational activities, difficulties in learning, conflicts with classmates, and so on.

These deviations can be in mentally healthy children or in children with various neuropsychiatric disorders, but they are not distributed to children in whom learning disorders are caused by mental retardation, organic disorders, and physical defects.

School maladjustment is the formation of inadequate mechanisms for a child to adapt to school in the form of learning and behavioral disorders, conflict relations, psychogenic diseases and reactions, an increased level of anxiety, and distortions in personal development.

When resolving contentious issues about sending a child to a correctional class, the criterion of complicated inclusion in school life in a regular class is a fundamentally important, most reliable and convincing criterion - difficulties in school adaptation.

The transition from preschool childhood to systematic schooling is not a smooth transition for almost any child. It is associated with a certain restructuring of the physiological and psychophysiological systems and functions of the body. With the normal development of the child, this restructuring is experienced relatively easily. Already after five or six weeks, the effect of training is manifested in the physiological functions of children, resistance to fatigue increases. The daily and weekly dynamics of working capacity acquires a relatively stable rhythm, approaching the optimal one. Pupils are included in a new system of relations with others, learn the moral norms of school life. However, children whose development is characterized by disharmony (children at risk) already at this stage experience specific difficulties. Over time, such difficulties are not only not removed, but, on the contrary, are even more aggravated. These difficulties are different for everyone. We present here only the most typical of them:

1) inability to get used to the new role of the student, with the requirements and norms of school life, a negative attitude towards learning.

Emotional-volitional, personal immaturity, which distinguishes a significant part of children at risk, draws attention to itself by the inability of such children to restructure their behavior in accordance with the changed situation, to subordinate it to the new requirements of school life.

Pupils reveal a lack of understanding of their new status - the status of a student, the duties that this status imposes on them. This misunderstanding is also manifested in the behavior of children at school - they often violate discipline in the classroom, do not know how to behave during breaks, it makes their relationship with teachers and classmates conflicting.

2) "intellectual passivity".

Most children have already formed a cognitive attitude to reality by the time they enter school. They respond to learning situations that require focused attention and will, they can single out the actual learning task, distinguish it from a game or practical one,

In the psychology of children with some developmental delay, who make up a certain part of the "risk group" children, such a jump did not occur in a timely manner. They are characterized by "intellectual passivity" - the lack of desire and habit to think, to solve problems that are not directly related to the game or everyday situation. These children do not perceive the educational task, they can accept it only when it is translated into a practical plan, close to their life experience. (The question: how much will add 2 to 3 - can confuse the student. And the question: how many sweets will you have if dad gave 3 and mom gave 2 more - easily gets the right answer).

Teachers have to spend a lot of effort to make the essence of the educational problem the object of attention of these children, to teach them to see it.

Giving a generalized description of the educational activity of students who exhibit "intellectual passivity", psychologist L.S. Slavina writes: “They are not accustomed to and do not know how to think, they are characterized by the presence of a negative attitude towards mental work and, associated with this negative attitude, the desire to avoid active mental activity. Therefore, in learning activities, if it is necessary to solve intellectual problems, they have a desire to use various workarounds (learning without understanding, guessing, striving to act according to a model, using hints, and so on). Unpreparedness for solving cognitive problems, intellectual passivity and its resulting detours in the assimilation of knowledge is one of the distinguishing features of this part of the children at risk, preventing their successful school adaptation.

3) difficulties in mastering educational material; reduced learning ability, lagging behind in the pace of activity.

Underdevelopment of school-significant psycho-physiological functions (violation of phonemic hearing, visual perception, spatial orientation, hand-eye coordination, small muscles of the hand), which characterizes a significant part of children at risk, becomes an objective reason for their difficulties in mastering educational material. These children master writing and reading with great effort.

Another reason for the difficulties in assimilation of educational material is the lack of formation of intellectual skills necessary for systematic training. In particular, such an important one as the ability to generalize and differentiate in the appropriate categories of the object and phenomenon of the surrounding world.

The ability to single out and make the phenomena of reality, the knowledge of which must be mastered, the subject of one's full attention, L.S. Vygotsky saw it as required condition complete acquisition of knowledge. Normally developed children, by the beginning of learning, can already, for example, distinguish between speech, as a practical means of communication, and speech, language, as a special form of reality, subject to special assimilation. It is the formation of such a skill that makes it possible to consciously master the initial grammatical concepts: sound, letter, syllable, word, sentence, etc. Children with a developmental delay cannot differentiate between these two aspects of speech. In the process of mastering the subject of the Russian language, they are detained at the level of children for more than younger age for which language, as a system of word-signs and rules for their use, does not yet exist. (They focus their attention, first of all, on the content that they want to designate, express with the help of speech, but not on the language, which is a means of expressing this content. As studies show, they do not even notice this means, this function of language). The word for a small child is like a transparent glass, behind which the object denoted by the word directly and directly shines through.

Primary education in mathematics requires, above all, mastery of the account. However, “in order to count,” noted F. Engels, “one must have not only objects to be counted, but already have the ability to be distracted when considering these objects from all their other properties, except for the number. Weak development of this ability, that is, the inability to be distracted from the specific content of phenomena creates significant barriers to the successful assimilation of mathematical knowledge.

A natural consequence of these difficulties, along with others mentioned earlier, is a slower pace of educational activity of these children, their reduced susceptibility to learning - reduced learning ability.

4) a progressive increase in fatigue, a sharp decrease in efficiency, the appearance or exacerbation of symptoms of nervous disorders.

Naturally, children of the "risk group" - sick, weakened and "immature" - are most difficult to endure changes in their habitual lifestyle associated with the beginning of systematic education. The mode of training sessions, daytime rest does not correspond to the psychophysical capabilities of this contingent of schoolchildren. Under the conditions of a regimen that is rational from the point of view of the requirements of school hygiene and is oriented towards age standards, they give unfavorable changes in the state of health.

Parents pay attention to the fact that the child is so tired at school that he does not have enough home rest to relieve fatigue. There are complaints of a headache, a sleep disorder ("does not fall asleep for a long time", "sleeps restlessly", "cries out in a dream"). The child's appetite worsens, symptoms of neuropsychic abnormalities appear: tics, involuntary movements of the hands, sniffing or nervous coughing, and more.

Teachers note that these children cannot concentrate during training sessions, they are distracted, and it is possible to keep their attention only for a very short time. They often complain about things like:

"I'm tired", "I want to go home."

Chapter 2 Diagnosis of children at risk in the preschool period

2.1 Research methods for children at risk in the preschool period.

Psychological and pedagogical diagnosis of children at risk in the preschool period is presented by G.F. Kumarina, developed in the laboratory of correctional pedagogy of the Research Institute of Theory and History of Pedagogy of the APS of Russia. The methodology is intended primarily for those employees of preschool institutions and schools - educators, teachers, psychologists who select children for correctional classes. The laboratory staff of I.I. Arginskaya, Yu.N. Vyunkova, N.V. Nechaeva, N.A. Tsirulik, N.Ya. sensitively.

a) Methods of frontal study of children

The solution of issues related to the study of children entering school is within the competence of the school psychological and pedagogical commission.

At the first stage of work, the task of the commission is to organize the collection of scientific information about children entering school, to carry out a general orientation in their qualitative composition and to preliminarily identify children with a low level of readiness for school, with predictable learning difficulties.

The most convenient methods of work at this stage are the methods of frontal study of children. For this purpose, first of all, the testing method is used, the implementation of all children is organized. preparatory groups basic for the kindergarten school a number of diagnostic tasks. The purpose of the tasks is to reveal in future first-graders the level of maturity of those most important psychophysiological and psychological functions that are most necessary for inclusion in the school educational process, to detect children with a low level of formation of these most important prerequisites for educational activity, already at this stage to direct the attention of educators to the need for special corrective work with them.

Organizes and conducts work on the study of children in kindergarten by one person from the members of the school psychological and pedagogical commission - a specially trained head teacher of the school, a psychologist or a teacher. The most suitable time for such a study is March - May. Testing of kindergarten graduates is carried out in training sessions in a group, in a natural and familiar environment for children. 7 diagnostic tasks serve its purposes. The tasks are completed within a few days. It is not recommended to include more than one diagnostic task in the program of one lesson. To complete the task, the most favorable period of time is selected. Presenting a diagnostic task to children, the teacher in no way emphasizes its exclusivity. Children complete tasks on their own.

Below are diagnostic tasks that are recommended for use in the process of frontal study of children. Each task is accompanied by a separate description of its purpose, conditions of implementation. Characteristics of typical levels of performance of tasks are also given, which serve as criteria for evaluating the work performed. The task performance level is marked on the reverse side of the sheet on which the task is performed, and is also entered in a free table in which the overall test results are recorded (Appendix I).

Task number 1- drawing from the board and independent continuation of the pattern.

Task Assignment- complex diagnostics of psychophysiological and intellectual functions, the formation of the prerequisites for educational activity.

Completing this task allows you to get an idea of ​​the state of development of the child's abilities and functions, which are extremely important for the upcoming educational activity.

First of all, it reveals the development of the functions necessary for mastering writing: it shows how the child's small muscles of the hand, kinesthetic sensitivity are developed; how capable he is of subtle visual analysis; whether it can retain the visual image perceived from the board and transfer it to the worksheet; whether the achieved level of coordination in the eye-hand system is sufficient for this.

Drawing a pattern reveals to a certain extent the mental development of the child - his ability to analyze, compare, generalize (in this case, the mutual arrangement and alternation of segments and colors that make up the pattern), to understand patterns (which is found when performing the second part of the task - independent continuation pattern).

The level of development of such qualities necessary for the student as the ability to organize attention, subordinate it to the completion of the task, keep the goal set, build one's actions in accordance with it, and critically evaluate the result obtained is also revealed.

Work organization. Pattern - the sample is made in advance on a board lined in a cage:

The pattern is made as two-color (for example, red and blue crayons are used). Children are given blank sheets of paper in a large cage.

In front of each child is a set of colored pencils (or felt-tip pens) - at least 6.

The work consists of three parts: 1st part - drawing the pattern, 2nd part - independent continuation of the pattern, 3rd part - checking and re-executing the work in order to correct the errors noticed.

As the children finish work, the leaves are collected.

Instruction(words to the children): "Guys! Of course, you all used to draw patterns and I hope you love to do it. Now you will have to draw a pattern on your pieces of paper - exactly the same as on the board. Consider the pattern carefully - the arrangement of lines in the cells, their color should be exactly the same as on the board.I emphasize again that on your leaves the pattern should be exactly the same as on the board.This is the first thing you should do.After you redraw the pattern, you will continue it yourself until the end of the line. This is the second part of your work. When you are done, check on the board if you did everything right. If you see a mistake in yourself, you do not need to correct it. Redo all the work, draw a new pattern lower. Did everyone understand the task? Ask now , if something is not clear. Then you will work on your own."

Assignment assessment(the best of the completed patterns is evaluated).

1st level- the pattern is drawn and continued correctly - photographically accurate. In both cases, the given regularity in the size and arrangement of lines, alternation of colors is observed. The lines of the drawing are clear and even.

2nd level- the pattern is copied and continued in compliance with the given regularity in the arrangement of lines, alternation of colors. However, the drawing does not have the proper clarity and accuracy: the width, height, and angle of inclination of the segments only approximately correspond to those specified in the sample.

A drawing can be defined as essentially correct, but sloppy. General carelessness can take place against the backdrop of poor graphics.

3rd level- when copying, gross distortions of the pattern are allowed, which are repeated even when it is continued independently; the given pattern in the arrangement of lines is violated: individual elements of the pattern are missing (for example, one of the horizontal lines connecting the vertices, differences in the height of the vertices are smoothed or completely leveled).

4th level- the completed drawing is only very remotely similar to the sample: the child caught and reflected in it only two features - the alternation of color and the presence of charcoal lines. All other pattern configuration elements are omitted. Sometimes even a line is not maintained - it creeps down or up.

Task number 2- "Drawing beads" (method I.I. Arginskaya).

Purpose of the task: to identify the number of conditions that a child can keep in the process of activity when perceiving a task by ear.

Task organization: the task is performed on separate sheets with a pattern of a curve representing a thread.

For work, each child should have at least six multi-colored felt-tip pens or pencils.

The work consists of two parts: 1st part (main) - completing the task (drawing beads), 2nd part - checking the work and, if necessary, redrawing the beads.

Instructions for the first part:"Children, each of you has a thread drawn on a piece of paper. On this thread you need to draw five round beads so that the thread passes through the middle of the beads. All beads should be of different colors, the middle bead should be blue. (The instruction is repeated twice). Start paint".

Instructions for the second part of the task:(Performance of this part of the test begins after all children have completed the first part). "Now I will tell you again what beads you needed to draw, and you check your drawings, whether you did everything correctly. If you notice a mistake, make a new drawing below. Listen carefully. (The test condition is repeated again at a slow pace, each condition is highlighted by a voice )".

Assignment assessment

1st level- the task is completed correctly, all five conditions are taken into account:

the position of the beads on the thread, the shape of the beads, their number, the use of five different colors, fixed color of the middle bead.

2nd level- when performing the task, 3-4 conditions are taken into account.

3rd level- when performing the task, 2 conditions were taken into account.

4th level- no more than one condition is taken into account when performing the task.

Task number 3- "Settling at home", (method I.I. Arginskaya).

Purpose of the task: to reveal the ability of children to consider the situation from different angles, the ability to switch from one found solution to the search for another.

Work organization: the teacher draws a house on the blackboard in advance (see picture) and prepares three large cards with the image of "residents of the house": dots, sticks, checkmarks. Each child is given a piece of paper with a picture of the same house. To work, you need a pencil or felt-tip pen (pen).

Work on the task consists of three parts: 1st part - training, 2nd part - main, 3 - checking the completed task and, if necessary, correcting errors.

Instructions for Part I:"Children, a house is drawn on your leaflets. It has six floors. There are three rooms on each floor. In this house, on each floor, there are such tenants:

a dot (shows a card), a wand (shows a card) and a checkmark (shows a card). On each floor, these tenants live in a different order. On the topmost floor in the first room on the left lives a dot (draws a dot in the window on the board), a wand lives in the middle room (draws a wand). Tell me who lives in the last room. "(Children name a tick and the teacher draws it in the window). "Now draw with a pencil on your piece of paper in which room who lives on the sixth floor. "(Children draw, the teacher checks if they are correct perform a drawing, helps those who are experiencing difficulties).

"Now we will populate the fifth floor with tenants. A dot also lives in the first room on the left on the fifth floor. Think about how you need to place a stick and a checkmark so that they live in a different order than on the sixth floor?" (Children suggest: "In the middle room there is a check mark, in the last room there is a wand"). The placement of "residents" is drawn on the board and on the leaflets.

Instructions for the 2nd main part:"Together we learned how residents live on two floors. There are four more floors left. You yourself will populate them. Listen carefully to what needs to be done: put one dot, one stick and one checkmark on each of the remaining floors so that they are on all floors lived in a different order. Do not forget that a different order should be on all six floors. " (If necessary, the instruction is repeated twice).

Evaluation of the main part of the assignment(only "occupancy" of the four lower floors is taken into account):

1st level- the task was completed correctly: four different accommodation options were found that did not repeat the "settlement" of the 5th and 6th floors.

2nd level- found 3-2 different accommodation options out of four possible.

3rd level- found one accommodation option out of four possible.

4th level- independent solutions were not found: the solutions of the training stage were repeated or the work was not completed (the floors remained unoccupied).

Task number 4- "Coloring figures" (method N. Ya. Chutko).

From a set of triangles (4 - isosceles, 3 - equilateral, 3 - rectangular), depicted in right and inverted, in right and mirror positions, the same ones are highlighted and painted in different colors.

Task Assignment- to identify how children classify visual material on their own basis.

Work organization- frontal work, requires preliminary preparation of leaflets for each child with the image of the corresponding row of figures, in the upper right corner of the leaflets - the last name, first name of the child. Everyone should have their own set of colored pencils (or markers).

Instruction(the words of the teacher to the class): "This task is similar to those that you have done many times, drawing and coloring different shapes. Now carefully examine these shapes and find the same ones among them. Identical shapes need to be painted in the same color. How many you find different groups identical figures, so many different colored pencils (or felt-tip pens) will be needed for each. Everyone chooses pencils for coloring figures. I repeat. (The task is repeated). All clear? Do it."

Assessment of the assignment:

1st level- the classification is done correctly. Three groups of different figures are distinguished (4 isosceles triangles, 3 equilateral and 3 rectangular ones).

2nd level- one mistake (indistinguishability of identical figures in a direct and inverted position or indistinguishability of identical figures in a direct and mirror position).

3rd level- two errors (indistinguishability of identical figures in the upright and inverted position and indistinguishability of figures in the upright and mirror position).

4th level- three errors (failure to distinguish the same figures in the upright and inverted position, in the direct and mirror position, as well as the indistinguishability of different figures); senseless, chaotic coloring of figures.

Task number 5- Drawing up schemes of words under dictation (method of N.V. Nechaeva).

UM, JUICE, PAWS, PINE, STAR

Task Assignment- to identify the readiness of psychophysiological functions that ensure the perception of speech by ear, the level of development of phonemic analysis, as well as the ability to translate the sound code into another sign system, in this case, into circles (recoding).

Work organization- "The dictation is performed on a piece of paper in a cell in the third of a notebook sheet. It should fit the child's name and five lines of words:

It is desirable that children get acquainted with this type of task in advance, but with a different set of words. The methodology for conducting such classes is described below in the instructions. A mandatory requirement in the selection of words for training "dictations" is the coincidence of the number of sounds with the number of letters. However, even the children's experience of writing words from dictation in circles does not change the order of the task. In any case, you should act strictly according to the instructions.

Instruction:"Children, despite the fact that you still do not know how to write, you will now write down a few words, but not in letters, but in circles: how many letters are in a word, so many circles will you draw." Next, the sample is disassembled: “Say the word “cancer” slowly in chorus, and I will write this word in circles under your dictation: cancer -000. If necessary, the analysis of the example is repeated. The sample on the leaflet is not drawn.

Rating "dictation". If the task is executed correctly, the following entry is obtained:

1st level- all diagrams are correct.

2nd level- 3-4 schemes are executed correctly.

3rd level- 1-2 schemes are executed correctly.

4th level- all diagrams are executed incorrectly.

Task number 6- "Reading word patterns" (method of N.V. Nechaeva).

Purpose of the task: to reveal the readiness of the psychological and psycho-physiological functions that provide reading - the ability to carry out sound synthesis and correlate the writing with the sound (transcoding, but the opposite of what a child does during dictation).

Work organization. Each child receives a sheet with drawings of animals and word schemes drawn right there, corresponding to the names of these animals, but arranged not in order, but randomly. Children must use the connecting line to establish a correspondence between the name of the animal and its scheme. The work is done with a simple pencil. Sheets with drawings can be reused if there is no trace of a pencil when erasing a line.

As in task number 5, in this case, experience in performing similar tasks is desirable. The requirements for selecting words (names of animals or other objects) for training exercises are the same as in task No. 5: you cannot use the pictures that are given in the diagnostic task; only those names of animals and other objects are possible in which the number of sounds coincides with the number of letters, excluding words with the letter y; names with unstressed vowels and stunning consonants are possible.

Instruction:"Children, today you will try to" read "words written not in letters, but in circles." Next, the sample is disassembled. To do this, two diagrams are drawn on the board.

A picture depicting, for example, a wolf is attached next to the first diagram, and a catfish is attached next to the second diagram. "Who is drawn in this picture? - Wolf. "What set of circles fits this word? We "read" the first scheme together: 000 v-o-l-k. This scheme does not fit, there are fewer circles than necessary. We "read" the second scheme: 0000 - v-o-l-k. She fits. Connect these circles and the picture with a line.

The "reading" of the word "catfish" is also understood.

“Now you will do the same on your pieces of paper: pick up a simple pencil, quietly pronounce the name of the drawn animal, find which set of circles corresponds to this name, and connect the diagram and the picture with a line. Do not be embarrassed if the lines intersect, as it happened on our sample.

So, you will connect each picture with a line with the corresponding circles.

Assessment of "reading" word patterns:

1st level- all connections are defined correctly.

2nd level- 3-4 connections are defined correctly.

3rd level- 1-2 connections are defined correctly.

4th level- all connections are defined incorrectly.

Drawing for task number 6

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Task number 7.- "Marking" (method N.K. Indik, G.F. Kumarina, N.A. Tsirulik).

Purpose of the task: diagnostics of features of visual analysis, planning and control skills in practical activities.

Work organization. Sheets of white paper measuring 12x16 (cm), thin cardboard templates (rectangle 6x4 cm), simple pencils or colored markers for each child should be prepared in advance.

The work consists of two parts: 1st part, the main one - performing the task (marking the sheet), 2nd part - checking the task and, if necessary, performing it again.

Instructions for the first part:"Guys, imagine that we need to decorate a room with flags of this shape (shows a rectangle). Today we will practice how to mark such flags. In front of you is a piece of paper, you need to make as many flags as possible from it. Therefore , before tracing the rectangles, think about how you will do it.

Instructions for the second part of the assignment(Performance of this part of the task begins after the children have completed the first part). “Now each of you will carefully look at your markup and evaluate it yourself: did he do it as required. I repeat that it was necessary to place as many flags on the leaf as possible. was to do better, place more flags, redo the work on the back of the sheet.

Markup Level Evaluation(for assessment, the teacher chooses the best of the two possible options):

1st level- the rectangles are rationally placed on the sheet: they are circled, starting from the edge of the sheet, closely adjacent to each other. Their maximum number fit on the sheet - 8.

2nd level- there is an attempt to fit as many rectangles as possible. However, due to the fact that their stroke begins with some deviations from the edge of the sheet (top or side), or gaps are left between individual rectangles, the sides of a number of figures placed on the sheet are cut off.

3rd level- the placement of rectangles on the sheet is far from rational, despite the fact that there is a desire to observe a certain system in their mutual arrangement. In general, no more than 4 figures are circled.

4th level- rectangles are placed on the plane without any system, randomly. No more than 3 figures circled.

The results of the frontal study of children in preparatory groups for school are reflected, as already mentioned in the summary table. The overall assessment of the results of the children's performance of all diagnostic tasks is expressed through the average score. Children who scored the highest average score need corrective work, require special attention from educators. These children are also singled out for their subsequent individual study. In the column of the table "Conclusion" opposite the names of these children, the note "recommended for individual study" is made.

b) Methods of individual study of children

In the individual study of children at the preschool stage, a large role is given to persons who directly communicate with them - parents, educators. The task of the school teacher responsible for this stage of studying children is to organize the observations of parents and educators, to direct their attention to those aspects of the development of future first-graders that characterize their school maturity. Materials specially prepared for this, pre-printed by the school, will help him in solving this problem: "Questionnaire for parents of future first graders" (Appendix No. 2), "Recommendations for the study of children for kindergarten teachers" (Appendix No. 3), "Scheme of pedagogical characteristics kindergarten graduate" (Appendix No. 4).

An important place in the individual study of the child is given to direct communication with the teacher. Such communication is organized in the form of an individual interview with the child, which also includes diagnostic tasks. At the same time, the goal is to establish the depth, degree of developmental delay of the child, his susceptibility to help, potential learning.

For an individual interview, the child is invited together with the parents. It is necessary to organize the business in such a way that the parents bring with them his handicrafts: drawings, embroideries, models assembled from the designer, figures from plasticine and any other products. This will significantly enrich the impression of the child, of his readiness for school.

In cases where parents did not fill out the questionnaire at the previous stage of studying children, they are now invited to answer her questions orally. Parents may be present during follow-up work with the child, but in the event that this presence becomes a hindrance, they are asked to wait for the end of the examination in another room.

The program of individual study of the child includes a conversation, as well as the performance of a number of diagnostic tasks. The study of the bulk of future first-graders is carried out in kindergartens. But for cases where the child did not attend Kindergarten and was out of sight of the school psychological and pedagogical commission, the diagnosis is carried out at the time of enrolling him in the school. The diagnostic program is built by the members of the school psychological and pedagogical commission in this case, taking into account the individuality of the child, using methods designed for both frontal and individual examination.

conversation with a child, acquaintance with him should take place naturally, naturally, not formally, in no way like an exam.

The conversation, first of all, should help the teacher to establish individual contact with the child. Its tasks also include understanding whether the child has a psychological attitude towards school, a desire to learn; it should help to reveal his horizons, his ability to navigate in time and space, to reveal the possession of linguistic means, the skills of coherent speech.

"Questions that can be asked during the conversation: what is your name? How old are you? What address do you live in? What is the name of our city, the country where we live? What other cities, countries do you know? Who is the family? Are there brothers ", sisters, are they younger or older? Where and by whom does mom, dad work? Who is the eldest in the house? What is your favorite holiday, why do we all celebrate it? Do you have a favorite fairy tale, which one? (it is suggested to tell it). Than Do you like it? Do you like shows about animals? What animals do you know, what do you know about them? Do you want to go to school? What do you think will be interesting there? Are you preparing for school, how? What would you like to know, what to learn in school?

Depending on the situation, other questions can be asked, their set can be reduced.

During the conversation, the state of the child's pedagogical preparation for school is also revealed - knowledge of letters, the ability to read, an idea of ​​the composition of the number, the shape of objects, and size.

Then the child is offered to perform diagnostic tasks one after another. At first, the child performs the proposed tasks on his own, but if he does not cope with them, he is provided with the necessary assistance. This organization of children's activities pursues two goals at the same time. One of them is to help the child cope with the task, to ensure its successful completion. The second is to reveal how sensitive the child is to help, whether he accepts it, whether he assimilates it, whether, under the influence of the assistance provided, he himself can find the mistakes made in independent work and correct them. The child's responsiveness to help, the ability to assimilate it is a prognostically significant indicator of his potential learning abilities, his learning ability.

Assistance to the child occurs on the principle - from the minimum to the maximum. In accordance with this principle, the following three types of assistance are sequentially included: stimulating, guiding and teaching. Behind each of them is a different degree and quality of the teacher's intervention in the work of the child.

Stimulating help. The need for such assistance arises when the child is not included in the work after receiving the task or when the work is completed, but not done correctly. In the first case, the teacher helps the child organize himself, mobilize attention, focus on solving the problem, encouraging him, reassuring him, instilling confidence in his ability to cope with it. The teacher asks the child if he understood the task, and if it turns out that he did not, he explains it again. In the second case, it indicates the presence of an error in the work and the need to check the proposed solution.

Guiding help. This type of assistance should be provided for cases when the child has difficulty in determining the means, methods of activity, in planning - in determining the first step and subsequent actions. These difficulties can be detected either in the very process of the child’s work (in this case, he expresses his difficulties to the teacher: “I don’t know how to start, what to do next”), or they are revealed after the work is completed, but done incorrectly. In both cases, the teacher directly or indirectly directs the child on the right path, helps him take the first step towards a solution, outline a plan of action.

Teaching help. The need to provide educational assistance arises in cases where other types of it are insufficient, when it is necessary to directly indicate or show what and how to do in order to solve the proposed problem or correct a mistake made during the solution. Under these conditions, the degree of assimilation of help acquires special diagnostic importance, which serves as the main criterion for differentiating children at risk from children with defectological forms of mental underdevelopment.

Below we present a set of diagnostic tasks used in the process of individual study of children.

Task number 1.- "Production of applications" (method N.A. Tsirulik)

Purpose of the task: diagnostics of children's ability to analyze the conditions of the presented task, in this case of a practical nature: to plan the course of its solution, to choose adequate actions, to critically evaluate the result obtained.

Work organization. The student is given a white sheet of paper depicting the outline of a boat with a sail and colored geometric figures (4 squares - 2 cm x 2 cm, 4 right-angled isosceles triangles with a 2 cm leg, all of the same color).

The work consists of two parts: part 1 - task completion, part 2 - student assessment of the completed task and, if necessary, reworking the work - making a new application.

Instructions for part 1 of the work:"There is an outline of some object in front of you. What do you think it is?" Child: "Boat." It is necessary to color this boat, but not with a pencil, but with the help of these (shows) geometric shapes. The figures must fit inside the boat so that they do not go beyond the image.

Instructions for part 2 of the work:"Look closely at your boat. Do you like it? Did it turn out beautiful? Did you do everything right?" If the student himself does not notice the mistakes made (the figures do not adjoin each other, go beyond the outlines of the contour), the teacher points to them. He asks if he wants to make a new boat, better? In the case of a negative answer, the teacher does not insist on this.

Evaluation of the implementation of the application. The assessment takes into account:

a) the way the child completes the task (the task is performed on the basis of initial thinking, planning the placement of geometric shapes or without planning, by trial and error);

b) the rationality of the placement of figures;

c) criticality in assessing the completed task;

d) desire, readiness to correct the mistakes made independently;

e) the pace of activity in the performance of the task.

1st level- the figures are laid out correctly and quickly (the student instantly analyzed the task and began to complete it).

2nd level- the contour is filled correctly, but the student worked by trial and error, so he spent more time; in the course of work he corrected himself.

3rd level- only part of the contour is filled in correctly, some figures go beyond its outlines: when evaluating the work, he does not notice mistakes, but when the teacher pays attention to them, he is ready to correct them.

4th level- the contour is filled chaotically, most of the geometric shapes go beyond its outlines, errors are not noticed, there is no desire to do better when pointing at them.

Task number 2.- Continuation of the ornament.

Task Assignment- to establish the child's ability to analyze and synthesize visually perceived and individually presented information, to understand patterns, to keep the learning task and its conditions in the process of activity, and susceptibility to help.

Work organization. To work in advance on separate cards, ornament options are being prepared.

The sample ornament is made with colored felt-tip pens (in the figure shown, the color of a particular figure is indicated by letters), for ease of use, the card on which the ornament is drawn is pasted onto a rectangular envelope. A sheet is inserted into the envelope for each new student, on which the task is performed.

Task options are presented sequentially - from the first, the most difficult, to the third, the simplest. If the child copes with the first option, there is no need to present the following options. The second and then the third version of the task are presented only in those cases when the child cannot cope with the previous one. The second and third options, already in their very content, have consistently increasing elements of helping the child (or making more vivid, catchy subtle differences in the size of the figures - 2nd version of the ornament, or removing them altogether).

Instruction:"Look carefully at the ornament and continue it."

Assessment of the assignment: When evaluating, only the correctness of the reproduction of the sequential differences specified in the sample between the figures that make up the ornament (differences in size, shape, color of the figures) is taken into account.

1st level- 1 variant of the task is correctly performed.

2nd level- the 2nd variant of the task is correctly performed.

3rd level- the child was able to correctly complete only the third option of the task.

4th level- even the third option of the task the child could not perform correctly.

Task number 3.- Classification analysis of the plot picture (method of Yu.N. Vyunkova).

Purpose of the task: determine the level of development of the child's analytical and synthetic abilities, his ability to analyze, generalize, classify visually perceived information: to find common and distinctive features of the depicted objects, to understand the reasons for differences, to classify these objects based on essential features.

Work organization. The task uses any plot picture. It can be an urban, rural landscape, features of people's life and so on. It is important that there are many different objects in the picture (for example, houses, people, animals, equipment, vegetation, etc.).

The task consists of two parts: the first part is educational, introduction to the experimental situation; the second is the task. In case of difficulties, the child is helped.

In the first part - training - the child learns to carry out the classification of real objects known to him. At the same time, the teacher brings him to the understanding that similar objects can be called one generalizing word. Several exercises are performed with the involvement of a number of generalizing concepts, for example, such as "furniture", "educational things", "dishes". You can proceed to the second part of the task if the teacher is convinced that the child understands what is required of him.

Instructions for the second, main part of the task:"Look at the picture carefully and name the objects that can be combined into one group. Give a common name to this group of objects, as we did just now"

Classification analysis score:

1st level- children easily single out individual objects, based on their common, essential features, and give this group a generalized name in the concept: "plants", "transport", "people", "pets" and so on.

2nd level- children distinguish objects into a group correctly, however, a generalized concept is mainly given by them on a functional basis: "what they wear", "what they eat", "what moves" or the child finds it difficult to give a general name to the group. Assistance is readily responsive.

3 level- different objects are combined by children on a situational basis (people are combined with the house - "they live here", animals are combined with vegetation - "they love it"), guiding, teaching assistance is perceived with difficulty.

4th level- when classifying children, they combine different objects according to an insignificant feature (color, size) or name individual objects without any grouping.

Task number 4.- Repetition by the child of the slapped rhythm (methodological instrumentation by N.V. Nechaeva).

Purpose of the task: identify the level of sound differentiation on non-verbal material, the ability to establish temporal relationships in a given group of sounds.

Work organization: 3 rhythms are offered in sequence, consisting of 5 claps in any combination. The child repeats the rhythm after each clapping by the experimenter.

Instruction:"I'll clap the rhythm now, and you repeat it after me in the same way."

Rhythm repetition score.

1 level- repeated exactly all three rhythms;

2 level- repeated exactly 2 rhythms;

3 level- correctly repeated one rhythm; did not repeat a single rhythm.

4th level- did not repeat a single rhythm correctly.

Task number 5.- Sequential naming ("reading") of colored circles (methodological instrumentation of N.V. Nechaeva's technique).

Purpose of the task: to reveal the readiness for learning to read (the ability of the eye to follow an ordered series of signs and the child's ability to name this series without errors).

Work organization. A card is being prepared for work. On one side of it are drawn 4 rows of colored circles, 10 circles in each line.

On the other side of the card, one row of colored circles (sample):

The task consists of two parts: 1 - training, 2 - main task.

Instruction. First, the sample is disassembled: “Look, colored circles are drawn here.) Name them in a row by color: Red, green, green, brown. Call yourself further. Child: “Yellow, circle.” Teacher: “No, you only name the color. You don’t need to say the word “circle”. After the method of naming the circles has been learned and it has been found out that the child knows the names of the colors offered to him, you can proceed to the main task: “Now name all the colored circles drawn on this piece of paper in the same way, call them line by line". The teacher shows the direction of "reading" with his hand - from left to right, from the first line to the fourth.

Evaluation of the correctness of "reading" colored circles:

Level 1 - "read" without errors:

Level 2 - "read" with 1 error;

3-4 level - more than one mistake is made.

Levels 3 and 4 of the task performance indicate the possible potential difficulties of the child in mastering the reading skill.

Knowledge number 6.- Ordering.

Purpose of the task: to reveal the level of initial mathematical representations of children: about the counting of objects and the relationship between numbers, the formation of the idea of ​​orderliness.

Work organization. Cardboard circles with a diameter of 5 cm with dots are prepared in advance.

The circles are placed in front of the child in a disorderly manner.

Instruction:"Take a close look at these circles. There are few dots in some circles, many in others. Now the circles are in disorder. Think and arrange these circles in a row in order. When you look for this or that order, do not forget that there are dots in the circles. "

Estimating a sequencing task.

1st level- the task was completed correctly; the order is correct.

2nd level- 1-2 mistakes were made in the built-up sequence of circles.

3rd level- 3-4 mistakes were made in the arrangement of the circles.

4th level- more than 5 errors were made.

Task number 7.- Identification of the formation of initial geometric ideas about the composition of the number (method of I.I. Arginskaya).

Work organization. Any 7 objects or their images are exhibited so that they can be clearly seen (objects can be either the same or different). To complete the task, children need a sheet of paper and a pencil. The task consists of several parts. They are offered sequentially.

Instruction: a) "Draw as many circles on the pieces of paper as there are on the board of objects:

b) draw one more squares than circles;

c) draw 2 less triangles than circles;

d) draw a line around 6 squares;

e) fill in the fifth circle.

Assessment of the level of initial mathematical representations:

(the quality of the performance of all subtasks in the aggregate is assessed)

1st level- the task was completed correctly.

2nd level- 1-2 mistakes were made.

3rd level- 3-4 mistakes were made.

4th level- more than 5 errors were made during the task.

In cases where a child shows very low results during an individual interview and performance of the proposed tasks, it becomes necessary to obtain additional information about his readiness for school, learning ability, and his potential learning opportunities.

It is advisable to hold another meeting with the child for this - at another time, in order to remove possible doubts that the low results turned out to be an accident, were due to poor health, the child's mood.

Task number 8.- Description of the picture with ridiculous situations "Nonsense". Assignments of this kind are often published in children's magazines. Appendix No. 5 presents a possible example of such a picture. (The task was developed by S.D. Zabramnaya, (1971). Methodological instrumentation was proposed by G.F. Kumarina)

Task Assignment- identification of children with severe impairments in cognitive activity.

Work organization- a picture is prepared in advance for work.

Instruction: The student is asked to carefully consider the picture. After 30 sec. the teacher asks "Reviewed?" If the answer is negative or uncertain, give more time. If affirmative, offers to tell what is drawn in the picture. In case of difficulty, the child is assisted:

1) stimulating. The teacher helps the student to begin to answer, to overcome possible uncertainty. He encourages the child, shows his positive attitude towards his statements, asks prompting questions ("Did you like the picture? "What did you like?" "Well, well done, you think right");

2) guide. If provoking questions are not enough to cause the child's activity, direct questions are asked:

"Funny picture?", "What's funny about it?"

3) educational. Together with the child, some fragment of the picture is examined and its absurdity is revealed: "Look what is drawn here", "Can this be in real life?" Don't you think there's something mixed up here?" "Is there anything else out of the ordinary here?"

Assessment of the assignment:

The assessment takes into account:

a) inclusion of the child in work, concentration, attitude towards it, independence;

b) understanding and assessment of the situation as a whole;

c) the regularity of the description of the picture;

d) the nature of verbal statements.

1st level- the child immediately joins the work. Correctly and generally assesses the situation as a whole: "Everything is mixed up here," "There is some kind of confusion." Proves the generalization made by analyzing specific fragments, analyzes the fragments in a certain order (top to bottom or left to right). Focused on work, independent. Statements are capacious and informative.

2nd level- the situation is assessed correctly, but the level of organization, independence in work is insufficient. In the course of the task, he needs stimulating assistance. When describing a picture, fragments are singled out randomly, randomly. Describes what the eye fell on. The child often finds it difficult to find the right words.

3rd level- the child himself cannot assess correctly and generally the situation. His gaze wanders over the picture for a long time. For the student to begin to respond, the guiding participation of the teacher is required. The method of analysis learned with its help is used in the description and evaluation of other fragments, but the work is going very sluggishly. The activity of the child has to be stimulated all the time, the words are drawn out.

4th level- the child cannot give a correct assessment of the situation. Stimulating, guiding help does not "take". The model of analysis given by the teacher does not assimilate, cannot transfer it to a new situation, apply it in the analysis of other fragments.

Children who, at a low level, having completed tasks No. 1-No. 7, showed levels 3-4 and when completing task No. 8, should alert the teacher.

In conclusion, we consider it necessary to once again draw attention to the importance and necessity of creating a friendly and benevolent atmosphere by the members of the school psychological and pedagogical commission in the process of individual study of the child. It must be remembered that the study of the child is not an exam, not an audit of the successes of the preschool stage of children's development, but the beginning of the school's formative work. The reaction of the teacher dealing with the child, with all the options of his answers, should be positive. The teacher is required to use different types help to ensure that everyone completes tasks, naturally, at different levels. It is important that the child leaves the interview with the feeling that he has successfully completed all the tasks and the conversation with him brought joy and pleasure to the teacher.

The data obtained during the individual study of the child: observations of his behavior, the results of the conversation and the performance of all diagnostic tasks are reflected in the protocol of the individual examination (Appendix No. 6). It also reflects the content of the conversation with the parents of the future first-grader. Thus, even before the beginning of the school year, the school psychological and pedagogical commission receives material prepared according to a specific program, which allows it to make a fairly objective assessment of the school maturity of future first-graders.

Let us list once again its constituent parts: the results of studying kindergarten graduates using frontal, diagnostic methods; data on the development and characteristics of children received from parents as a result of their questionnaires and conversations with them; characteristics of children prepared by teachers of basic kindergartens; materials of an individual examination of children who, following the results of the first stage of the study, showed an insufficient level of school maturity and were conditionally assigned to the risk group.

Members of the school commission, which makes a preliminary selection of the child in correctional classes, in addition to all the materials listed above for the child, must also carefully analyze the results of his pre-school medical examination, which are reflected in the medical form No. 26. On the eve of the school, all future first-graders are examined by medical specialists: an ophthalmologist , otolaryngologist, dermatologist, dentist, surgeon, pediatrician, neuropathologist, psychoneurologist. Their conclusion about the state of health of children, about the existing deviations in the systems and functions of the body is reflected in this form. Only children with no gross deviations in their state of health receive a direction for studying in a secondary general education school. Particular attention of the members of the school commission should be attracted by the data recorded in form No. 26 on minor health disorders that are not a contraindication for studying in a general education school. These include, first of all, indications of possible chronic diseases internal organs(liver, kidneys, lungs), minor defects in vision, hearing, disturbances in the structure and functions of ENT organs (polyps, tonsillitis), musculoskeletal system (disturbance of posture, flat feet), enlargement of the thyroid gland, obesity, etc. The record of a psychoneurologist deserves special attention . Borderline disorders of the psychoneurological sphere are difficult to diagnose by specialists during a one-time examination, but at the same time, the conclusion of a psychoneurologist sometimes contains indications of asthenoneurotic or asthenovegetative syndrome, vegetovascular dystonia, psychophysical infantilism, and psychosocial neglect. Diagnoses are also possible: mental or mental retardation. In this case, a recommendation usually follows - a trial study in a mass school.

An important document, which, along with Form No. 26, should be the subject of analysis by the members of the school commission, is the child's medical record. It may also contain additional information about potentially threatened children. When analyzing a medical record, attention should be paid to records that record possible deviations in the course of pregnancy and childbirth of the mother of the child (intoxication, physical or mental trauma, premature birth, forceps, and so on). Attention should also not be given to indications of illnesses suffered by a child in preschool childhood, especially in infancy.

Taking into account all the data received, the school commission sends children to correctional classes from the first of September, the conclusion about the low level of school maturity of which is made on the basis of the coincidence of independent from each other, but unambiguous assessments of kindergarten teachers, parents, and a teacher. Children who do not have such unanimity in assessing the level of readiness for schooling are enrolled in regular classes for follow-up observation, testing their educational capabilities in real learning activities.

The conclusion of the school psychological and pedagogical commission on the level of school maturity of the future first grader and the recommended conditions for his schooling is recorded in the final column "Conclusion" of the protocol for individual study of the child.

2.2 Analysis of the results of a diagnostic study.

The results of the group survey are shown in Table No. 1.

No. p \ p	Last name First name of the child								Wed score.
		1	2	3	4	5	6	7
1	Arslanova Angela	2	2	1	1	3	2	2	1,9
2	Artyomova Olesya	1	1	1	1	2	1	1	1,1
3	Alimov Ramiz	3	2	2	3	2	2	1	2,1
4	Bagautdinov Ilgiz	2	1	3	2	1	2	1	1,7
5	Basyrova Elina	3	3	2	2	2	2	2	2,3
6	Grigoriev Egor	2	2	3	2	3	1	2	2,1
7	Gubaidullin Emil	1	2	1	1	1	1	2	1,3
8	Hajiyev Bakir	2	2	3	1	2	2	1	1,9
9	Vorontsova Katya	3	3	2	2	2	2	1	2,1
10	Griban Pavel	2	2	3	3	2	2	1	2,1
11	Danilov Sasha	3	3	3	2	3	3	2	2,7
12	Dementiev Dima	2	2	3	2	2	2	1	2,0
13	Zhirnyakova Anya	2	2	3	1	2	2	1	1,9
14	Istomin Vladik	2	2	3	3	2	2	1	2,1
15	Ishmuratova Regina	1	1	2	2	1	1	1	1,3
16	Ilyasova Fayagul	2	2	1	2	2	1	2	1,7
17	Cousin Masha	1	2	2	1	2	2	2	1,7
18	Korobova Julia	2	1	2	3	2	2	2	2,0
19	Kinyabulatova Lyuziya	2	1	1	1	2	1	1	1,3
20	Mananova Natasha	3	2	2	3	2	2	2	2,3
21	Mityakin Roman	2	1	2	1	1	1	1	1,3
22	Magadiev Volodya	1	1	1	3	2	1	2	1,6
23	Prozorova Kira	1	2	3	2	3	2	2	2,1
24	Ruzanova Lena	2	3	3	2	1	2	2	2,1
25	Sadykov Damir	4	3	3	3	3	2	2	2,9
26	Solovieva Alina	2	2	2	2	2	1	1	1,7
27	Sultangalina Vika	3	3	2	2	2	2	2	2,3
28	Tiunov Zhenya	3	3	3	3	3	2	2	2,7
29	Urazbakhtin Adel	2	2	2	2	2	3	1	2,0
30	Kuznetsov Pavel	4	3	3	3	3	2	2	2,9
31	Khamzin Ainur	4	3	3	3	3	3	2	3,0
32	Yudin Sasha	1	1	2	2	2	2	2	1,7

According to the results of the diagnostic tasks

Level 1 children -5

Level 2 children -22

Level 3 children -5

Level 4 children were not identified.

According to the group study, graphs were drawn up for each child at risk.

Based on the results of the group study, a histogram was compiled.

Individual work was carried out with the children who scored the highest score.

Table 2.

No. p \ p	Last name First name of the child	Results of issuing diagnostic tasks							Wed score
		1	2	3	4	5	6	7		8
1	Khamzin Ainur	3	3	2	1	2	3	3	2,4	2
2	Kuznetsov Pavel	4	2	2	2	1	3	3	2,4	2
3	Tiunov Zhenya	3	2	2	2	3	3	3	2,6	2
4	Sadykov Damir	4	3	2	2	1	3	3	2,6	2
5	Danilov Sasha	4	3	1	2	1	3	3	2,4	2

Task number 1 - "Production of applications" (method N.A. Tsirulik)

2 children completed the level 3 task, 3 children completed the level 4 task.

Task number 2 - "Continuation of the ornament"

2 children completed the level 2 task, 3 children completed the level 3 task.

Task number 3 - "Classification analysis of the plot picture"

Task No. 4 - "Repetition of the slapped rhythm by the child" (methodological instrumentation by N.V. Nechaeva)

1 child completed the level 1 task, 4 children completed the level 2 task.

Task No. 5 - "Successive naming ("reading") of colored circles" (methodological instrumentation of N.V. Nechaeva's reception)

3 children completed the level 1 task, 1 child completed the level 3 task.

Task number 6 - "Ordering"

Task number 7 - "Identification of the formation of initial geometric ideas about the composition of the number" (Methodology of I.I. Arinskaya)

5 children coped with the task of level 3.

Task number 8 - "Description of a picture with ridiculous situations"

5 children coped with the task of level 2.

According to the individual study, graphs were drawn up for each child at risk:

If we compare the frontal and individual diagnostics of the same children, it turns out that the results are somewhat higher when the tasks are performed individually.

Let's do mathematical data processing according to the Mann-Whitney criterion:

Let's pretend that:

H 0 - the level of task completion in case of frontal diagnosis is not lower than in case of individual diagnosis.

H 1 - the level of performance of tasks with frontal diagnostics is lower than with individual ones.

Examination:

Group 1: Frontal studies.			Group 2: Individual studies.
№	Index	Rank	Index	Rank
1	2,4	2
2	2,4	2
3	2,4	2
4	2,5	4,5
5	2,5	4,5
6	2,7	6,5
7	2,7	6,5
8	2,9	8,5
9	2,9	8,5
10	3	10
amounts	14,2	40	12,2	15
medium	0,36		0,8

Answer: N 1. The level of task completion in case of frontal diagnosis is lower than in case of individual diagnosis.

2.3 Correctional program of pedagogical assistance to children at risk.

Since the study was conducted in October 2002, by organizing a series of remedial classes with children at risk, one can somewhat improve their results. Tasks should be aimed at the development of attention, memory, thinking, imagination, speech, fine motor skills and coordination of hand movements, as well as the development of mathematical concepts, an increase in the child's knowledge of the world around him and the breadth of the general erudition of a preschooler.

ATTENTION

School education makes high demands on the attention of the child. He not only has to focus on the teacher's explanations and assignments, but also keep his attention throughout the lesson, and that's a lot! The kid also should not be distracted by extraneous matters - and sometimes you really want to talk with a neighbor or draw with a new felt-tip pen!

good attention - essential condition successful schooling.

1. What is drawn here?

Count and name all the objects in the picture.

2. Look at the sample and arrange the icons in the empty cells in accordance with the numbers.

3	8	1	7	4	5	2	6	4	1	9	5	2	7	8	1
2	4	5	3	8	9	1	5	8	4	6	7	3	1	4	2
1	7	3	5	9	4	6	1	8	7	3	5	1	4	9	8

MEMORY

Your child's success in school largely depends on his memory.

Young children remember a lot of different information. Let the kid read the poem several times, and he himself will tell it by heart. However, the memory of a small child is involuntary, that is, he remembers what he remembers because it was interesting. The child is not in front of a task: I need to remember this poem.

With admission to school comes the time of arbitrary memory. At school, the child will have to memorize large amounts of information. He must remember not what is interesting, but what is needed, and as much as needed.

1. Draw the figures in the same way.

2. Listen carefully to the pairs of words and try to remember them.

Read all 10 pairs of words to your child. Then call the child only the first word of the pair, and let him remember the second word.

autumn - rain

vase - flowers

doll - dress

cup - saucer

book - page

water - fish

car - wheel

house - window

kennel - dog

clock - arrows

THINKING

How we rejoice when we hear the funny and at the same time clever reasoning of our children. The child learns the world and learns to think. He learns to analyze and generalize, to establish causal relationships.

1. Name in each group an object that does not fit with the others. Explain why it is redundant.

2. Listen to short stories and answer questions.

A. Sasha and Petya were wearing jackets of different colors: blue and green. Sasha was not wearing a blue jacket. What color jacket was Peter wearing?

B. Olya and Lena drew with paints and pencils. Olya did not draw with paints. How did Lena draw?

V. Alyosha and Misha read poems and fairy tales. Alyosha did not read fairy tales. What did Misha read?

Answers: A - in blue, B - paints, C - fairy tales.

MATHS

By the time the child enters school, elementary mathematical representations should be formed. Children should have the skills of quantitative and ordinal counting within the first ten; compare the numbers of the first ten among themselves; compare objects by height, width and length; distinguish the shapes of objects; navigate in space and on a sheet of paper.

1. Color the starships flying up red

color, down - blue, right - green, left - yellow.

2. Arrange mathematical signs:

If your child is not familiar with these mathematical signs, then explain to him their meaning and arrange these signs with him. The main thing is that the child correctly defines the relations "less than", "greater than" and "equal to".

FINE MOTOR AND HAND COORDINATION

Is your child's hand ready for writing? This can be determined by assessing his fine motor skills and coordination of the child's hand movements.

Fine motor skills are a variety of movements in which the small muscles of the hand participate. Only with a good development of the brush will the child write beautifully and easily.

Fine motor skills in children can and should be developed. This is facilitated by classes with mosaics, modeling, drawing.

1. Trace the drawings exactly along the lines, try not to lift the pencil from the paper.

2. Listen carefully and draw a pattern from the dot: put

pencil on a dot, draw a line - one cell down, one cell to the right, one cell up, one cell to the right, one cell down, one cell to the right, one cell up, one cell to the right. Then continue the same pattern yourself.

Second task: put a pencil on a dot, draw a line - two cells up, one cell to the right, two cells down, one cell to the right, two cells up, one cell to the right. Then continue the same pattern yourself.

READING

The requirements for the knowledge of children entering school are constantly growing. Today it is important that the child has basic reading skills. So, he must be able to determine the place of a sound in a word, find words with certain sounds, divide words into syllables and sentences into words.

It's good if the child can write simple words, read short texts and understand their content.

The subsequent performance in other subjects also significantly depends on the formation of the reading skill, since at school very soon children begin to work with textbooks, which they must be able to read and understand what they read.

1. Find the wrong letters.

2. Make words from letters.

SPEECH DEVELOPMENT

By the age of 6-7, the child's speech should be connected and logical, with a rich vocabulary. The kid must hear sounds correctly and pronounce all the sounds of his native language correctly, not only in isolation, but also in coherent speech.

The development of oral speech is the main condition for the successful mastery of writing and reading.

1. Choose the right words that are opposite in meaning.

The child must correctly choose the opposite word for each of the proposed. An error is considered a response of the type "loud - soft".

slow - fast

hot - ...

thick -...

kind - ...

2. Explain the meaning of the words.

Read the word to the child. Ask them to explain its meaning. Before doing this task, explain to the child, using the example of the word "chair", how to do it. When explaining, the child must name the group to which this item belongs (a chair is furniture), say what this item consists of (the chair is made of wood) and explain what it is for (it is needed in order to sit on it) .

Notebook. Airplane. Pencil. Table.

IMAGINATION

Many parents believe that the key to success in learning is the ability to read, write and count, but often this is not enough.

Imagination plays an important role in the assimilation of school knowledge. Listening to the teacher's explanations, the child must imagine situations that he has not encountered in his life, imagine images that do not exist in reality. Therefore, for success in school, it is necessary that the child has a well-developed imagination.

1. Finish the picture started by the artist.

It is good if the child drew an interesting plot picture, using all the proposed figures.

2. Draw and color the sorceress so that one becomes good and the other becomes evil.

THE WORLD

By the age of 6-7, a child should have a certain stock of knowledge and ideas about the world around him. It is good if the child has elementary knowledge about plants and animals, about the properties of objects and phenomena, knowledge in the field of geography and astronomy, and an idea of ​​time.

Time.

List the parts of the day in order.

How is day different from night?

List the days of the week in order.

Name the spring, summer, autumn, winter months of the year.

Which is longer: a minute or an hour, a day or a week, a month or a year?

World and Man.

Name professions:

- What item is needed to:

measure time;

Talk at a distance

Watch the stars;

measure weight;

Measure the temperature?

- What kinds of sports do you know?

- What are the musical instruments?

- What writers do you know?

The solution of these and other similar tasks will help the child to master the school material more successfully.

So, the hypothesis that the timely prevention of the causes of school maladjustment contributes to a higher level of readiness for schooling is correct.

Conclusion s

The program of active pedagogical assistance to children at risk occupies an important place in the system of measures aimed at improving the pedagogical, social and economic efficiency of public education, protecting the physical and moral health of children, preventing them from dropping out of school, and illegal behavior of minors.

The selection of children in correctional classes is an important and responsible task that requires well-coordinated efforts of parents, preschool teachers, school teachers and psychologists to solve it.

When selecting children for special education, two interrelated and complementary criteria should be followed. One of them is the low level of readiness of the child for schooling, i.e. school maturity. The second criterion is the difficulty of adapting to school life (at the initial stage of education in ordinary classes). The first criterion plays a leading role at the preliminary stage of the selection of children. The second criterion is the leading one at the new stage of observation of children in real learning activities.

A low level of school maturity manifests itself as an underdevelopment of one or, as a rule, several main aspects of the mental and physical development and health of children, the most significant for inclusion in educational activities.

When resolving contentious issues about sending a child to a correctional class, the criterion of complicated inclusion in school life in a normal class is a fundamentally important, most reliable and convincing criterion - difficulties in school adaptation.

The solution of issues related to the study of children entering school is within the competence of the school psychological and pedagogical commission.

At the first stage of work, the task of the commission is to organize the collection of scientific information for children entering school, to carry out a general orientation in their qualitative composition and to preliminarily identify children with a low level of readiness for school, with predictable learning difficulties. The most convenient methods at this stage are the methods of frontal study of children. For this purpose, first of all, the testing method is used, the performance by all children of prepared groups of a number of diagnostic tasks basic for a kindergarten school is organized.

In the individual study of children at the preschool stage, a large role is given to persons who directly communicate with them to their parents, educator.

The task of the school teacher responsible for this stage of studying children is to organize the observations of parents and educators, to direct their attention to those aspects of the development of future first-graders that characterize their school maturity. An important place in the individual study of the child is given to direct communication with the teacher.

Timely prevention of the causes of school maladjustment will contribute to a higher level of readiness for school.

Conclusion

AT thesis a psychological and pedagogical method for diagnosing children at risk is presented, one of the purposes of which is the selection of children in correctional classes. We consider it necessary to note that diagnosing children at risk - having partial, borderline, preclinical developmental disorders - is a very difficult task.

Its solution requires an integrated approach, possible only with the participation of doctors, psychologists, and teachers.

It is difficult to overestimate the role that preschool teachers can and should play in the timely identification of children at risk. school teachers. Often, they are the first to face the individual problems of a child's development and give them an initial assessment, if necessary, seek advice from specialists - a school psychologist, psychoneurologist. It also happens, unfortunately, that for a long time the teacher does not notice these problems or evaluates them incorrectly, and then help to the child comes very late or does not come at all.

Professional attention to children, study of their development, assessment of the dynamics of this development in the specific conditions of upbringing and education should today become an organic part of pedagogical activity. This is the reserve that will allow this activity itself to rise to a new qualitative level and at the same time competently resolve issues that arise at school in connection with the introduction of differentiated forms of education and, in particular, in connection with the creation of correctional classes and groups.

The task of the psychologist is to find individual, specific for each child ways of optimal development of his interests, abilities, personality as a whole, the possibility of self-education and self-organization.

Most importantly, through the joint efforts of a psychologist, educators and parents, try to understand the characteristics of the child as an emerging personality in the context of specific living conditions, taking into account the history of his upbringing, age, gender and individual characteristics of relationships with adults and peers and, on this basis, determine a program for further work with them.

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52. 150 tests, games, exercises to prepare children for school. –M.: LLC "AST Publishing House", 2002.

Vygotsky L.S., 1982

The manifestation of these characteristics of behavior in children who are not psychologically ready for school is also noted in the works of psychologists. See, in particular, A.L. Wenger, M.R. Ginzbuog. Guidelines for monitoring the mental development of students in preparatory classes at schools and preparatory groups in kindergartens. M., 1983; G.G. Kravtsov, E.E. Kravtsov. Six year old child. Psychological readiness for school. "Knowledge". M.1967

Slavina L.S. Psychological conditions increasing the intellectual activity of 1st grade students in academic work. - News of the APN of the RSFSR, 1955, issue 73, p.186.

Vygotsky L.S., 1982

F. Engels. Anti-dühring. M., Gospolitizdat, 1953, p. 37.

26.10.2017

A child needs your love the most just when

when he least deserves it.

Erma Bombek

In the course of life, each of us has certain emotional states. They define the levelinformation and energyhuman exchange, and the direction of his behavior. Emotions can control us very much. Their absence is no exception. After all, this is such an emotional state that allows us to describe human behavior as special.

WHAT IS A PSYCHO-EMOTIONAL STATE?

PSYCHO-EMOTIONAL STATES - a special form of human mental states,

experiences with the manifestation of the emotional response of one's attitude to the surrounding reality and to oneself;

those states that are predominantly regulated by the emotional-volitional sphere and cover emotional reactions and emotional relationships;

relatively stable experience.

Emotional states that arise in a person in the course of any activity affect both his mental state, and the general state of the body, and his behavior in a given situation. They affect both the processes of cognition and the development of the individual, and the quality of life in general.

The significance of the problem of emotional states hardly needs substantiation.

Emotional manifestations in response to reality are necessary for a person, as they regulate his well-being and functional state. A lack of emotions reduces the activity of the central nervous system and can cause a decrease in performance. Excessive influence of emotiogenic factors can cause a state of neuropsychic stress and disruption of higher nervous activity. Optimal emotional arousal is a condition for readiness for activity and its healthy implementation.

Psycho-emotional state is the basis of personal health.

We've all been teenagers at one time and gone through hardships. adolescence. But only by becoming parents, we can fully appreciate the problems of children of this period of life.

Psychologists distinguish the followingtypes psycho-emotional state of adolescents:

activity - passivity;

hobby - indifference;

agitation - lethargy;

tension - emancipation;

fear is joy;

decisiveness - confusion;

hope is doom;

anxiety - serenity;

confidence is self-doubt.

Despite the fact that these mental processes are opposite, in adolescents they can alternate and change over short periods of time. This is duehormonal stormand may be characteristic of an absolutely healthy, normal child. Now he can talk to you in a friendly way, and after two minutes he can withdraw into himself or make a scandal and leave, slamming the door. And even this is not a cause for concern, but just a variant of the norm.

However, those states , which prevail in the child's behavior at this age, contribute to the formation of appropriate character traits (high or low self-esteem, anxiety or cheerfulness, optimism or pessimism, etc.), and this will affect his entire future life.

PSYCHOLOGICAL FEATURES OF ADOLESCENT:

positive changesoccurring with a teenager:

manifestation of a sense of adulthood;

growth of self-awareness, self-esteem, self-regulation;

increased attention to their appearance;

manifestation of independence in the acquisition of knowledge and skills;

the emergence of cognitive motivation;

the desire to be no worse, but better than others.

Negative changes:

vulnerable unstable psyche;

hyperexcitability:

causeless irascibility;

high anxiety;

manifestation of egocentrism;

depressive states;

intentional manipulation by adults;

internal conflict with oneself and others;

increased negative attitude towards adults;

fear of being alone (thoughts of suicide)

lead to emotional disorders, deviations in behavior. Difficulties in the development of adaptive and social qualities in general lead to a violation of mental and psychological health in adolescents.

DIAGNOSIS METHODS

PSYCHO-EMOTIONAL STATE OF A TEENAGER.

To obtain timely and reliable information about the psycho-emotional manifestations of the child, to determine the causes of violations in his learning, behavior and development, it is necessary to use various diagnostic methods to identify children at risk who need to correct emotional disorders.

Observation is a classic method used in psychological research as an additional diagnostic method, which does not reduce its value and significance. Purposeful monitoring of the specifics and changes in the emotional states of schoolchildren occurs in the process of various activities. Based on the observation, the experimenter (class teacher) compiles various scales, enters the results into state assessment cards. Observation in psychological research is often used in conjunction with peer review.

Conversation and questioning can be both independent and additional diagnostic method applied in order to obtain the necessary information or clarify what was not clear enough during the observation.

Questionnaires, tests, diagnostic methods

	Techniques	Age	Purpose of the technique	Brief description of the methodology
	Projective technique "School drawing"	from 10-11 years old	Target : determination of the child's attitude to school and the level of school anxiety.	The child is given an A4 sheet, colored pencils and asked: "Here, draw a school on a piece of paper." Conversation, clarifying questions about the drawing, comments are recorded on the reverse side of the drawing. Results processing : Emotional attitude to school and learning is assessed by 3 indicators: color spectrum line and pattern plot of the picture
	Methodology "Tree with people" (test task)	from 10-11 years old	Target : studying the socio-psychological aspects of self-esteem of students in the context of determining their own place in the study group of classmates (identifying the socio-psychological level of adaptation of the individual in the social group, the degree of school adaptation of the student in the study group (class)).	Instruction: « Consider this tree. You see on it and next to it a lot of little men. Each of them has a different mood and they occupy a different position. Take a red felt-tip pen and circle the person who reminds you of yourself, looks like you, your mood at the new school and your position. We will check how careful you are.Please note that each branch of the tree can be equal to your achievements and successes. Now take a green felt-tip pen and circle the person you would like to be and in whose place you would like to be.
	Projective technique "Map of emotional states" (author's development -Svetlana Panchenko, candidate of psychological sciences)	from 10-11 years old	Target: revealing the emotional background of the development of students.	Instruction: In front of you is an information card on whichthe most typical emotional states of a person are presented. Consider them. Think about which of them you experienced yourself, in what situations(with younger students, you can discuss situations in which certain emotions are manifested). Now write the word on the sheet"school" , choose 2-3 emotions that you most often experience at school and draw them. write a word"house" and do the same. write a word"classmates (peers)". What emotions do you think your classmates (peers) experience most often? Choose 2-3 emotions and draw them. write a word"teacher", Choose 2-3 emotions that teachers most often experience in the classroom and draw them. Now write a word"parents" and draw the emotional states that parents most often experience.
	Questionnaire S.V. Levchenko "Feelings at school"	from 10-11 years old (grades 4-11)	Target: make an "emotional portrait of the class."	Emotional well-being plays a huge role in a person's life: they help to learn about the world around us, communicate with each other, and be successful in various fields.A positive attitude is a powerful motivator of activity:what is attractive, pleasant, saturated with joy is performed with special enthusiasm. This technique allows you to visually see the mood of the class, its “emotional portrait. Instruction: The questionnaire contains a list of 16 feelings, of which it is proposed to choose only 8 and mark with an icon«+» those,« that you most often experience at school" .
	Methodology "Color Letters"	from 11-12 years old	Purpose of the study: determination of the psychological comfort of students in different lessons.	The research method is quite simple to use. It is necessary to have a form for each student with a printed list of subjects studied in the class. In the form, each subject corresponds to an empty square, which, in accordance with the instructions, must be painted in such a color that determines the state of the student in a particular lesson. The study is preceded by familiarization with the instructions that the psychologist reads out. Instruction: “Color in the square corresponding to this or that object in such a color that determinesyour condition in this lesson.You are offered 8colors: red, yellow, blue, green, black, grey, purple. According to your choice, the same color can be selected several times, some colors may not be used at all.
	Methodology for studying student satisfaction school life (developed by Associate Professor A.A. Andreev)	from 11-12 years old	Target: determine the degree of student satisfaction with school life. Progress.	Instruction: Students are invited to read (listen to) 10 statements and rate the degree of agreement with their content on the following scale: 4 - completely agree; 3 - agree; 2 - hard to say; 1 - disagree; 0 - totally disagree.
	Method for diagnosing the level of school anxiety Phillips	from 10-11 years old	Target: study of the level and nature of anxiety associated with school in children of primary and secondary school age (grades 4-9)	The test consists of 58 questions, which can be read out by schoolchildren, or can be offered in writing. Each question must be answered with a clear “yes” or “no”. Instruction: “Guys, now you will be offered a questionnaire, which consists of questions abouthow do you feel at school. Try to answer sincerely and truthfully, there are no right or wrong, good or bad answers. Don't think too long about the questions.
	Methodology C.D. Spielberger to identify personal and situational anxiety (adapted into Russian by Yu.L.Khanin)	from 11-12 years old	Target: research on the level of the level of situational and personal anxiety of the child	Testing according to the Spielberger-Khanin method is carried out using two forms of 20 reasoning questions: one form for measuring indicators of situational anxiety, and the second for measuring the level of personal anxiety. The study can be carried out individually or in a group. Instruction: read each of the following sentences and cross out the number in the appropriate box on the right, depending on how you feel at the moment. Do not think about questions for a long time, because there are no right and wrong answers.
	SAN methodology (methodology and diagnostics of well-being, activity and mood)	from 14-15 years old	Target: Express assessment of well-being, activity and mood.	Description of the SAN methodology. The questionnaire consists of 30 pairs of opposite characteristics, according to which the subject is asked to evaluate his condition. Each pair is a scale on which the subject notes the degree of severity of one or another characteristic of his condition. SAN methodology instruction. You are invited to describe your current state using a table consisting of 30 pairs of polar signs. In each pair, you must choose the characteristic that most accurately describes your condition, and mark the number that corresponds to the severity of this characteristic.
	Methodology for the study of self-attitude (M IS )	from 13-14 years old	Target : Method MISdesigned to explore the student's ideas about himself.	Instruction for the student. You are invited to complete the following task, which contains 110 questions in the form of possible statements about your character traits, habits, interests, etc. There can be no “good” or “bad” answers to these questions, because every person is entitled to their own point of view. In order for the results obtained on the basis of your answers to be the most informative and fruitful for concretizing your own idea of ​​yourself, you need to try to choose the most accurate and reliable answers "agree - disagree" that you will record in the appropriate positions of the form.
	Bass Aggressiveness Questionnaire - Darkie	from 14-15 years old	Target : study of the state of aggression in adolescents	Instruction. From Answer "yes" if you agree with the statement, and "no" if you disagree. Try not to think about questions for a long time.
	Diagnostics of personal aggressiveness and conflict (E.P. Iilin, P.A. Kovalev)	from 14-15 years old	Target : The technique is designed to identify, as a personal characteristic, the subject's propensity for conflict and aggressiveness	Instruction: you are presented with a series of statements. If you agree with the statement in the answer sheet, in the appropriate box, put the sign "+" ("yes"), if you disagree - the sign«-» ("No")

CONCLUSION:

The problem of emotional disorders and their correction is one of the most important in child psychology.

The spectrum of emotional disturbances in adolescence extremely large. It can be mood disorders, behavioral disorders, psychomotor disorders.

There are various methods for diagnosing psycho-emotional experiences, deviations in the behavior of a teenager.

A well-organized corrective system of psychological influences on the child is needed, aimed at alleviating his emotional discomfort, increasing his activity and independence, eliminating secondary personal reactions caused by emotional disorders, such as aggressiveness, increased excitability, anxious suspiciousness, etc.

Patience, the ability to understand and forgive, endurance, love and faith in a growing child will give us adults strength, and he will have a chance to justify our hopes, to become in the future a self-sufficient person, with a strong inner core, with a high level of emotional and social intelligence, a realPERSONALITY.

Timely noticed deviations in the behavior of children and properly organized psychological and pedagogical assistance play important role in preventing the deformation of the child's personality.

Therefore, early identification of children at risk should be carried out. Like no one else, they require close attention and study of their individual characteristics, as well as the development of programs for corrective development (elimination of the main causes, concomitant causes, help and support from classmates).

The problem of effective diagnostics, aimed at solving rather than stating the presence of socio-emotional problems, remains relevant.

The scheme of psychological, medical and pedagogical support may look like this (Fig. 1):

Figure 1 - Scheme of psychological, medical and pedagogical support for children of the "risk group"

At school, work with children at risk begins with educational activities: pedagogical council social teacher and a psychologist introduce school teachers to the classification of students who are in the zone or "risk group". Guidelines for teachers and specialists of educational institutions on the organization of work with children at risk / Comp. Mokritskaya S.N. and others - N. - Vartovsk: MU "Center for the Development of Education", 2009. - S. 3-8.

The initial stage of work with children at risk begins with activities class teacher who knows his students better than anyone else. He interacts with all school structures (principal, Council for the Prevention of Delinquency and Neglect, deputy directors, psychological service, subject teachers, parent committees, etc.).

At the beginning of the school year, class teachers fill out psychological and pedagogical cards of students and socio-psychological characteristics of families for each student, which provide initial information about the child. The work of a class teacher in a school can be divided into the following stages:

Stage 1. The study of primary information about the students of the class team. The class teacher studies:

personal files of students;

medical examination results;

psychological and pedagogical characteristics;

results of progress, attendance of training sessions;

the results of diagnosing a teacher-psychologist;

student life outside of school.

Taking a new student team, the class teacher finds out:

which of the guys belongs to the "risk group", for what reason;

who is on the internal school record, when and why was placed;

what forms of work were used with these students, which of them were more effective;

in what families and conditions these students live.

Stage 2. Identification of students at risk. The class teacher needs to find out the characteristics of the team, what role the registered children from the "risk group" play in it and fill out a student card for each of them. Classroom teacher:

draws up a map of the class to identify children at risk (Appendix No. 1);

identifies students of the "risk group" in accordance with the classification;

compiles a data bank of students at risk in the class team.

Stage 3. Planning work with students at risk. The class teacher plans the educational activities of the class team, taking into account the forms and methods of working with students who are in the zone or "risk group" (Appendix 2). When planning, it is necessary to take into account the interaction with the school specialists: teacher-organizer, psychologist, social pedagogue, medical worker, subject teachers, teachers of additional education, school librarian.

Stage 4. Implementation of the educational plan. The class teacher accompanies and coordinates the implementation of the planned activities of the plan of educational activities with students of the "risk group", sums up the results for a certain period of time.

A special role in working with children at risk is given to social educator. The main requirements for planning the work of a social educator are presented in Appendix 3. It is possible to single out the stages of a social educator's work with students of the "risk group":

1. A social teacher, on the basis of a data bank of class teachers, forms a general data bank for the school of students of the "risk group".

2. The social teacher plans to work with students and families at risk, including interactions with class teachers and school specialists.

3. A social pedagogue studies with a pedagogue-psychologist the medical and psychological, age, and personality characteristics of children, their abilities, interests, attitude to school, study, behavior, social circle, reveals positive and negative influences in the structure of the child's personality.

4. The social pedagogue studies the material and living conditions of the wards. He needs to systematically analyze certain life collisions in order to help him and teachers find the right ways to solve and get out of adverse situations. He must interact with various social services, providing the necessary assistance to children.

5. Social pedagogue for a certain period (the term is set by the administration of the educational institution). Tracks the results of the implementation of the action plan for working with children at risk.

The social pedagogue carries out social and pedagogical work in accordance with his professional competence, taking into account the identified problem of the child in the following forms:

individual shape:

conversations with the child and his parents on moral issues, assessment of behavior in the social environment, at school, attitude towards parents / between parents;

socio-pedagogical counseling to identify and resolve problems of child-parent, child-child relationships;

methods of suggestion, persuasion, control.

group form:

group discussions on the problems of organizing the life safety of a child in a social context;

training in self-defense in emergency situations;

conducting socio-pedagogical trainings depending on the identified problems (together with a psychologist), with the involvement of employees of the JN, competent specialists in the field of sanitary and hygienic service, etc.

Main activities psychologist teacher are the optimization of students' communication with peers and adults, the formation of self-esteem and self-confidence, the development of the ability to set goals and control oneself:

study of the position of the child in the surrounding social microenvironment;

identifying the positive and negative qualities of the child's personality, his inclinations and abilities;

determining the level of learning;

study of the state of physical health of the child;

establishing the degree of distortion of spiritual needs;

study of the main value orientations of the child.

The organization of psychological assistance to children at risk includes:

the study of the psychological originality of children of the "risk group", the features of their life and upbringing, mental development and attitude to learning, volitional development of the personality, deficiencies in emotional development, pathological manifestations.

identifying the problems of family education: unreacted feelings and experiences of parents, unconscious projection of personal problems on children, misunderstanding, rejection, inflexibility of parents, etc.

psychological counseling to help them make more meaningful actions, rise above their experiences, fear of overcoming, insecurity in communicating with others.

correction of the positive educational impact of the chosen means of education.

The accumulation of data from the psychological study of children with various disabilities has shown that each type of impaired development has a definite psychological structure peculiar to it alone. Therefore, when starting work on identifying children of the "risk group", first of all, it is necessary to clearly formulate the criteria by which a child can be attributed to the "risk group", and in accordance with them, select methods. It is advisable to limit yourself to two, maximum three criteria, otherwise either the identified group will be excessively heterogeneous, or many controversial situations will arise: whether the child belongs to the "risk group" or not.

It must be remembered that in no case should a decision be made on the basis of one method, it is necessary to compile a diagnostic battery. For example, the "risk group" in primary school left-handed children or children with pronounced elements of left-handedness can become. To identify these children, it is necessary to collect information from teachers and parents and carry out diagnostic techniques aimed at identifying the dominant hand.

It is very important for a psychologist to understand that the possibilities of diagnostic methods are limited and it is very difficult to obtain an exhaustive picture based on the diagnostic results. Therefore, if a psychologist has such a task as identifying children at risk, in addition to diagnosis, it is necessary to rely on expert assessments of teachers and the results of observations of children.

Thus, in his work, a teacher-psychologist should use such methods as observation, conversation with parents and teachers, projective methods with the student himself.

Identification of children of the "risk group" is carried out throughout the school year on a regular basis by a comprehensive methodology, which includes:

study of school documentation;

requesting information from juvenile departments;

conversations with teachers, students, parents, neighbors, opinion polls;

observations in the classroom, extracurricular activities, in the family;

as well as methods of pedagogical diagnostics, for example:

1) a methodology for determining the level of upbringing of the class team;

2) a methodology for studying the formation of a class team;

3) self-government in the class team;

4) methodology for studying the socialization of the student's personality;

5) sociometry.

Conclusions on the early identification of children at risk will be more accurate if the students themselves are involved in the pedagogical diagnosis of the student's personality. In practice, the following methods of self-study and self-assessment have justified themselves:

1) essays on a specific topic and a plan;

2) self-characteristics and self-interview "Know thyself";

3) games aimed at self-knowledge (Appendix 5).

Once a quarter class teacher and a psychologist, based on the results of observations and analysis of the diagnosis of deviant behavior, an observation map is filled in, which helps to determine the areas and degree of the child’s distress, and is the basis for developing a corrective program of work with the student, taking into account the identified problem of the child.

In addition, when organizing work with children at risk, several general rules that must be observed in working with all children in this category. There. - S. 3-8.

Firstly, the responsibility of the teacher is especially great, since the fate of the student largely depends on the correctness and accuracy of the conclusions. Any guess (for example, about the need to contact other specialists for help) should be carefully checked in the diagnostic work.

Secondly, special care and forethought are needed in cases where it is required to tell other people about the child's problems. For this, it is necessary to abandon clinical and psychological terminology and use only everyday vocabulary. At the same time, it is necessary to give parents and other teachers clear and precise recommendations on how to help a child experiencing difficulties.

Thirdly, special attention should be paid to the peculiarities of the family situation. Working with the family of a "risk group" child often turns out to be a more important means of psychoprophylaxis than working with a group of students and teachers.

Compliance with these conditions makes it possible to help the child, to create conditions for compensating for difficulties.

Summarizing all of the above, we can draw the following conclusions:

main distinguishing feature children of the "risk group" lies in the fact that formally, legally they can be considered children who do not require special approaches (they have a family, parents, they attend regular educational institutions), but in fact, due to various reasons beyond their control, these children find themselves in a situation where the basic rights enshrined in the UN Convention on the Rights of the Child and other legislative acts are not fully realized - the right to a standard of living necessary for their full development, and the right to education;

in the absence of adequate conditions for development, the child is at risk, and the problems that have arisen require timely and effective resolution;

children of the "risk group" (giftedness, learning disabilities or ill health) can only be identified by professionally trained specialists;

adequate psychological and pedagogical support for the development of a child already at risk, taking into account the problems he has, makes it possible to avoid the child falling into the "risk group".

to work with students at risk, the cooperation of all teachers of the school is necessary. Specialists of the support system should take a comprehensive approach to solving the problems of the child, organize preventive work in a quality manner. Each of them must understand that the interaction of different specialists in solving the problems of children and adolescents is a difficult task, but this is the only thing that will allow us to consider problems from different angles, take into account different points of view on the same problem.

Questionnaire for students of the "risk group" "Relationships with others"
You are asked a series of questions relating to various aspects of your life. If you answer each question honestly and thoughtfully, you will have the opportunity to know yourself better.
There are no right or wrong answers here. Answer each question as follows: if you agree, answer "yes", if you do not agree, answer "no". If you do not live with your parents, then answer the question about the family, referring to the people with whom you live.
Work as fast as you can, don't think too long."
Do you think people can be trusted?
Do you make friends easily?
Do your parents ever object to the friends you date?
Are you often nervous?
Are you usually the center of attention in the company of your peers?
Do you dislike being criticized?
Do you sometimes get so annoyed that you start throwing things?
Do you often feel like you are not understood?
Do you sometimes feel like people are talking bad about you behind your back?
Do you have many close friends?
Are you embarrassed to ask people for help?
Do you like breaking the rules?
Are you always provided with everything you need at home?
Are you afraid to be alone (alone) in the dark?
Are you always confident in yourself?
Do you usually startle at an unusual sound?
Does it happen that when you are alone, your mood improves?
Do you feel like your friends have more happy family than you?
Do you feel unhappy because of the lack of money in the family?
Do you get mad at everyone?
Do you often feel defenseless?
Is it difficult for you to answer at school in front of the whole class?
Do you have friends that you can't stand at all?
Can you hit a man?
Do you sometimes forgive people?
How often do your parents punish you?
Have you ever had a strong desire to run away from home?
Do you often feel unhappy?
Can you get angry easily?
Would you dare to grab a running horse by the bridle?
Are you a timid and shy person?
Do you ever feel that you are not loved enough in your family?
Do you often make mistakes?
Do you often have a cheerful and carefree mood?
Do your friends love you?
Does it happen that your parents do not understand you and seem like strangers to you?
In case of failure, do you ever have a desire to run away somewhere far away and not return?
Has a parent ever made you feel afraid?
Do you sometimes envy the happiness of others?
Are there people you truly hate?
How often do you fight?
Is it easy for you to sit still?
Are you willing to answer at the blackboard at school?
Do you ever get so upset that you can't sleep for a long time?
Do you often swear?
Could you steer a sailboat without training?
How often do you have quarrels in your family?
Do you always do things your way?
Do you often feel that you are somehow worse than others?
Is it easy for you to cheer up your friends?
Key to the questionnaire
Indicator Question No.
1. Family relations 3+; 13-; 18+; 19+; 26+; 27+; 32+; 38+;47+.
2. Aggressiveness 7+; 12+; 24+; 25+; 30+; 40+; 41+; 45+; 46+.
3. Distrust of people 1-; 2-; 8+; 9+; ten-; 11+; 22+; 23+; 31+.
4. Self-doubt 4+; 14+; fifteen-; 16+; 20+; 21+; 28+; 29+; 33+; 39+; 49+.
5. Accentuations: hyperthymic, hysteroid, schizoid, emotionally labile 34+; 42-; 50+; 5+; 35+; 43+; 17+; 36+; 48+; 6+; 37+; 44+.
Evaluation of results
Indicator High scores (risk group)
1. Relationships in the family 5 or more points
2. Aggressiveness 5 or more points
3. Distrust of people 5 or more points
4. Self-doubt 6 or more points
5. Accentuations: hyperthymic, hysterical, schizoid, emotionally labile 2-3 points for each type of accentuation
Results processing
Students' answers are checked against the key. The number of matches of answers with the key on each scale is counted. The total score for each of the 5 scales reflects the degree of its severity.
Interpretation of results
1. Relationships in the family.
High scores indicate a violation of intra-family relations, which may be due to:
tense situation in the family;
parental hostility;
unreasonable restrictions and demands of discipline without a sense of parental love;
fear of parents, etc.
2. Aggressiveness.
High scores indicate increased hostility, cockiness, rudeness.
3. Distrust of people.
High scores indicate a strongly expressed distrust of other people, suspicion and hostility.
4. Self-doubt.
High scores indicate high anxiety, self-doubt of the individual.
5. Character accentuations.
The risk group includes the following types of character accentuation:
Hyperthymic type. Almost always different good mood, energetic, active, dislikes discipline, irritable.
hysterical type. He shows increased love for himself, a thirst for attention from the outside, unreliable in human relations.
Schizoid type. It is characterized by isolation and inability to understand the state of other people, often withdraws into itself.
Emotionally labile type. Characterized by unpredictable mood variability.

3. Work with parents (give parents the necessary information on the problem; form groups of parent leaders). This includes a questionnaire for early detection parents of addiction in a teenager.
Questions Points
1. Have you found in your child:
1. Decrease in school performance during the last year. fifty
2. Not being able to tell you about how social life is at school. fifty
3. Loss of interest in sports and other extracurricular activities. 50
4. Frequent mood swings. fifty
5. Frequent bruising and cuts. fifty
6. Frequent colds. 50
7. Loss of appetite and weight loss. fifty
8. Frequently begging you for money. fifty
9. Decreased mood, negativism. fifty
10.Self-isolation. fifty
11. Stealth, solitude. fifty
12. The position of self-defense in a conversation about the characteristics of behavior. fifty
13. Anger, aggressiveness. fifty
14. Growing indifference to the environment.
15. A sharp decline in academic performance. 100
16. Tattoos, traces of cigarette burns. 100
17. Insomnia, increased fatigue. 100
18. Violation of memory. 100
19. Refusal of the morning toilet. 100
20. Increasing deceit. 100
21. Excessively dilated or constricted pupils. 200
22. Significant amounts of money with no known source of income. 300
23. Frequent smell of alcohol. 300
24. Loss of memory for events that occurred during the period of intoxication. 300
25. The presence of a syringe, needles, acetone. 300
26. The presence of unknown pills, herbs. 300
27. The state of intoxication without the smell of alcohol. 300
28. Redness of the eyeballs, brown coating on the tongue. 300
2. Have you heard from a child:
1. Statements about the meaninglessness of life. fifty
2. Talk about drugs. 100
3. Stand up for your right to use drugs. 200
3. Have you experienced the following
1. Missing medicines. 100
2. Loss of money, valuables from home 100
4. Has your child ever:
1. Detention in connection with the use of intoxicants in discos. 100
2. Detention in connection with driving while intoxicated. 100
3. Committing theft. 100
4. Arrest in connection with possession, acquisition of drugs. 300
5. Other illegal actions occurring in a state of intoxication. 100

If you found more than 10 signs and their total score exceeds 2000 points, you can most likely assume a chemical dependence.

Attached files

4. Psychological diagnosis of children at risk. Defect diagnostics

Identification of children at risk. First of all, it is necessary to clearly formulate the criteria by which a child can be classified as a “risk group”, and in accordance with them, select methods. It is advisable to limit yourself to two, maximum three criteria, otherwise either the identified group will be excessively heterogeneous, or many controversial situations will arise: whether the child belongs to the “risk group” or not. It must be remembered that in no case should a decision be made on the basis of one method, it is necessary to compile a diagnostic battery.

For example, left-handed children or children with pronounced elements of left-handedness may become a risk group in elementary school. To identify these children, it is necessary to collect information from teachers and parents and carry out diagnostic techniques aimed at identifying the dominant hand.

It is very important for a psychologist to understand that the possibilities of diagnostic methods are limited and it is very difficult to obtain an exhaustive picture based on the diagnostic results. We believe that if a psychologist has such a task as identifying children at risk, in addition to diagnosis, it is necessary to rely on expert assessments of teachers and the results of observations of children.

Despite the fact that the principles of diagnosing developmental disorders have been developed, the practice of psychological diagnostics in the selection of children with developmental disabilities in special educational institutions is at the same level as it was in the late 1930s. after the prohibition of the use of psychological tests. Of all the diagnostic principles, only an integrated approach is implemented, while the actual psychological diagnostics is carried out at an intuitive-empirical level. This is due to the fact that, having abandoned the use of standardized psychological tests, psychologists had to have some kind of tools for examination, and as such tools they began to use individual tasks from the same test batteries, tasks that, in the subjective opinion of each particular diagnostician, give the most significant results. Quantification is replaced by an empirical, subjective one. Manuals for diagnosing developmental disorders contain descriptions of numerous disparate methods, at best provided with descriptions of how normally developing children perform these tasks and how children with developmental disabilities operate, and these descriptions are given without age-related changes. the results of the proposed tasks and even the choice of methods, unfortunately, are not given.

Meanwhile, the tasks of defectological psychodiagnostics, in comparison with the 30-40s, have become much more complicated. From one-dimensional quantitative, defect diagnostics should become even more differential, multidimensional. If earlier the main task was to identify the backlog in mental development in the form of mental retardation, then at present, when there are kindergartens and schools for the mentally retarded, for children with mental retardation, children with speech impairments, the blind, visually impaired, deaf, hearing impaired, for children with disabilities of the musculoskeletal system, it is necessary subtly differentiate the degree and nature of disorders of mental and speech development, identify whether these disorders are primary or secondary, assess the features of mental development disorders with deficiencies in vision, hearing, and the motor system. All this is of the utmost importance, since it determines what type of institution the child should be sent to and what program of education he can master in one or another special school or preschool.

How to overcome the gap between the presence of theoretical principles and the lack of means for their implementation, i.e., appropriate diagnostic techniques?

The accumulation of data from the psychological study of children with various disabilities has shown that each type of impaired development has a definite psychological structure peculiar to it alone. This structure is determined by the presence of a specific primary mental developmental disorder associated with some kind of organic damage (damage to the speech zones or diffuse damage to the cerebral cortex, or damage to the organ of hearing, etc.) and a combination of secondary disorders caused by this primary defect and developmental conditions. But in relation to some violations, there is not yet even an unambiguous idea of ​​​​a primary deficiency. This, in particular, applies to mental retardation and mental retardation. However, this does not remove the fact that children of both these categories have a specific psychological structure.

Significant difficulties in identifying psychological structures in developmental disorders are due to the fact that often similar or similar psychological manifestations are observed in children belonging to different types disturbed development. For example, speech development disorders can be both primary (in children with general underdevelopment of speech) and secondary (which is often observed with mental retardation, hearing impairment, sometimes with mental retardation).

mental development of children with mental and physical disabilities is subject to the same basic laws, according to which the development of children without such disabilities occurs.

Skills and skills in specific subject disciplines - a system of ideas and concepts that form a general scientific picture of the natural and social world. Accordingly, psychodiagnostics, serving the tasks of education, should first be directed to the above mental properties and phenomena. The subject of the educational activities of the school should include the formation of the following ...

People, their personal qualities and motivational sphere require a wide arsenal of psychodiagnostic techniques. 1 From the history of psychodiagnostics 1.1 Formation of psychodiagnostics The history of modern psychodiagnostics begins in the first quarter of the 19th century, that is, from the beginning of the so-called clinical period in the development of psychological knowledge. This period is characterized by the fact that a key role in ...

Knowledge and Internet technology. Each of these technologies underlies specific psychodiagnostic tasks, which determine the key areas of work in the field of computer psychodiagnostics: 1. Designing psychodiagnostic methods within the framework of the traditional psychometric paradigm based on data analysis technology, within the psychosemantic approach based on subjective ...

In man in ancient times. It is appropriate to refer to psychodiagnostics the well-known statement of G. Ebbinghaus, which characterizes psychology as a whole: "It has a long past, but short story". The formation of psychodiagnostics as a science is due to the development of experimental psychology, the measurement of mental phenomena. The beginning of psychodiagnostic research was laid by the works of F. Galton, J. ...