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History reference

The topic of human talents, skills and abilities has long interested humanity. Accordingly, there have been attempts to measure them: sport competitions- the measurement of physical dexterity, but what is the measure of mental giftedness?

We find the first mention of this as early as the 16th century, when the Spanish scientist Juan Hart wrote a book on the identification of children's giftedness. The next step in this direction was made by French scientists - Jean Esquirol and Edouard Seguin in the 18th-19th centuries.

Actually Esquirol belongs to the first classification of mental retardation. However, his view of persons who had intellectual disabilities was not very humane: he believed that it was not worth wasting time on their education.

But Seguin put a lot of effort into studying the possibilities of development and education of children with intellectual disabilities, in which he achieved significant results. Until now, practical psychologists and educators use the so-called "Segen boards".

It is impossible to ignore Francis Galton, who is considered the founder of the science of psychodiagnostics. His follower was a student of Raymond Kettel. Their attempts to measure intellectual abilities were based on psychophysical skills: reaction speed, visual acuity, hearing, and the like. Probably, it was for this that their views were subjected to rather sharp criticism.

Children with intellectual disabilities and their education

With the development of the education system, a need arose for a standardized tool that would allow us to assess the "norm and deviation" in the development of children. The first intelligence test, which was based on measurements of mental abilities, memory and attention characteristics, was developed in France at the beginning of the 20th century.

Scientists Theophilus Simon and Alfred Binet (the modern name of the test is Stenord - Binet). Subsequently, the tests of Binet and Wexler (by the name of the author) were also criticized for the lack of a theoretical basis.

An innovator in the field of testing intelligence was Hans Eysenck, who distinguished between the concepts of biological (due to innate physiological characteristics) and social (mechanisms of adaptation to society) intelligence.

One of the largest contributions to the development of the theory of children's abilities was made by Jean Piaget, who studied this topic for 50 years and revealed certain features of children's perception and the formation of intelligence. Soviet scientists were also not indifferent to the topic of studying intelligence, and in this context the names of L. WITH. Vygotsky, S.L. Rubinstein, etc.

However, in 1936, a decree was issued that prohibited the development of any activity related to testing children. preschool age. Only in last years thanks to the integration of domestic and world psychological sciences, a re-turn to the problem of testing took place, and in particular, assessment intellectual abilities and their features.

As can be seen from the above, the history of domestic testing methods lagged behind world trends, and psychological assessment tools are still very dynamic, and the approach to understanding intelligence and measuring it is constantly changing.

Therefore, there were several reasons for writing this article.

First, it is important to ask yourself the question: who needs an intelligence assessment and why?

Answering it, the first place in the list of answers belongs to parents who have children with a developmental delay or the risk of its occurrence. The experience of working in a children's rehabilitation center shows many examples of parents' concern for the development of their children.

One of the first examinations of a child after birth is the compliance of his height, weight and other signs with certain clear criteria. Anxiety begins when the child is born prematurely, or there was a difficult birth, a genetic defect was detected, or motor development.

In this case, we are interested in:

• the child develops according to age or lags behind;
• if lagging behind, then by how much;
• will the child be able to catch up with the learning gap?

Early (that is, from birth itself) identification of a developmental delay in a child is a key factor in its further development.

After all, it has long been known and scientifically confirmed that the brain of a child has high neuroplasticity, and timely assistance will have a significant impact, since early detection of the problem will allow timely intervention. Often, when talking about early development, we say "psychomotor".

This emphasizes the importance and interconnection of individual areas of development, such as cognitive, the development of expressive and receptive speech, social, the development of gross and fine motor skills, and the like.

Child development is complex, and some skills affect skills in another area. For example, a child with limited mobility will have less chance of self-knowledge of the environment, respectively, will have less knowledge and experience in learning.

This is a very simplified example, of course, the mechanisms are much more complex, but it is worth remembering that a child's skills in one area of ​​development can be decisive for acquiring skills in another. Therefore, when it comes to assessing children's intelligence, it is very important to identify areas of development with an understanding of their relationships for further learning.

An accurate diagnosis of the child's skills and abilities will make it possible to draw up a suitable rehabilitation program. Trying to give a child a task according to his age can be a mistake, because his age cognitive development may be lower than chronological. As a result, they conclude that the child of the preschool stage of life does not want to study, while forgetting that in fact the task was too difficult for him.

Completing tasks from the zone of near development will be much more effective and will give a better result.

The conclusion of the assessment of intelligence and their features will be a diagnostic formulation - the level, respectively, is normal, lowered or higher than normal. Cases where a child receives grades in accordance with the norm of preschool education do not require correction, and gifted children also do not require intervention. We are more interested in the forecast when there is a lag. Let us suppose that we find a developmental delay in a child, for example, at the age of two years, his skills correspond to a one-year-old child.

In response to such information, many parents will say that there is no reason to worry, at 3 years old it will be like at 2, at 6 - like at 5. Unfortunately, such “parental mathematics” is incorrect, because it does not take into account the pace of development.

That is, in this example, the child has gained only half of his skills, the pace of his development is slowed down, so that in the future the gap between the norm and the real picture will only increase, since over a certain period of time the child acquires less skills and knowledge than he should have received in the learning process .

When it comes to lagging behind, we mean that the child will never catch up with his peers in development. However, is there a chance to catch up?

Yes, there are preschool children who were developmentally delayed, but they have strong potential and a fast pace of development. In this case, even if the child had a delay, he can over time catch up with what was missed. Both in the first and in the second case, repeated testing is necessary, which will show at what level of development and learning the child is currently.

In addition to the fact that intelligence assessment is important for parents, test data is also important for commissions that accept children in preschool institutions or schools for further education. The point is that, knowing the potential of the child, you can better plan the path of his education.

A child with normal average intelligence should learn the general program in accordance with all requirements, but children with reduced intelligence should receive adapted options for tasks and so on.

In this context, we consider the assessment of intelligence as an action that will help plan the child's educational future in such a way that it is not stressful, but corresponds to the level of his abilities and gives satisfaction.

This aspect is especially relevant for today, when there is a lot of talk in society about the integration of persons with reduced mobility into all spheres of public life. And, in fact, the society decides how special the needs of this or that person will be.

We view the concept of intelligence as a model in which the biological prerequisites are only the ground, on which the environment of parents/guardians, teachers, friends, culture, climate, and the like is superimposed. Therefore, the final conclusion of the assessment of intelligence should be the formulation of how a child can be adapted to the general requirements of society and, accordingly, social requirements for his needs.

Methods and features of diagnosing children's intelligence

The second reason for writing this article is the need to describe some methods for diagnosing intellectual skills. This is where we run into some difficulty. In the vastness of our country, there are not so many adapted methods for determining the level of intellectual development of children.

According to N. Ilina (2006), the Stanford-Binet test is a unified psychometric method for measuring the intelligence of children from 3 to 4 years old. The Wechsler test (WISC) makes it possible to assess the intelligence of a child from 5 to 15 years old, but the Wechsler test for preschoolers (WPPSI) is not used.

And about the methods of early diagnosis - from birth to 3 years - we are not talking at all, age development norms are used. I would like to draw attention to two standardized assessment tests early development child from 0 to 3 years old, which are little known and not adapted.

The most well-known and widely used method for diagnosing children's intelligence in Europe is the Bailey scale (BSID), which will be described in more detail below. In Germany, Poland and other countries of Eastern Europe, the Munich functional diagnostics of development, developed at the University of Munich and the Institute of Social Pediatrics, is quite popular.

It is used to assess the general psychomotor development of young children. In 1997, the book “Munich Functional Diagnostics of Development” by T. Hellbrugge was published in Russian, which presents the normal development profile of a baby from 0 to 3 years old on a monthly basis.

Parents and professionals received practical guide, which details the technology for conducting a diagnostic examination, evaluation and interpretation of the results, as well as recommendations for intervention and assistance.

Munich Functional Developmental Diagnostics

The IFD is based on a differential division that covers 8 functional areas (crawling, sitting, walking, grasping, perception, speech, speech understanding and social behavior). Of course, such a differentiation does not provide a complete and comprehensive assessment of development, but it satisfies practical needs well. The evaluation result is expressed in months or years of development.

For the Munich functional diagnostics, standard material is used. In fact, these are toys: for example, cubes, a red rattle, a doll, a car, and the like. The results of the study are entered into a special evaluation sheet, on the basis of which a typical anthropometric profile is compiled.

BSID test

Work on the development of the test began in the early twentieth century. The BSID was based on developmental scales already existing at that time: the Californian test mental development, first year of life, preschool age, and the California Infant Motor Development Test.

The best tasks were selected, which formed the basis of the standardized BSID test. In 1969, the BSID test was first published.

The structure of its behavioral part also went through several stages of research (the behavior of more than 1300 children during the test was described), thus, the current structure of the behavioral part of the test was formed.

More than 50 years have passed since the main work on the development of the test was completed.

With the help of the BSID scale, the functional development of the child (mental and motor) at the age of 1 to 42 months is "measured" and behavior is evaluated during the test.

The main value of the test is the ability to diagnose psychomotor retardation almost from birth and plan an intervention strategy.

BSID consists of three scales: mental, motor and behavioral. It should be noted that in early age it is very difficult to clearly distinguish between mental and motor development. Therefore, these three scales complement each other and give a complete picture of the level of development of the child.

With the help of a mental scale, the level of cognitive, speech, personal- social development, it contains 178 tasks. In addition, memory and adaptation, the ability to solve certain problems, understanding the concept of numbers, generalization, classification, speech development and social communication.

In order to evaluate intellectual development child, special material and tasks are needed that will not only interest the child, but also provide information about development.

The motor scale contains 111 tasks and evaluates fine motor skills (grasping, grasping and manipulating an object, using writing accessories, imitation of brush movements) and gross motor skills (head control, turning over, crawling, sitting, standing, walking, running, jumping) .

The behavioral scale describes the behavior of a child of the preschool stage of development during testing itself and helps to form a general impression of her.

This gives an idea of ​​the child's ability to concentrate.

Also describes emotional regulation, motor activity, relationship with the examiner and parents. The information obtained from the assessment of behavior is a good addition to the mental and motor scales.

Motor development significantly affects the social development of the child. Gross motor skills allow her to control actions, move in environment, fine motor skills gives a sense of control over movement, helps to study objects. So, all three scales complement each other.

Specialist in game form offers the child stimulating material - toys. Each task has clear instructions for its implementation and evaluation. The results are recorded in a special form, later the specialist calculates the results. The test takes from 30 to 90 minutes (depending on the age of the child, the experience of the specialist, etc.).

The BSID test is very important in early intervention programs. The result of such a survey makes it possible to assess the progress of the child after the intervention. This, in turn, informs the professionals that the intervention program has been designed correctly and is appropriate for the child. The BSID is used as an educational tool for parents.

It provides information about the development of the child, which is especially important for parents who have children at risk of psychomotor retardation. The tool enables parents to realistically assess their child's strengths and weaknesses and work on skills step by step.

Today, BSID is considered the best standardized method for early diagnosis of child development.

It is obvious that the success early detection, and, consequently, the early correction of developmental deviations in children, is largely determined by the availability of adequate methods for this purpose, their quality and reliability. Until the beginning of the 90s, in domestic practice, only methods developed by well-known domestic specialists (E.L. Fruht et al.) were used to control the psychomotor development of children in the first year of life.

In recent years, thanks to the development of international relations, information technology and telecommunications, Russian specialists have been “overwhelmed” by a stream of foreign diagnostic methods that are being actively introduced into practice, competing with each other, and, sometimes, crowding out the usual domestic ones. In this regard, questions about the advantages of some methods for diagnosing the psychomotor development of children in the first year of life over others, about the validity of using methods created within the framework of certain approaches to nursing children, in relation to assessing the development of children in other conditions of education, become especially acute and debatable. about the comparability of the results obtained using different scales of development, etc. Without pretending to an exhaustive and detailed discussion of the entire range of issues raised, we will try to touch on some of them by conducting a comparative analysis of the four development scales that we had to work with, namely:

• diagnosis of neuro- mental development children of the first year of life, developed in 1973 at the Department of Physiology of Development and Education of Young Children of the RMAPE (E.L. Fruht);
• indicators of the development of children in the first year of life, created at the department of Professor I.M. Vorontsov (St. Petersburg) and included in the experimental history of development (ef. no. 112);
• the Denver Development Scale, developed by a group of specialists from the University of Denver (USA);
• Munich functional diagnostics of the development of children in the first year of life, created and widely used at the University of Munich and the Institute of Social Pediatrics (G.I. Koehler, H.D. Egelkraut).

All of these diagnostic techniques provide a standardized examination procedure for monitoring and evaluating the development of a child's behavior in everyday life by testing, observing and collecting additional information reported by the child's mother. They are characterized by a single age and content orientation (control over the course of the mental development of infants); commonality in the design of diagnostic tools in accordance with age differentiation and the hierarchy of the stages of development of infants; the commonality of methods, quantitative indicators and the representativeness of the normative sample (all diagnostic methods were created on the basis of longitudinal studies of the normal development of infants in their countries, the norms for the methods were established on samples of more than 1000 children distributed approximately equally in age groups); a unified approach to evaluating the results of developmental diagnostics (the level of development of the child is established within the framework of the meaningful functional systems declared in the methods). Differences in the listed methods are revealed when comparing the areas of development allocated for study, development indicators, and the timing of inspections. Although in all four methods the control over the course of the mental development of the child is carried out on a monthly basis, on days close to the birthday (+/- 2-3 days), the dates of the first checks for domestic and foreign methods do not coincide. In the Denver Developmental Scale and the Munich Functional Diagnostics, the first test age corresponds to the second month of an infant's life. Indicators of the development of newborns (10 days, 20 days and 1 month) and the timing of their control are available only in two domestic methods. Identification of the earliest age periods and indicators of development of newborns significantly distinguishes domestic methods for monitoring the course of mental development of infants from similar foreign diagnostic methods, because. allows, on the one hand, to identify the lag in the development of children at the earliest stages, and on the other hand, to use them to diagnose the development of premature and physiologically immature children.

In domestic methods, meaningful lines of infant development are highlighted: the development of visual orienting reactions, auditory orienting reactions, emotions and prerequisites for social behavior, general movements, hand movements and actions with objects, prerequisites for active speech and speech understanding, skills in regime processes. In foreign methods, not lines of development are singled out, but certain meaningful areas of development, characterized by indicators of several lines of development, comprehensively reflecting certain areas of development and behavior of the infant. Thus, the Denver Development Scale identifies 4 content areas of development: social adaptation functions, including the development of emotions, hand movements, prerequisites for understanding speech, skills, and the first manifestations of a child's social behavior; fine motor coordination, which combines such lines of development as visual orienting reactions, visual-motor coordination and hand movements; speech, including indicators of the development of auditory orienting reactions, emotions, prerequisites for the development of active speech and speech understanding; general gross motor skills, including indicators of the consistent development of the baby's general movements.

The Munich functional diagnostics of the development of children in the first year of life covers 6 meaningful areas of infant development: movements; grasping; perception, which combined the development of visual and auditory orienting reactions; speech understanding; active speech, considered as a combination of the development of emotions and the prerequisites for active speech; socialization, including indicators of the development of visual orienting reactions, emotions and prerequisites for understanding speech.

Thus, in all four diagnostic methods, certain meaningful areas of the child's development are identified, which are similar in name, but often different in content. For example, such a concept as the development of social behavior is revealed by different authors in different content areas: for some, through the prism of the concepts of "socialization" or "social adaptive functions", for others, this concept is interpreted as prerequisites for the formation of relationships with close adults and children. The observed scatter in the content areas, according to which it is proposed to assess the development of a child in the first year of life, can be attributed to various scientific concepts and methodological approaches that the authors relied on when creating certain developmental scales, which creates certain difficulties in interpreting the results of the examination of children.

Considering specific indicators that characterize a particular line or area of ​​development, we identified a number of differences. Comparative analysis also showed a large variation in the timing of the formation of certain skills. In the Munich functional diagnostics, for example, there are no such significant indicators as "the first smile in response to an adult's conversation" and "revitalization complex". They are present in the Denver scale, however, there is a large variation in the timing of formation, and, consequently, in the timing of verification of these indicators compared to domestic diagnostic methods. So, "reciprocal smile to an adult's conversation" and "revitalization complex" are tested in the age range from 2 to 5 months. The most detailed and consistent indicators characterizing the development of the infant's emotional reactions are presented in the domestic diagnostics of the neuropsychic development of children (E.L. Fruht).

An analysis of some indicators of the development of general movements revealed even greater differences in the scales we compared. Indicators defined as "keeps the head in a vertical position in the hands of an adult" and "rest of the legs in a vertical position", the development of which are the most important prerequisites for the formation of sitting and walking, are available only in domestic methods for diagnosing development. The absence of these indicators in foreign scales of development, in our opinion, significantly complicates the diagnosis of possible early disorders in the development of movements, the immediate prognosis of development and the timely correction of the motor sphere of the child. The indicator of the development of general movements, characterized as “sits, sits, lies down by itself”, in foreign methods compared with domestic ones (in the diagnosis of the neuropsychic development of children in the first year of life, the age of verification for this indicator is related to 8 months of a baby’s life) has a large age range : in the Denver scale of development - from 8 months. up to 11 months, the age of 10 months is indicated in the Munich Functional Diagnostics. Large discrepancies in age development standards are noted in such an important motor skill as "independent walking (without support)". According to foreign methods, children master walking without support after 12 months, i.e. in the age range from 1 year to 2 months. - 1 year 3 months, which, according to the indicators adopted in Russia, is considered a significant lag in the development of the child's general movements.

Insufficiently reflected in foreign scales is the sequence and hierarchy of such a line of development as the prerequisites for understanding speech. In the diagnostics of the neuropsychic development of children of the first year of life generally accepted in Russia, the indicators of the development of speech understanding are first introduced into the content of the test material at 7 months, and in the indicators of the development of children of the first year of life (St. Petersburg) - at 8 months, and further complicated and checked monthly. In the Munich functional diagnostics, they were first introduced only at 10 months. In the Denver Developmental Scale - from 9 to 12 months, only one indicator is given - "in response to the request of an adult, plays patty", etc. An explanation of the normative terms for the formation of certain reactions, as well as a wide range of indicators in foreign methods, obviously, must be sought, on the one hand, in the specifics of raising children in different countries of the world, i.e. in different sociocultural conditions of their upbringing and development, and on the other hand, in different scientific approaches to the definition age norm, highlighting meaningful areas of infant development and building a hierarchy of indicators within each of the considered functional systems. Therefore, diagnostic scales of development, the validity of which is established relative to the criterion of age differentiation, require experimental verification and comparison with existing similar methods, but created in a given cultural environment. Since different cultures can stimulate the development of different behavioral characteristics, diagnostic methods can be reliable and really indicate “what the test measures and how well it does it” (A. Anastasi, 1982), only for a certain cultural environment.

Experimental approbation of the Munich functional diagnostics of the development of children in the first year of life and a comparison of the results obtained by this technique and the diagnosis of the neuropsychic development of children in the first year of life (E.L. Frucht) when examining the same children confirmed our fears about the limited possibilities of using in as screening diagnostics of foreign methods.

Experimental data showed that in a single cross-sectional examination of infants using the Munich functional diagnostics, only a group of children with obvious multiple developmental disabilities is singled out, which corresponds to 8–10% of the entire group of children with early developmental delays that fall into the field of view of specialists when examining domestic methodology and really in need of early psychological and pedagogical correction. With constant monthly monitoring of the development of the child, the results of identifying early deviations in development converge. Domestic developmental scales, in our opinion, are more reliable in detecting deviations in the development of children. As an example, let us cite the data obtained using the diagnostics of neuropsychic development for the period from 1988 to 1998. (experimental materials by E.L. Fruht and Yu.A. Razenkova). The results of diagnostics of children of the first year of life on a sample of more than 1,500 children aged from 10 days to 12 months, brought up in a family, and more than 400 orphans, made it possible to say that only 32.1% of family children and 6% of children orphans from the surveyed develop within the age norm, 67.9% and 94%, respectively, lag behind in development. Of these, 19.8% of family children and 47.3% of orphans in the second half of life showed a lag in all indicators of development by more than 3-5 months.

So, even a cursory analysis revealed a number of advantages of domestic methods over foreign ones as tools adapted for the conditions of early detection of deviations in the development of children, which excludes an unambiguously positive assessment of the replacement and displacement of domestic diagnostic tools with foreign ones. To address the issue of the possibility of combining some developmental scales with others, their mutual complementation, special studies are required to compare, comparative analysis and approbation of the tools available in the world diagnostic practice in order to create a diagnostic data bank, as well as the development of own reliable and valid methods, such as screening diagnostics, and differential medical-psychological-pedagogical diagnostics of early disorders in the development of all categories of children. Scientific search in this direction has been conducted for many years in the research centers of the country: the Institute of Correctional Pedagogy of the Russian Academy of Education, the Russian Medical Academy of Postgraduate Education, the Center mental health children and adolescents (Moscow). Their relevance in recent years has been increasing due to the fact that today, in the context of designing a system for early detection and early correction as a new structural component of special education in the 21st century, the problem of the adequacy of the quality and reliability of methods for diagnosing development comes to the fore.

In conclusion, it seems necessary to emphasize that, recognizing the attractiveness, progressiveness current trends expanding the range of diagnostic tools, the variety of approaches to solving problems of assessing the level of development of a small child, the attractiveness of freedom in choosing the opportunity to get acquainted with all known methods for specialists, the possibility of expanding the arsenal of diagnostic methods, we consider unacceptable the spontaneous development of these processes.

Razenkova Yu.A. On the issue of using domestic and foreign methods for diagnosing psychomotor development as tools for early detection possible deviations in development. Debating aspects of the problem // Almanac of the Institute of Correctional Pedagogy. 2015..12.2019)

Bibliography

1. Orphans: counseling and diagnostics of development / Ed. E.A. Strebeleva - M .: Polygraph service, 1998.
2. Strebeleva, E.A. Guidelines for the psychological and pedagogical study of children (2-3 years old): Early diagnosis of mental development [Text] / E.A. Strebelev. - M .: Company "Petit" 1994. - 32 p.
3. Strebeleva E.A., Orlova A.N., Razenkova Yu.A. Shmatko N.D. Psychological and pedagogical diagnostics of the development of preschool children: Toolkit/ Ed. E.A. Strebeleva. - M .: Polygraph service, 1998.
4. Fruit E.L. Diagnosis of the neuropsychic development of children of 1 year of life // Pantyukhina G.V., Pechora K.L., Fruht E.L. Diagnosis of the neuropsychic development of children in the first three years of life. - M.: TSOLIUV, 1983. - S. 6-56.

Assessing the level of individual development of a young child is a very responsible and difficult task. "Do not miss" the child, qualitatively judge the mental development in terms of compliance or non-compliance with the norm of development in order to help him develop, based on his own capabilities, is very important. child development gives a chance of so-called habilitation precisely at an early age, i.e. improvement rather than restoration, which has been little explored so far and is therefore underused 4 .

The main indicators of the neuropsychic development of young children and the principles of monitoring the development of the child were developed by N. M. Shchelovanov, N. L. Figurin, N. M. Aksarina, S. M. Krivina, M. Yu. F. Ladygina and other researchers. In the future, the indicators of the neuropsychic development of young children were revised and supplemented by the staff of the Department of Physiology of Development and Non-traditional Methods of Healing Children of the Russian Medical Academy of Postgraduate Education R. V. Tankova-Yampolskaya, E. L. Fruht, K. L. Pecheroy, G. V. Pantyukhina. These authors were the first in our country to introduce methods for diagnosing the neuropsychic development of young children into broad medical and pedagogical practice 1 .

The problem of diagnosing mental retardation and differentiating it from similar conditions was reflected in the works of domestic defectologists L. S. Vygotsky, A. R. Luria, A. A. Venger, G. L. Vygodskaya, S. D. Zabramnaya, E. I. Leonhard, V. I. Lubovsky. Employees of the Institute of Correctional Pedagogy of the Russian Academy of Education under the leadership of E. A. Strebelsva developed a set of methods that allows monitoring the course of the mental development of children, timely identifying adverse factors affecting the formation of their psyche, and differentiating children with mental retardation and mentally retarded.

Each specialist is independently guided in the choice of diagnostic and corrective influences, depending on the age and severity of the condition of children undergoing rehabilitation (habilitation), uses in his work a whole arsenal of techniques - foreign and domestic scales, tests and tables of development.

The basis of the new integration path in the organization of the educational and rehabilitation process for children was the Munich Functional Developmental Diagnostics (MFDD). The development of its concept was started by specialists in 1960 under the leadership of T. Hellbrugge, a German doctor and teacher, winner of the highest pedagogical award in Germany - the Prize. I. Pestalozzi, - implemented since 1968 in the Munich children's center, subsidiary centers in Germany, around the world, including in Russia.

A quarter of a century ago, T. Hellbrugge conducted the first training courses for specialists in Moscow. One of his students, L. N. Bukaeva, is a Montessori teacher and Montessori therapist, and today she successfully applies her knowledge at the Assistance Center family education"Faith. Hope. Love” of the Department of Labor and social protection the population of the city of Moscow. Since 2014, a project has been implemented in Moscow to train Montessori technology specialists working with orphans in institutions of the Department of Labor and Social Protection of Non-Residentials of the City of Moscow with the involvement of the TsUM Trading House NGO. Teaching Montessori non-dagogy, Montessori therapy, MFDR is carried out with the involvement of specialists from Germany, students of T. Hellbrugge: L. Anderlik, U. Shtesnbsrg, Dr. M. Gerke and others.

To develop their own diagnostic system, German specialists examined several thousand children aged from birth to five, including those under deprivation, which made it possible to obtain a truly reliable measuring tool for a comprehensive multidimensional assessment of the psychomotor development of children.

MFDR has been used in specialized orphanages in Moscow for a long period. Has the following benefits:

• - a diagnostic tool for assessing the development of the child;
• - a diagnostic tool for assessing the development of a child at risk;
• - a diagnostic tool for assessing the development of a child with disabilities;
• - assessment of the development of the child from the neonatal period;
• - in different functional areas, from general motor skills to social development;
• - the ability to focus on each mental function;
• - guideline for appointments;
• - coordination of all rehabilitation activities;
• - effective monitoring;
• - standardization of the procedure.

The tasks of this diagnostic:

• - determination of the development of the child in specific functional areas;
• - therapeutic conclusion.

Let us consider in more detail the functional areas of development of the MFDD by age.

First year of life:

• 1) crawling age (as a measure of the level of crawl formation);
• 2) seat age (as a measure of the level of seat formation);
• 3) age of walking (as a measure of the formation of walking and standing);
• 4) grasping age (as a measure of the level of grasping formation);
• 5) the age of perception (as a measure of the development of perception);
• 6) speech age(as a measure of the development of pronunciation of sounds and speech);
• 7) age of speech understanding (as a measure of the formation of speech understanding);
• 8) social age (as a measure of the formation of social behavior).

Second and third years of life:

• 1) age of walking;
• 2) age of hand motility;
• 3) perceptual age;
• 4) speech age;
• 5) age of speech understanding;
• 6) social age;
• 7) age of independence.

A specially prepared test material is used for conducting MFDR.

To obtain reliable and as objective data as possible, the behavior of the child and the same examination conditions are of great importance.

The study of the child begins with tasks that are one month lower in complexity than the age and is carried out until the experimenter sees that the child does not complete tasks of higher age levels.

During diagnostics, categorical assessment is used, the task is completed or not.

The evaluation result is expressed in months.

For example, the Munich functional test of development for determining the age of walking for children of the first year of life is presented in Table. 2.4.

Table 2.4.

Munich functional developmental test for determining the age of walking for children of the first year of life

The end of the table. 2.4

The Munich functional test of development for determining the age of walking (body movement) for children of the 2nd and 3rd year of life, developed by a team of specialists T. Hellbrugge - G. Köhler and H. Egelkraut, is presented in Table. 2.5.

Table 2.5

Munich Functional Developmental Test for determining the age of walking (body movement) for children of the second and third year of life

(age in weeks)

From the Institute for Social Pediatrics and Adolescent Medicine at the University of Munich (Head: Prof. Dr. T. Hellbrugge)

Surname, name of the child:_Date of the examination:

	Climbs two steps with an adult step, holding on with one hand
	Standing for two seconds on one foot, ns holding on
	Jumps forward without falling
	Bounces in place once without falling
	Walks 5 steps on tiptoe without holding on
	Stands for three seconds on one leg, held with one hand
	Walks 3 steps on tiptoe without holding on
	Descends with an adult step 3 steps down, holding with one hand
	Hits the ball from a standing position without holding on
	Descends with an adult step 3 steps down, holding with both hands
	Passes up the stairs three steps with a child's step, held with two hands
	Climbing into and out of a chair
	Walks three steps backwards
	Gets on and off the sofa
	Bends over and picks up an object without support
	Walks and carries the ball with both hands
	Freely walks three steps
	Stands unsupported for at least 2 seconds
	Walks holding one hand
	Crawls up the stairs
	Walks with two hands and supports body weight
	Takes a few steps along the furniture
	Pulls up to a standing position and stays standing for a few seconds

The result of testing is a development profile (Fig. 2.10).

Particular attention is paid to the moment whether individual "ages of development" are at a lower level in relation to the chronological age. Positive deviations, advancing development in infancy have a weak exponential force. The earliest possible detection of delays and disturbances in development is of great importance, and therefore the experimenter must pay attention first of all to negative deviations.

Rice. 2.10.

The experience of long-term use of MFDR by different specialists allows us to conclude that the developmental standards for children in different functional areas are somewhat underestimated, i.e. modern children show higher results. However, the main task of the MFDD is to identify those children who really lag behind in development in separate

functional areas and therefore need early help. If a child has a developmental delay with the help of MFDD, then it can no longer be said that the child is tired, that he is lazy or afraid of strangers, and therefore does not show the desired result. This child is developmentally delayed no matter what, and therefore needs therapy, which should be started as early as possible.

Every year in Germany in the city of Munich, the T. Hellbrugge Foundation, headed by his daughter, holds international meetings of Hellbrugge students and like-minded people from all over the world, the topics of the meetings revolve around functional diagnostics. Participants share their results, achievements, problems are discussed.

With the help of early diagnosis, the MFDR system makes it possible to describe the most important psychomotor functions in infancy and early childhood. This diagnosis is based on the fact that development in these functional areas is characterized by behaviors that healthy children master in certain months of life.

So, one should have an idea not about morphological or physiological diagnostics of development, but about otological diagnostics of development. That is why MFDD contains at its core a new diagnostic principle of modern pediatrics as a system for recognizing psychomotor developmental disorders in the early stages. Along with this, for the first time, the features of the preverbal and social development of the infant were taken into account. The main task of social pediatrics, and thus modern pediatrics and child psychology, is the timely early recognition of congenital and early acquired disorders and injuries.

Thus, MPDD is not only the basis for the treatment of infants, but is also used in the prevention of developmental disorders in children of the “social risk” group. The diagnostic system does not serve to determine the coefficient of developmental disorders in infants, but allows you to detect a lag in each of the areas under study. Based on this, an appropriate therapy can be further developed.

Hellbrugge Th. Munchener Funktionelle Enntwicklungs-diagnostik Fortschritte der Sozialpadiatrie. Munich, IVL, 2011. P. 73-101.

Hellbrugge Th. Munchener Funktionelle Enntwicklungs-diagnostik Fortschritte der Sozialpadiatrie. Munich, HVL, 2011, pp. 47-69.

The Munich Functional Diagnostics of Child Development was created by the University of Munich and the Institute for Social Pediatrics. It is used to assess the general psychomotor development of young children.

Development of general movements (walking)
Pulls up in a standing position, leaning on an object, and about

lurks to stand for a few seconds.

11.5 m
Walks a few steps sideways along the furniture, holding on with both hands.

1 g. 0.5 m.
Walks when held by both hands and takes the weight of the body.

1 g. 1 m.
Climbs one step up (height 12-18 cm).

1 g. 1.5 m.
Walks hand in hand.

1 year 2 m.
At least 2 seconds is free.

1 year 3 m.
Freely takes 3 steps.

1 year 4 m.
Walks and carries the ball with both hands.

1 year 5 min.
Bends over and something

accepts without relying on anything.

1 g 5.5 m.
Climbing on and off the couch.

1 year 6 min.
Takes three steps back

1 year 7 m.
Climbing to and from a chair with an armrest

1 g 7.5 m.
Goes up three steps

and side step and held with both hands.

1 year 8 m.
Goes down three steps with a side step and holds with both hands.

1 year 9 months
Hits the ball in a standing position without holding on.

1 year 10 min.
Descends three steps

hemp with an added step and is held with one hand.

1 year 11 min.
Walks three steps on toes without holding on.

2 y.
It stands for three seconds on one leg and is held with one hand.

2 y. 2 m.
Walks five steps on toes without holding on.

2 y. 3 m.
Bounces once in place without falling.

2 y. 4 m.
Jumps forward without falling.

2 y. 6 m.
Stands on one leg for two seconds without holding on.

2 y. 7 m.
He climbs two steps with an adult step, held with one hand.

2 y. 8 m.
Jumps over the tape (width 10 cm) without touching it.

2 y. 11 m.
Rides a tricycle and presses the pedals.

3 y.
Descends three steps with an adult step, held with one hand.

3 g. 1 m.
Catches a ball with a diameter of 15-20 cm from a distance of 2 m.

3 y. 4 m.
Jumps over a sheet of paper 20 cm wide without hitting it.

3 y. 7 m.
Descends at an adult step three steps down without holding on.

3 years 9 months
Development of hand movements
He removes the bracelet from his hand.

10.5 m
Horizontally strikes cubes one against the other (rib length 3 cm).

11 m.
Grabs a small object (cookie crumbs) with outstretched index finger and thumb.

11.5 m
Grabs a small pre

met with a bent index finger and thumb.

11.5 m
Rolls the car on wheels back and forth.

1 g. 1 m.
Turns pages in a picture book.

1 g. 1.5 m.
Throws two balls into the jar.

1 g 2.5 m.
Draws dots

or short strokes on paper.

1 g 3.5 m.
Turns the rotating bottle cap in different directions.

1 year 4 m.
He puts two rings on the pyramid.

1 year 5 min.
Draws strokes in all directions.

1 g 5.5 m.
Child d

neighs a cube in each hand and takes the third one with both hands without dropping the first two (rib length 3 cm).

1 year 6 min.
Inserts two pegs into holes with a diameter of 20 mm.

1 year 4 m.
Inserts a nylon cord with a tip into the hole of the ball

(diameter 27 mm, internal 7 mm).

1 year 8 m.
Draws strokes with rounded ends in all directions.

1 year 9 months
Puts two matches in a box, turning them 90 'at the same time, so that the ends do not protrude.

1 year 10 min.
Two se

undy holds two cubes in each hand, the length of the edge is 3 cm.

1 year 11 min.
Draws a flat spiral, with one intersection.

2 g. 1 m.
Screws or unscrews the cap of the vial with the insertion of the cap while holding the vial.

2 y. 3 m.
TO

steals the handle of the music box.

2 y. 4 m.
Strings a ball-bead on the cord.

2 y. 6 m.
Skillfully draws a round spiral with three turns.

2 y. 7 m.
He twists and unscrews the bottle, and takes out two crystals of sugar (there are no more

2 y. 8 m.
Builds a tower of eight identical cubes (edge ​​3 cm), in three attempts.

2 y. 10 m.
Makes two cuts with scissors paper strip 2 cm wide (an adult holds the paper).

3 y.
Tears paper with hand movement

opposite sides (towards oneself - away from oneself).

3 y. 2 m.
Simulates writing movements.

3 y. 3 m.
Forms a roller from plasticine (from a ball).

3 y. 4 m.
Selects a horizontal line when drawing.

3 y. 6 m.
draws

closed circle.

3 y. 7 m.
Perception of relationships
Finds an object under a cup.

11 m.
Points with the index finger in the indicated direction.

1 year
Pulls the toy towards him by the cord.

1 g. 1 m.
Puts a lid on the jar.

1 year 2 m.
Inserts the smallest cup into the largest (out of three).

1 g 2.5 m.
Tries to draw with a pencil.

1 year 3 m.
Pointing at something with a finger.

1 year 4 m.
Inserts the smallest cup into the middle one (out of three)

1 year 5 min.
Places a large circle on a template board (diameter 10 cm).

1 year 6 min.
Finds an item under one of the two cups.

1 year 7 m.
Turns the bottle over to retrieve an item.

1 year 8 m.
Inserts all three

akanchika one to one.

1 year 11 min.
He pulls out the pin and opens the lock on the padlock.

2 y.
Places the large and small circle on template boards (diameter 10 and 6 cm).

2 g. 1 m.
Places on template boards

adrat, triangle and great circle.

2 y. 3 m.
Builds a row of five cubes (edge ​​length 3 cm).

2 y. 4 m.
Inserts 3 of 4 shapes into the template box.

2 y. 5 m.
Sorts circles by size (12 circles of three different sizes)

ov - 5.5 cm, 8 cm, 11 cm).

2 y. 7 m.
Sorts three of the four cubes by color.

2 y. 8 m.
Places three of the four circles on the correct pattern on the template board.

2 y. 9 m.
Builds a "bridge" of three cubes according to the model.

2 y. 11 m.
Folds a square of four cubes.

3 y. 2 m.
Speech development
Copies sounds such as lip vibration, clicking.

11 m.
He speaks double syllables, for example, ma-ma, give-give without meaning.

1 year
Says two

th or single syllables with meaning.

1 g. 1 m.
Expresses desires with certain sounds, saying, for example: “he!”.

1 g. 1.5 m.
Uses "dad" or "mum" for people.

1 g 2.5 m.
Says two meaningful words.

1 year 3 m.
Govo

um three meaningful words.

1 g 4.5 m.
Sings along with someone children's songs.

1 year 6 min.
Says a meaningful word with two different vowel sounds, for example: “kisa”.

1 year 7 m.
Names a familiar object in response to a question

1 year 9 months
Expresses desires in words, such as: “give”, “am-am”.

1 year 9 months
Repeats a familiar word.

1 year 11 min.
Can verbally decline requests.

2 g. 1 m.
Says the first two-word sentences in children

com language, for example: “daddy car”.

2 y. 2 m.
Names eight of the twelve items on the "A" test pictures.

2 y. 4 m.
Uses his first name when talking about himself.

2 y. 7 m.
Speaks the first sentences of three words in

in a childish language, for example: “daddy car to go”.

2 y. 8 m.
Names all subjects on 12 test pictures “A”.

2 y. 9 m.
Talks about himself in "I"-form.

2 y. 10 m.
Says the first sentence of four words in children's language.

3 y.
Uses the numeral two to refer to multiple items.

3 y. 2 m.
Uses the word "me" or "you".

3 y. 3 m.
Names the objects on one of the test pictures "C" in the plural.

3 y. 5 m.
Gov

rit the first meaningful sentence of five words in children's language (not a repetition).

3 y. 6 m.
Uses the question "Why?" (an answer is not always needed).

3 y. 8 m.
At the request of an adult, repeats one of the five-word sentences.

3 years 9 months
Says the first meaningful sentence of six words in children's language (not repeat).

4 y.
To two adjectives finds words opposite in meaning (in context).

4 y. 3 m.
Speech understanding
Looks for a father or mother if they ask "dad" or "mother".

11 m.
Turns when parents call his name.

11.5 m
Responds to praise or prohibitions.

1 g. 0.5 m.
Fulfills requests “come here” or “give me”.

1 year 2 m.
If asked, looking for

dmet, which I just played with.

1 year 3 m.
In response to a question, he looks for food, his bottle or cup.

1 year 4 m.
Correctly shows or directs the gaze to a part of the body.

1 year 5 min.
Understands the word "open" and opens the jar.

1 year 6 min.
Correctly shows or directs the gaze to two of the four “A” test pictures

1 year 7 m.
Correctly shows or directs the gaze to his stomach (the stomach of another person, the stomach of a doll).

1 year 8 m.
Fulfills the request

"pick up the doll and put it on the table."

1 year 9 months
Correctly shows or directs the gaze to no four of the eight "A" test pictures.

1 year 11 min.
Correctly shows or directs the gaze to the three parts of the body.

2 y.
govern

but shows or directs the eye to eight of the 12 test “A” pictures (three pictures are presented simultaneously with the subsequent replacement of one).

2 g. 1 m.
Understands the word "cold", points to cold objects or names them.

2 y. 3 m.
Understands the word “big”, in response to a request, takes a big ball (out of two).

2 y. 4 m.
Shows or looks at his hand.

2 y. 5 m.
Understands the word “heavy”, points to a heavy object.

2 y. 7 m.
Recognizes

two types of movement on test pictures "A" (Bird, fish - flies, swims).

2 y. 8 m.
Understands two of the four prepositions, adverbs (on, under, near, behind/behind).

2 y. 9 m.
Understands two questions: “What are you doing with a spoon? (comb, with cup

2 y. 11 m.
Understands the word “light”, takes a light object.

3 y.
Understands two questions out of three: “What do you do when you are tired? (hungry, dirty)”.

3 g. 1 m.
In response to a question, he shows his chin.

3 y. 3 m.
Does he know if he is a boy or a girl.

3 y. 7 m.
Shows twice correctly on the longest of the three lines.

3 years 9 months
social development
May reject requests by protest.

11 m.
In response to a request, gives the mother an object

1 g. 0.5 m.
Simulates one gesture, such as clapping your hands or doing “bye-bye”.

1 g. 1.5 m.
caresses the doll or soft toy.

1 g 2.5 m.
Rolls the ball to an adult.

1 g 3.5 m.
Imitates household activities, e.g.

p, mopping or sweeping.

1 g 4.5 m.
Helps put away toys.

1 year 5 min.
Sometimes he comes up with a picture book to show him.

1 year 7 m.
Performs simple errands around the house.

1 year 8 m.
Remains

for a short period of time with friends (15 minutes).

1 year 9 months
He throws his garbage into the trash can.

1 year 11 min.
Willingly plays catch-up with peers.

2 y.
Spontaneously courting a doll or soft toy (feeding, cuddling)

hell, etc.).

2 y. 2 m.
Tries to console if someone is sad.

2 y. 3 m.
Verbally expresses feelings.

2 y. 7 m.
Expresses desire in "I"-form.

2 y. 10 m.
Adheres to the rules of the game: “once“ I ”, once

3 y.
Independence
He pulls his hat off his head.

10.5 m
Takes pieces of bread and eats them.

11 m.
Drinks from a glass without spilling if the glass is held.

1 year
When dressing, he tries to help with his own movements.

1 g. 1.5 m.
He takes off his unbuttoned shoes.

1 year 3 m.
He himself holds a glass when he drinks.

1 g 4.5 m.
Brings a filled spoon to his mouth (getting dirty is allowed).

1 year 6 min.
Sometimes he eats with a fork.

1 year 7 m.
On one's own

eats from a cup.

1 year 8 m.
Rub hands under running water.

1 year 9 months
Spoon eats part of the contents of the plate (may get dirty).

1 year 10 min.
Stirs with a teaspoon in a third-filled cup without spilling liquid

over the edge.

1 year 11 min.
Wipes hands superficially with a towel.

2 g. 1 m.
He takes off his unbuttoned jacket.

2 y. 2 m.
Interested in adult secretions.

2 y. 3 m.
Eats the contents of the plate with a spoon, getting dirty with

everyone a little bit.

2 y. 4 m.
He takes off his undershirt, sleeveless.

2 y. 6 m.
Puts on boots or shoes.

2 y. 7 m.
He puts on an undershirt, without sleeves.

2 y. 7 m.
Washes hands with soap and dries them with a towel.

2 y. 7 m.
He unbuttons large buttons himself.

2 y. 11 m.
Sometimes stays dry throughout the day.

3 g. 1 m.
Stays dry during lunchtime.

3 y. 2 m.
During the day, it is usually dry and clean.

3 y. 5 m.
WITH

m wears trousers.

3 y. 6 m.
Usually dry at night.

3 years 9 months
Fully dressed under guidance.

Found on one site. Very interesting diagnosis. Many letters.

It is used to assess the general psychomotor development of young children.

Development of general movements (walking)

Pulls up in a standing position, leaning on an object, and remains standing for several seconds. 9 months - 11.5 m.

Walks a few steps sideways along the furniture, holding on with both hands. 9.5 m. - 1 g. 0.5 m.

Walks when held by both hands and takes the weight of the body. 10 m. - 1 g. 1 m.

Climbs one step up (height 12-18 cm). 10.5 m. - 1 g. 1.5 m.

Walks hand in hand. 11 m. - 1 year 2 m.

At least 2 seconds is free. 11.5 m. - 1 g. 3 m.

Freely takes 3 steps. 1 g. 0.5 m. - 1 g. 4 m.

Walks and carries the ball with both hands. 1 y. 1 m. - 1 y. 5 m.

Bends down and picks up something without relying on anything. 1 g. 1.5 m. - 1 g. 5.5 m.

Climbing on and off the couch. 1 year 2 months - 1 year 6 months

Takes three steps with his back 1 g. 2.5 m. - 1 g. 7 m.

Climbing to and from a chair with an armrest 1 g 3 m - 1 g 7.5 m.

He climbs three steps with a side step and holds with both hands. 1 g 3.5 m - 1 g 8 m

Goes down three steps with a side step and holds with both hands. 1 yr 4.5 m -1 yr 9 m

Hits the ball in a standing position without holding on. 1 yr 5 min - 1 yr 10 min

Descends three steps with a side step and is held with one hand. 1 year 6 months - 1 year 11 months

Walks three steps on toes without holding on. 1 year 7 months - 2 years

It stands for three seconds on one leg and is held with one hand. 1 y. 8 m. - 2 y. 2 m.

Walks five steps on toes without holding on. 1 year 9 months - 2 years 3 months

Bounces once in place without falling. 1 yr 10 min - 2 yr 4 min

Jumps forward without falling. 1 year 11 months - 2 years 6 months

Stands on one leg for two seconds without holding on. 2 years - 2 years 7 months

He climbs two steps with an adult step, held with one hand. 2 y. 1 m. - 2 y. 8 m.

Jumps over the tape (width 10 cm) without touching it. 2 y. 3 m. - 2 y. 11 m.

Rides a tricycle and presses the pedals. 2 years 4 months - 3 years

Descends three steps with an adult step, held with one hand. 2 y. 5 m. - 3 y. 1 m.

Catches a ball with a diameter of 15-20 cm from a distance of 2 m. 2 g. 7 m. - 3 g. 4 m.

Jumps over a sheet of paper 20 cm wide without hitting it. 2 y. 9 m. - 3 y. 7 m.

Descends at an adult step three steps down without holding on. 2 y. 11 m. - 3 y. 9 m.

Development of hand movements

He removes the bracelet from his hand. 8 m - 10.5 m.

Horizontally strikes cubes one against the other (rib length 3 cm). 8.5 m. - 11 m.

Grabs a small object (cookie crumbs) with outstretched index finger and thumb. 9 m. - 11.5 m.

Grabs a small object with bent index finger and thumb. 9.5 m. - 11.5 m.

Rolls the car on wheels back and forth. 10 m. - 1 g. 1 m.

Turns pages in a picture book. 10.5 m. - 1 g. 1.5 m.

Throws two balls into the jar. 11 m. - 1 g. 2.5 m.

Draws dots or short strokes on paper. 1g -1g 3.5m

Turns the rotating bottle cap in different directions. 1 g. 0.5 m. - 1 g. 4 m.

He puts two rings on the pyramid. 1 y. 1 m. - 1 y. 5 m.

Draws strokes in all directions. 1 g. 1.5 m. - 1 g. 5.5 m.

The child holds a cube in each hand and takes the third one with both hands without dropping the first two (the length of the edge is 3 cm). 1 year 2 months - 1 year 6 months

Inserts two pegs into holes with a diameter of 20 mm. 1 g. 2.5 m - 1 g. 4 m.

Inserts a nylon cord with a tip into the hole of the ball (diameter 27 mm, internal 7 mm). 1 g 3.5 m - 1 g 8 m

Draws strokes with rounded ends in all directions. 1 year 4 months - 1 year 9 months

Puts two matches in a box, turning them 90 'at the same time, so that the ends do not protrude. 1 yr 5 min - 1 yr 10 min

Holds two cubes in each hand for two seconds, edge length 3 cm. 1 g. 6 m. - 1 g. 11 m.

Draws a flat spiral, with one intersection. 1 g. 7.5 m. - 2 g. 1 m.

Screws or unscrews the cap of the vial with the insertion of the cap while holding the vial. 1 year 9 months - 2 years 3 months

Turns the handle of the music box. 1 yr 10 min - 2 yr 4 min

Strings a ball-bead on the cord. 1 year 11 months - 2 years 6 months

Skillfully draws a round spiral with three turns. 2 years - 2 years 7 months

He twists and unscrews the bottle, and takes out two crystals of sugar (there is no more). 2 y. 1 m. - 2 y. 8 m.

Builds a tower of eight identical cubes (edge ​​3 cm), in three attempts. 2 y. 2 m. - 2 y. 10 m.

Makes two cuts of a paper strip 2 cm wide with scissors (an adult holds the paper). 2 years 4 months - 3 years

Tears the paper with the movement of the hands in opposite directions (toward - away from oneself). 2 y. 5 m. - 3 y. 2 m.

Simulates writing movements. 2 y. 6 m. - 3 y. 3 m.

Forms a roller from plasticine (from a ball). 2 y. 7 m. - 3 y. 4 m.

Selects a horizontal line when drawing. 2 y. 8 m. - 3 y. 6 m.

Draws a closed circle. 2 y. 9 m. - 3 y. 7 m.

Perception of relationships

Finds an object under a cup. 8 m. - 11 m.

Points with the index finger in the indicated direction. 9 m - 1 year

Pulls the toy towards him by the cord. 9.5 m. -1 g. 1 m.

Puts a lid on the jar. 10 m. - 1 year 2 m.

Inserts the smallest cup into the largest (out of three). 10.5 m. - 1 g. 2.5 m.

Tries to draw with a pencil. 11 m. - 1 year 3 m.

Pointing at something with a finger. 11.5 m. -1 g. 4 m.

Inserts the smallest cup into the middle one (out of three). 1 year - 1 year 5 m.

Places a large circle on a template board (diameter 10 cm). 1 year 1 m. - 1 year 6 m.

Finds an item under one of the two cups. 1 year 2 months - 1 year 7 months

Turns the bottle over to retrieve an item. 1 year 3 months - 1 year 8 months

Inserts all three cups one into one. 1 yr 5 min -1 yr 11 min

He pulls out the pin and opens the lock on the padlock. 1 year 6 months - 2 years

Places the large and small circle on template boards (diameter 10 and 6 cm). 1 year 7 months - 2 years 1 month

Places a square, a triangle and a large circle on the template boards. 1 year 9 months - 2 years 3 months

Builds a row of five cubes (edge ​​length 3 cm). 1 yr 10 min - 2 yr 4 min

Inserts 3 of 4 shapes into the template box. 1 y. 11 m. - 2 y. 5 m.

Sorts circles by size (12 circles of three different sizes - 5.5 cm, 8 cm, 11 cm). 2 years - 2 years 7 months

Sorts three of the four cubes by color. 2 y 1 m -2 y 8 m

Places three of the four circles on the correct pattern on the template board. 2 y. 2 m. - 2 y. 9 m.

Builds a "bridge" of three cubes according to the model. 2 y. 4 m. - 2 y. 11 m.

Folds a square of four cubes. 2 y. 6 m. - 3 y. 2 m.

Speech development

Copies sounds such as lip vibration, clicking. 8 m. 11 m.

He speaks double syllables, for example, ma-ma, give-give without meaning. 8.5 m. - 1 g.

Speaks double or single syllables with meaning. 9.5 m. - 1 g. 1 m.

Expresses desires with certain sounds, saying, for example: “he!”. 10 m. - 1 g. 1.5 m.

Uses "dad" or "mum" for people. 10.5 m. - 1 g. 2.5 m.

Says two meaningful words. 11 m. - 1 year 3 m.

Says three meaningful words. 1 g - 1 g 4.5 m.

Sings along with someone children's songs. 1 year 1 m. - 1 year 6 m.

Says a meaningful word with two different vowel sounds, for example: “kisa”. 1 y. 2 m. -1 y. 7 m.

Names a familiar object in response to a question. 1 year 3 months - 1 year 9 months

Expresses desires in words, such as: “give”, “am-am”. 1 year 4 months - 1 year 9 months

Repeats a familiar word. 1 year 5 months - 1 year 11 months

Can verbally decline requests. 1 year 6 months - 2 years 1 month

Says the first two-word sentences in children's language, for example: "daddy car." 1 y. 7 m. - 2 y. 2 m.

Names eight of the twelve items on the "A" test pictures. 1 yr 8 min - 2 yr 4 min

Uses his first name when talking about himself. 1 yr 10 min - 2 yr 7 min

Says the first sentences of three words in children's language, for example: "daddy car to go." 1 year 11 months - 2 years 8 months

Names all subjects on 12 test pictures “A”. 2 years - 2 years 9 months

Talks about himself in "I"-form. 2 y. 1 m. - 2 y. 10 m.

Says the first sentence of four words in children's language. 2 y. 2 m. - 3 y.

Uses the numeral two to refer to multiple items. 2 years 3 months - 3 years 2 months

Uses the word "me" or "you". 2 years 4 months - 3 years 3 months

Names the objects on one of the test pictures "C" in the plural. 2 y. 5 m. - 3 y. 5 m.

Says the first meaningful sentence of five words in a child's language (no repetition). 2 y. 6 m. - 3 y. 6 m.

Uses the question "Why?" (an answer is not always needed). 2 y. 7 m. - 3 y. 8 m.

At the request of an adult, repeats one of the five-word sentences. 2 y. 8 m. - 3 y. 9 m.

Says the first meaningful sentence of six words in a child's language (not repeat). 2 y. 10 m. - 4 y.

To two adjectives finds words opposite in meaning (in context). 3 years - 4 years 3 m.

Speech understanding

Looks for a father or mother if they ask "dad" or "mother". 8 m. - 11 m.

Turns when parents call his name. 8.5 m - 11.5 m.

Responds to praise or prohibitions. 9.5 g. - 1 g. 0.5 m.

Fulfills requests “come here” or “give me”. 10.5 m. - 1 g. 2 m.

If asked, he looks for the item he just played with. 11 m. - 1 year 3 m.

In response to a question, he looks for food, his bottle or cup. 1 year - 1 year 4 m.

Correctly shows or directs the gaze to a part of the body. 1 y. 1 m. - 1 y. 5 m.

Understands the word "open" and opens the jar. 1 g. 1.5 m. - 1 g. 6 m.

Correctly shows or directs the gaze to two of the four test pictures “A” 1 d. 2 m. - 1 d. 7 m.

Correctly shows or directs the gaze to his stomach (the stomach of another person, the stomach of a doll). 1 year 3 months - 1 year 8 months

Fulfills the request "pick up the doll and put it on the table." 1 g 3.5 m 1 g 9 m

Correctly shows or directs the gaze to no four of the eight "A" test pictures. 1 year 5 months - 1 year 11 months

Correctly shows or directs the gaze to the three parts of the body. 1 year 6 months - 2 years

Correctly shows or directs the eye to eight of the 12 test “A” pictures (three pictures are presented simultaneously with the subsequent replacement of one). 1 year 7 months - 2 years 1 month

Understands the word "cold", points to cold objects or names them. 1 year 8 months - 2 years 3 months

Understands the word “big”, in response to a request, takes a big ball (out of two). 1 year 9 months - 2 years 4 months

Shows or looks at his hand. 1 yr 10 min - 2 yr 5 min

Understands the word “heavy”, points to a heavy object. 1 y. 11 m. - 2 y. 7 m.

Recognizes two types of movement on test pictures "A" (Bird, fish - flies, swims). 2 years - 2 years 8 m.

Understands two of the four prepositions, adverbs (on, under, near, behind/behind). 2 y. 1 m. - 2 y. 9 m.

Understands two questions: “What are you doing with a spoon? (comb, with cup)”. 2 y. 2 m. - 2 y. 11 m.

Understands the word “light”, takes a light object. 2 years 3 months - 3 years

Understands two questions out of three: “What do you do when you are tired? (hungry, dirty)”. 2 years 4 months - 3 years 1 month

In response to a question, he shows his chin. 2 y. 5 m. - 3 y. 3 m.

Does he know if he is a boy or a girl. 2 y. 8 m. - 3 y. 7 m.

Shows twice correctly on the longest of the three lines. 2 y. 10 m. -3 y. 9 m.

social development

May reject requests by protest. 8 m. - 11 m.

In response to the request, he gives the mother an object. 9 m. - 1 g. 0.5 m.

Simulates one gesture, such as clapping your hands or doing “bye-bye”. 10 m. - 1 g. 1.5 m.

Caresses a doll or soft toy. 11 m. - 1 g. 2.5 m.

Rolls the ball to an adult. 11.5 m. - 1 g. 3.5 m.

Mimics household activities such as mopping or sweeping. 1 g. 0.5 m. -1 g. 4.5 m.

Helps put away toys. 1 y. 1 m. - 1 y. 5 m.

Sometimes he comes up with a picture book to show him. 1 g 2.5 m - 1 g 7 m

Performs simple errands around the house. 1 year 3 months - 1 year 8 months

Remains for a short period of time with friends (15 minutes). 1 year 4 months - 1 year 9 months

He throws his garbage into the trash can. 1 year 5 months - 1 year 11 months

Willingly plays catch-up with peers. 1 year 6 months - 2 years

Spontaneously courts a doll or soft toy (feeds, lays down, etc.). 1 y. 7 m. - 2 y. 2 m.

Tries to console if someone is sad. 1 year 8 months - 2 years 3 months

Verbally expresses feelings. 1 y. 11 m. - 2 y. 7 m.

Expresses desire in "I"-form. 2 y. 1 m. - 2 y. 10 m.

Adheres to the rules of the game: “once“ I ”, once“ You ”!”. 2 years 3 months - 3 years

Independence

Pulls the hat off the head 7.5 m. - 10.5 m.

Takes pieces of bread and eats them 8.5 m - 11 m.

Drinks from a glass without spilling, if the glass is held 9 m. - 1 g.

When dressing, he tries to help with his own movements 10 m. - 1 g. 1.5 m.

Himself removes unbuttoned shoes 11 m. - 1 g. 3 m.

He himself holds a glass when he drinks 1 g - 1 g 4.5 m.

Brings a filled spoon to the mouth (it is allowed to get dirty) 1 g. 1 m. -1 g. 6 m.

Sometimes eats with a fork 1 g. 2 m. - 1 g. 7 m.

Independently drinks from a cup of 1 g. 2.5 m. - 1 g. 8 m.

Rub hands under running water 1 g. 3 m. - 1 g. 9 m.

Spoon eats part of the contents of the plate (may get dirty) 1 g. 4 m. - 1 g. 10 m.

Stirs with a teaspoon in a cup filled to a third, does not spill the liquid over the edge 1 g. 5 m. - 1 g. 11 m.

Superficially wipes hands with a towel 1 g. 6 m. - 2 g. 1 m.

Takes off unbuttoned jacket 1 y. 7 m. - 2 y. 2 m.

Interested in adult secretion 1 y. 8 m. - 2 y. 3 m.

Eats the contents of the plate with a spoon, getting dirty quite a bit 1 g. 9 m. - 2 g. 4 m.

Removes undershirt, sleeveless 1 y. 10 m. - 2 y. 6 m.

Puts on boots or shoes 1 y. 11 m. - 2 y. 7 m.

Puts on an undershirt, sleeveless 2 g. -2 g. 7 m.

Washes hands with soap and dries them with a towel 2 g.1 m. - 2 g. 7 m.

Unfastens large buttons by himself 2 y. 2 m. - 2 y. 11 m.

Sometimes stays dry throughout the day 2g 3m - 3g 1m

Stays dry during lunch nap 2g 4m - 3g 2m

During the day, as a rule, dry and clear 2 g. 6 m. - 3 g. 5 m.

He puts on trousers himself 2 y. 7 m. - 3 y. 6 m.

As a rule, dry night 2 a.m. 9 p.m. - 3 a.m. 9 p.m.

Fully dressable under the guidance of 3g - 4g 1m.