The study of interpersonal relations of preschoolers: features. Moral and ethical development of preschoolers Diagnosis of interpersonal relationships in preschool age

Interpersonal relationships of preschoolers: diagnostics, problems, correction - page No. 1/4

INTERPERSONAL RELATIONS OF PRESCHOOL CHILDREN:

DIAGNOSIS, PROBLEMS, CORRECTION

INTRODUCTION

Relation to other people is the basic fabric of human life. According to S.L. Rubinstein, a person's heart is all woven from his relationship to other people; the main content of a person's mental, inner life is connected with them. It is these relationships that give rise to the most powerful experiences and actions. Attitude towards another is the center of the spiritual and moral formation of the individual and largely determines the moral value of a person.

Relationships with other people are born and develop most intensively in childhood. The experience of these first relationships is the foundation for the further development of the child's personality and largely determines the characteristics of a person's self-consciousness, his attitude to the world, his behavior and well-being among people.

The topic of the origin and formation of interpersonal relations is extremely relevant, since many negative and destructive phenomena among young people observed recently (cruelty, increased aggressiveness, alienation, etc.) have their origins in early and preschool childhood. This prompts us to consider the development of children's relationships with each other at the early stages of ontogenesis in order to understand their age-related patterns and the psychological nature of the deformations that arise along this path.

The purpose of this manual is to provide theoretical and practical guidelines for teachers and psychologists to work with preschoolers in this complex area, which is largely associated with the ambiguity of interpretations of the concept of "interpersonal relations".

Without claiming a comprehensive coverage of these interpretations, we will try to consider the main approaches related to the study of children's relationships at preschool age.

DIFFERENT APPROACHES TO UNDERSTANDING INTERPERSONAL RELATIONS
The most common approach to understanding the interpersonal relationships of preschoolers is sociometric. Interpersonal relationships are viewed as children's electoral preferences in a peer group. In numerous studies (Ya.L. Kolominsky, T.A. Repina, V.R. Kislovskaya, A.V. Krivchuk, V.S. Mukhina, etc.) it was shown that during preschool age (from 3 to 7 years), the structuredness of the children's team is rapidly increasing - some children are becoming more and more preferred by the majority in the group, others are increasingly taking the position of outcasts. The content and justification of the choices that children make vary from external qualities to personal characteristics. It was also found that the emotional well-being of children and the general attitude towards kindergarten largely depend on the nature of the child's relationship with peers.

The main subject of these studies was a group of children, but not the personality of an individual child. Interpersonal relationships were considered and evaluated mainly quantitatively (in terms of the number of choices, their sustainability and validity). A peer acted as a subject of emotional, conscious or business evaluation (T. A. Repina). The subjective image of another person, the child's ideas about a peer, the qualitative characteristics of other people remained outside the scope of these studies.

This gap was partially filled in sociocognitive studies, where interpersonal relationships were interpreted as understanding the qualities of other people and the ability to interpret and resolve conflict situations. In studies performed on preschool children (R.A. Maksimova, G.A. Zolotnyakova, V.M. Senchenko, etc.), the age-related characteristics of preschoolers' perception of other people, understanding of the emotional state of a person, ways of solving problem situations, etc. The main subject of these studies was the child's perception, understanding and knowledge of other people and the relationships between them, which was reflected in terms "social intelligence" or "social cognition" . The attitude towards the other acquired a clear cognitivist orientation: the other person was considered as an object of knowledge. Characteristically, these studies were carried out in laboratory conditions outside the real context of children's communication and relationships. We analyzed mainly the child's perception of images of other people or conflict situations, and not a real, practical, effective attitude towards them.

A significant number of experimental studies have been devoted to the real contacts of children and their influence on the formation of children's relationships. Among these studies, two main theoretical approaches can be distinguished:

The concept of activity mediation of interpersonal relations (A.V. Petrovsky);

The concept of the genesis of communication, where the relationship of children was considered as a product of the activity of communication (M.I. Lisina).

In the theory of activity mediation, the main subject of consideration is the group, the collective. Joint activity in this case is a system-forming feature of the team. The group achieves its goal through a specific subject of activity and thereby changes itself, its structure and system of interpersonal relations. The nature and direction of these changes depend on the content of the activity and the values ​​adopted by the group. Joint activity from the point of view of this approach determines interpersonal relations, since it generates them, influences their content and mediates the child's entry into the community. It is in joint activities and in communication that interpersonal relationships are realized and transformed.

Here it should be emphasized that the study of interpersonal relations of children in most studies (especially foreign ones) is reduced to the study of the characteristics of their communication and interaction. Concepts "communication" And "attitude" , as a rule, are not divorced, and the terms themselves are used synonymously. It seems to us that these concepts should be distinguished.

Research carried out under the direction of M.I. Lisina showed that by about 4 years old, a peer becomes a more preferred communication partner than an adult. Communication with a peer is distinguished by a number of specific features, including the richness and variety of communicative actions, extreme emotional richness, non-standard and unregulated communicative acts. At the same time, there is insensitivity to the influences of a peer, the predominance of initiative actions over response ones.

The development of communication with a peer in preschool age goes through a number of stages. In the first of them (2-4 years), a peer is a partner in emotional and practical interaction, which is based on imitation and emotional infection of the child. The main communication need is need for peer support , which is expressed in parallel (simultaneous and identical) actions of children.

At the second stage (4-6 years), there is a need for situational business collaboration with a peer . Cooperation, in contrast to complicity, involves the distribution of game roles and functions, and hence, taking into account the actions and influences of the partner. The content of communication becomes a joint (mainly gaming) activity. At the same stage, another and in many respects the opposite need arises. in respect and recognition of a peer . At the third stage (at 6-7 years old), communication with a peer acquires features of out-of-situation - the content of communication is distracted from the visual situation, stable situations begin to take shape. electoral preferences among children .

As the works of R.A. Smirnova and R.I. Tereshchuk, made in line with this direction, selective attachments and preferences of children arise on the basis of communication. Children prefer those peers who adequately satisfy their needs for communication. Moreover, the main of them remains the need for benevolent attention and respect from a peer.

Thus, in modern psychology there are various approaches to understanding interpersonal relationships, each of which has its own subject of study:

♦ sociometric (selective preferences of children);

♦ sociocognitive (knowledge and evaluation of the other and the solution of social problems)

♦ active (relationships as a result of communication and joint activities of children).

A variety of interpretations does not allow more or less clearly define the subject of education of interpersonal relationships. Such a definition is important not only for the clarity of scientific analysis, but also for the practice of raising children. In order to identify the features of the development of children's relationships and try to build a strategy for their upbringing, it is necessary to understand how they are expressed and what psychological reality is behind them. Without this, it remains incomprehensible - What it is necessary to identify and educate: the social status of the child in the group; ability to analyze social characteristics; willingness and ability to cooperate; the need to communicate with peers? Undoubtedly, all these moments are important and require special attention of both researchers and educators. At the same time, the practice of upbringing requires the allocation of some central education, which is of unconditional value and determines the specifics of interpersonal relations, in contrast to other forms of mental life (activity, cognition, emotional preferences, etc.). From our point of view, the qualitative originality of this reality is in unbreakable connection between the relationship of a person to another and to himself .

CONNECTION OF INTERPERSONAL RELATIONS AND SELF-CONSCIOUSNESS
In the relation of a person to other people, it always manifests itself and declares itself I. It cannot be only cognitive; it always reflects the characteristics of the personality of the person himself. In relation to another, the main motives and life meanings of a person, his expectations and ideas, his perception of himself and his attitude towards himself are always expressed. That is why interpersonal relationships (especially with loved ones) are almost always emotionally intense and bring the most vivid experiences (both positive and negative).

M.I. Lisina and her students outlined a new approach to the analysis of the self-image. According to this approach, human self-consciousness includes two levels - the core and the periphery, or subjective and objective components. The central nuclear formation contains a direct experience of oneself as a subject, as a person, it originates personal component of self-consciousness which provides a person with the experience of constancy, the identity of himself, a holistic sense of himself as the source of his will, his activity. In contrast, the periphery includes private, specific representations of the subject about himself, his abilities, capabilities and features. The periphery of the self-image consists of a set of specific and finite qualities that belong to a person and form object (or subject) component of self-consciousness .

The same subject-object content is also related to another person. On the one hand, one can treat the other as a unique subject that has absolute value and is not reducible to its specific actions and qualities, and on the other hand, one can perceive and evaluate its external behavioral characteristics (the presence of objects, success in activities, his words and actions, etc.).

Thus, human relations are based on two contradictory principles - objective (objective) and subjective (personal) . In the first type of relationship, the other person is perceived as a circumstance of a person's life; he is subject to comparison with himself or use in his own interests. In the personal type of relationship, the other is fundamentally irreducible to any final, definite characteristics; his I unique, incomparable (has no likeness) and priceless (has absolute value); he can only be the subject of communication and circulation. Personal attitude generates an inner connection with the other and different forms ownership (compassion, compassion, assistance). The subject matter sets the boundaries of one's own I and emphasizes its difference from others and isolation , which gives rise to competition, competitiveness, upholding their advantages.

In real human relations, these two principles cannot exist in their pure form and constantly "flow" one into the other. Obviously, a person cannot live without comparing himself with others and using others, but at the same time, human relations cannot be reduced to competition and mutual use. The main problem of human relations is this duality the position of a person among other people, in which a person is merged with others and is attached to them from the inside and at the same time constantly evaluates them, compares them with himself and uses them in his own interests. The development of interpersonal relationships in preschool age is a complex interweaving of these two principles in relation to the child to himself and to another.

In addition to age characteristics, already at preschool age there are very significant individual options for relating to peers. This is precisely the area where the personality of the child manifests itself most clearly. Relationships with others do not always develop easily and harmoniously. Already in the kindergarten group, there are many conflicts between children, which are the result of a distorted path of development of interpersonal relationships. We believe that psychological basis individual variants of attitude towards a peer is a different severity and different content of the objective and personal principles. As a rule, problems and conflicts between children that give rise to difficult and acute experiences (resentment, hostility, envy, anger, fear) arise in cases where dominated by the subject, object principle , i.e., when the other child is perceived solely as a competitor to be surpassed, as a condition for personal well-being or as a source of proper treatment. These expectations are never justified, which gives rise to difficult, destructive feelings for the individual. Such childhood experiences can become a source of serious interpersonal and intrapersonal problems for an adult. To recognize these dangerous tendencies in time and help the child overcome them is the most important task of the educator, teacher and psychologist. We hope that this book will help you in this complex and important task.

The manual consists of three parts. The first part presents a variety of techniques that can be used to identify the characteristics of children's attitudes towards peers. The purpose of such diagnostics is the timely detection of problematic, conflict forms in relation to other children.

The second part of the manual is specifically devoted to the psychological description of children with problems in relationships with peers. It presents psychological portraits of aggressive, touchy, shy, demonstrative children, as well as children brought up without parents. We believe that these portraits will help to correctly recognize and qualify the child's difficulties and understand the psychological nature of his problems.

The third part contains the author's system of specific games and activities with preschoolers aimed at correcting interpersonal relationships in the kindergarten group. This correctional program has been repeatedly tested in kindergartens in Moscow and has shown its effectiveness.

PART 1

Diagnosis of interpersonal relationships of preschoolers
The identification and study of interpersonal relationships is associated with significant methodological difficulties, since the relationship, unlike communication, cannot be directly observed. Verbal methods, widely used in the study of interpersonal relationships in adults, also have a number of diagnostic limitations when we are dealing with preschoolers. Questions and tasks of an adult addressed to preschoolers, as a rule, provoke certain answers and statements of children, which sometimes do not correspond to their real attitude towards others. In addition, questions that require a verbal answer reflect more or less conscious ideas and attitudes of the child. However, in most cases there is a gap between conscious representations and real relationships of children. The attitude is rooted in deeper layers of the psyche, hidden not only from the observer, but also from the child himself.

At the same time, in psychology, there are certain methods and techniques that make it possible to identify the features of interpersonal relations of preschoolers. These methods can be conditionally divided into objective and subjective. Objective methods include those that allow you to fix the external perceived picture of the interaction of children in a peer group. This picture somehow reflects the nature of their relationship. At the same time, the psychologist or teacher ascertains the behavior of individual children, their likes or dislikes, and recreates a more or less objective picture of the relationship between preschool children. In contrast, subjective methods are aimed at identifying the inner deepest characteristics of attitudes towards other children, which are always associated with the characteristics of his personality and self-consciousness. Therefore, subjective methods in most cases have a projective character. Faced with “indefinite” unstructured stimulus material (pictures, statements, unfinished sentences, etc.), the child, without knowing it, endows the depicted or described characters with their own thoughts, feelings, experiences, i.e., projects (transfers) their own I.

♦ sociometry,

♦ observation method,

♦ method of problem situations.

Let us dwell on the description of these methods in more detail.
SOCIOMETRY

Already in senior group kindergarten, there are fairly strong electoral relationships. Children begin to occupy different positions among their peers: some are more preferred by most children, while others are less. Usually, the preferences of some children over others are associated with the concept of "leadership". The problem of leadership is one of the most important in social psychology. With all the variety of interpretations of this concept, the essence of leadership is mainly understood as the ability for social influence, leadership, dominance and subjugation of others. The phenomenon of leadership is traditionally associated with the solution of some problem, with the organization of some important activity for the group. This understanding is rather difficult to apply to the group of preschoolers, in particular to the kindergarten group. This group does not have clear goals and objectives, it does not have any specific, common activity that unites all members, it is difficult to talk about the degree of social influence here. At the same time, there is no doubt about the fact that certain children are preferred, their special attraction. Therefore, it is more correct for a given age to speak not about leadership, but about the attractiveness or popularity of such children, which, unlike leadership, is not always associated with the solution of a group problem and with the management of any activity. The degree of popularity of the child in the peer group is of great importance. The subsequent path of his personal and social development depends on how the relations of a preschooler develop in a group of peers. The position of children in the group (the degree of their popularity or rejection) in psychology is revealed sociometric methods , which allow revealing mutual (or non-reciprocal) electoral preferences of children. In these methods, the child, in imaginary situations, chooses preferred and non-preferred members of his group. Let us dwell on the description of some of the methods that correspond to the age characteristics of preschoolers 4-7 years old.

Captain of the ship.

During an individual conversation, the child is shown a drawing of a ship (or a toy boat) and asked the following questions:

1. If you were the captain of a ship, which of the group would you take as assistants when you went on a long journey?

2. Whom would you invite to the ship as guests?

3. Whom would you never take with you on a voyage?

4. Who else is left on the shore?

As a rule, such questions do not cause any special difficulties in children. They confidently name two or three names of peers with whom they would prefer to "sail on the same ship." Children who received the largest number of positive choices from their peers (1st and 2nd questions) can be considered popular in this group. Children who receive negative choices (questions 3 and 4) fall into the rejected (or ignored) group.

Two houses.

To carry out the technique, it is necessary to prepare a sheet of paper on which two houses are drawn. One of them is large, beautiful, red, and the other is small, nondescript, black. The adult shows the child both pictures and says: “Look at these houses. There are many different toys and books in the red house, but there are no toys in the black house. Imagine that the red house belongs to you, and you can invite everyone you want to your place. Think about which of the guys in your group you would invite to your place, and who would you put in a black house. After the instruction, the adult marks those children whom the child takes to his red house, and those whom he wants to settle in a black house. After the conversation is over, you can ask the children if they want to swap someone, if they have forgotten someone.

The interpretation of the results of this test is quite simple: the child's likes and dislikes are directly related to the placement of peers in the red and black houses.

Verbal Choice Method

Older preschoolers (5-7 years old) can quite consciously answer a direct question about which of their peers they prefer, and who does not cause them special sympathy. In an individual conversation, an adult can ask the child the following questions:

1. Who would you like to be friends with, and who will you never become friends with?

2. Who would you invite to your birthday party, and who would you never invite?

3. With whom would you like to sit at the same table, and with whom not?

As a result of these procedures, each child in the group receives a certain number of positive and negative choices from their peers.

Children's answers (their negative and positive choices) are recorded in a special protocol (matrix):

The sum of negative and positive choices received by each child makes it possible to reveal his position in the group (sociometric status). There are several options for sociometric status:

♦ popular ("stars") - children who received the largest number (more than four) of positive choices,

♦ preferred - children who received one or two positive choices,

♦ ignored - children who did not receive either positive or negative choices (they remain, as it were, unnoticed by their peers),

♦ rejected - children who received mostly negative choices.

When analyzing the results of the method, an important indicator is also the reciprocity of the children's choices. Mutual elections are considered the most prosperous. Based on the answers of the children in each of the methods, a sociogram of the group is compiled, where there are pronounced stars and outcasts.

It should be emphasized that not every group has such a clear sociometric structure. There are groups in which all children receive an approximately equal number of positive choices. This indicates that the attention and friendly attitude of peers is distributed approximately equally among all members of the group. Apparently, this situation is due to the correct strategy for educating interpersonal relationships and is the most favorable.

This method is indispensable for the primary orientation in the reality of children's relationships. It allows you to describe a specific picture of the interaction of children, gives a lot of live, interesting facts reflecting the life of a child in natural conditions for him. When observing, it is necessary to pay attention to the following indicators of children's behavior:

♦ initiative - reflects the desire of the child to attract the attention of a peer, encourage them to work together, to express their attitude towards themselves and their actions, to share joy and grief,

♦ sensitivity to peer pressure - reflects the desire and readiness of the child to accept his actions and respond to suggestions. Sensitivity is manifested in the child’s actions in response to peers’ appeals, in the alternation of initiative and response actions, in the consistency of one’s own actions with the actions of another, in the ability to notice the wishes and moods of a peer and adapt to him,

♦ prevailing emotional background - is manifested in the emotional coloring of the interaction of the child with peers: positive, neutral business and negative.

For each subject, a protocol is started, in which, according to the scheme below, the presence of these indicators and the degree of their severity are noted.

Scales for assessing parameters and indicators

Registration of children's behavior using this protocol will allow you to more accurately determine the nature of the child's relationship to peers. So, the absence or weakly expressed initiative (0-1 point) may indicate the underdevelopment of the need to communicate with peers or the inability to find an approach to them. Medium and high levels of initiative (2-3 points) indicate a normal level of development of the need for communication.

The lack of sensitivity to peer influences, a kind of "communicative deafness" (0-1 points) indicates the inability to see and hear the other, which is a significant obstacle in the development of interpersonal relationships.

An important qualitative characteristic of communication is the prevailing emotional background. If the negative background is predominant (the child is constantly irritated, screaming, insulting peers or even fighting), the child requires special attention. If a positive background prevails or positive and negative emotions in relation to a peer are balanced, then this indicates a normal emotional mood in relation to a peer.

Observing, it is necessary not only to fix the behavior of children according to the specified parameters, but also to notice and describe a vivid picture of children's interaction . Specific statements, actions, quarrels, ways of expressing attention to a peer can provide irreplaceable real facts of a child's life that cannot be obtained by any other methods.

So, the method of observation has a number of undeniable advantages. It allows you to describe the real life of the child, allows you to explore the child in the natural conditions of his life. It is indispensable for obtaining preliminary information. But this method also has a number of disadvantages, the main of which is its extreme laboriousness. It requires high professionalism and a huge investment of time, which does not guarantee the receipt of the necessary information. The psychologist is forced to wait until the phenomena of interest to him arise by themselves. In addition, the results of observations often do not allow us to understand the causes of certain forms of behavior. It has been noticed that when observing, the psychologist sees only what he already knows, and what he does not yet know passes his attention. Therefore, another, more active and purposeful method, the experiment, turns out to be more effective. A psychological experiment allows you to purposefully cause certain forms of behavior. In the experiment, the conditions in which the child is located are specially created and modified.

The specificity of the experiment in child psychology lies in the fact that the experimental conditions should be close to the natural living conditions of the child and should not violate the usual forms of his activity. Unusual laboratory conditions can confuse a child and cause withdrawal from activities.

Therefore, the experiment should be close to the natural conditions of the child's life.

Here are some examples of possible problem situations:

Builder.

The game involves two children and an adult. Before starting construction, an adult invites children to consider the designer and tell what can be built from it. According to the rules of the game, one of the children must be a builder (i.e., carry out active actions), and the other must be a controller (passively observing the actions of the builder). Preschoolers are invited to decide on their own: who will build first and, accordingly, will play the role of a builder, and who will be the controller - to monitor the progress of construction. Of course, most kids want to be a builder first. If the children cannot make their own choice, the adult invites them to use the lot: to guess in which hand the designer's cube is hidden. The guesser is appointed the builder and builds the building according to his own plan, and the other child is appointed the controller, he observes the construction and, together with the adult, evaluates his actions. During construction, an adult 2-3 times encourages or condemns a child builder.

For example: “Very good, great house, you build wonderfully” or “Your house turns out to be strange, there are no such things.”

Dress up the doll

The game involves four children and an adult. Each child is given a paper doll (girl or boy) to dress up for the ball. An adult distributes to children envelopes with details of doll clothes cut out of paper (dresses for girls, costumes for boys). In terms of color, finish and cutting, all clothing options differ from each other. In addition, various things are put into the envelopes that decorate the dress or costume (bows, lace, ties, buttons, etc.) and complement the doll's outfit (hats, earrings, shoes). An adult invites children to dress their doll for the ball, the most beautiful of the dolls will become the queen of the ball. But, starting to work, the children soon notice that all the details of the clothes in the envelopes are mixed up: one contains three sleeves and one shoe, and the other contains three shoes, but not a single sock, etc. Thus, a situation arises involving mutual exchange of details. Children are forced to seek help from their peers, ask for the thing they need for their outfit, listen and respond to the requests of other children. At the end of the work, the adult evaluates (praises or makes comments) each dressed doll and, together with the children, decides whose doll will become the queen of the ball.

Mosaic

The game is played by two children. An adult gives everyone a field for laying out a mosaic and a box with colored elements. First, one of the children is invited to lay out a house in his field, and the other is to observe the actions of a partner. Here it is important to note the intensity and activity of the attention of the observing child, his inclusion and interest in the actions of a peer. In the process of the child performing the task, the adult first condemns the child's actions, and then encourages them. The reaction of the observing child to the assessment of an adult addressed to his peer is recorded: whether he expresses disagreement with unfair criticism or supports the negative assessments of an adult, whether he protests in response to encouragement or accepts them.

After the house is completed, the adult gives a similar task to another child.

In the second part of the problem situation, children are invited to race to put the sun on their field. At the same time, elements of different colors are not distributed equally: in the box of one child, yellow parts are predominantly located, and in the box of the other, blue ones. As one of the children gets to work, he soon notices that there are not enough yellow elements in his box. Thus, a situation arises in which the child is forced to turn to his peer for help, to ask for the yellow elements necessary for his sun.

After both suns are ready, the adult asks to make the sky above the sun. This time, the necessary items are not in the other child's box.

The ability and desire of the child to help another and give his detail, even if he needs it himself, the reaction to the requests of peers serve as indicators of empathy.

Data processing and analysis of results

In all the above problem situations, it is important to note the following indicators of children's behavior, which are evaluated on the appropriate scales:

1. The degree of emotional involvement of the child in the actions of a peer . Interest in a peer, heightened sensitivity to what he is doing, may indicate an inner involvement in him. Indifference and indifference, on the contrary, indicate that a peer is an external being for the child, separated from him.

0 - complete lack of interest in the actions of a peer (does not pay attention, looks around, goes about his own business, speaks to the experimenter);

1 - cursory, interested glances towards a peer;

2 - periodic close observation of the actions of a peer, individual questions or comments on the actions of a peer;

3 - close observation and active intervention in the actions of a peer.

2. The nature of participation in peer activities , i.e., the coloring of emotional involvement in the actions of a peer: positive (approval and support), negative (ridicule, abuse) or demonstrative (comparison with oneself).

0 - no ratings;

1 - negative assessments (scolds, scoffs);

2 - demonstrative assessments (compares with himself, speaks about himself);

3 - positive assessments (approves, gives advice, prompts, helps).

3. The nature and severity of empathy with a peer , which are clearly manifested in the emotional reaction of the child to the success and failure of another, censure and praise by adults of the peer's actions.

0 - indifferent - consists in indifference to both positive and negative assessments of the partner, which reflects a general indifferent position in relation to the partner and his actions;

1 - inadequate response- unconditional support for the censure of an adult and a protest in response to his encouragement. The child willingly accepts an adult's criticism of a peer, feeling his superiority over him, and experiences his peer's success as his defeat;

2 - partially adequate response- agreement with both positive and negative assessments of an adult. Apparently, this variant of the reaction rather reflects the child's attitude to the adult and his authority and an attempt to objectively assess the result of the partner's actions;

3 - adequate response- joyful acceptance of a positive assessment and disagreement with a negative assessment. Here the child, as it were, seeks to protect his peer from unfair criticism and emphasize his dignity. This response reflects the ability to empathize and rejoice.

4. The nature and degree of manifestation of prosocial forms of behavior in a situation where the child is faced with a choice to act “in favor of another” or “in his own favor”. If a child performs an altruistic act easily, naturally, without the slightest hesitation, we can say that such actions reflect the inner, personal layer of relationships. Hesitations, pauses, diversion of time may indicate moral self-coercion and subordination of altruistic actions to other motives.

0 - refusal- the child does not give in to any persuasion and does not yield to the partner of his details. Behind this refusal, apparently, is the egoistic orientation of the child, his concentration on himself and on the successful completion of the assigned task;

1 - provocative help- observed in cases where children are reluctant, under peer pressure, give up their details. At the same time, they give the partner one element of the mosaic, clearly expecting gratitude and emphasizing their help, obviously understanding that one element is not enough, and thereby provoking the next request of their peer;

2 - pragmatic help- in this case, the children do not refuse to help their peers, but only after they complete the task themselves. Such behavior has a clear pragmatic orientation: since the situation contains a competitive moment, they strive first of all to win this competition and help their peers only under the condition of their own victory;

3 - unconditional help- does not imply any requirements and conditions: the child provides the other with the opportunity to use all his elements. In some cases, this happens at the request of a peer, in some - on the child's own initiative. Here the other child acts not so much as a rival and competitor, but as a partner.

The use of these techniques gives a fairly complete picture of not only the characteristics of the child's behavior, but also allows you to reveal the psychological foundations of a particular behavior directed at a peer. Emotional and practical-effective attitudes are revealed in these methods in an inseparable unity, which is especially valuable for diagnosing interpersonal relationships.

Based on this, it is obvious that all methods aimed at identifying the internal, subjective aspects of the relationship to another are of a projective nature: a person projects (transfers) his I(your expectations, ideas and attitudes) on other people. It is characteristic that the word "relationship" is derived from the verb "to relate", which reflects the process of transferring one's own I into the personality of others.

This part of the manual presents some of the most common projective techniques that are used by psychologists in their work with preschool children. These methods can be divided into two groups, which are identified:

1. The position of the child in relations with others, his general orientation in social reality.

2. Perception of the other and the specific nature of the relationship to him.

Let us dwell on the description of specific techniques related to these groups.

A common feature of these methods is that the child is presented with a certain problem situation. In contrast to the method of problem situations described above, here the child is faced not with a real conflict, but with a problem situation presented in a projective form.

This may be an image of some familiar and understandable plot in pictures, stories, unfinished stories, etc. In all these cases, the child must offer his own solution to a social problem.

The ability to solve social problems is reflected in the term "social intelligence" (or "social cognition" ). The solution of such tasks involves not only intellectual abilities, but also putting oneself in the place of other characters and projecting one's own possible behavior in the proposed circumstances.

To determine the level of development of social intelligence, two methods can be used: questions borrowed from the D. Veksler test (subtest "Intelligence") and the projective method "Pictures".

comprehension

For a conversation, you can choose the six most understandable to children and relevant modern conditions questions from the D. Wexler test for measuring general intelligence (subtest "Intelligence"):

1. What will you do if you cut your finger?

2. What will you do if you lose the ball you were given to play?

3. What will you do if you come to the store for bread and there is no bread there?

4. What would you do if a little boy (girl), smaller than you, would fight with you?

5. What would you do if you saw a train approaching damaged rails?

6. Why should women and children be rescued first in a shipwreck?

The degree of problem solving is measured on a three-point scale in accordance with the criteria used in the D. Wexler test:

0 points - no answer;

1 point - seeking help from someone;

2 points - an independent and constructive solution to the problem.

Images

Here, children are invited to find a way out of a problem situation that is understandable and familiar to them.

Children are offered four pictures with scenes from the daily life of children in kindergarten, depicting the following situations (see Appendix 1, Fig. 1-5):

1. A group of children does not accept their peer into the game.

2. A girl broke another girl's doll.

3. The boy took the girl's toy without asking.

4. A boy destroys a children's block building.

The pictures depict the interaction of children with peers, and each of them has a resentful, suffering character. The child must understand the conflict between the children depicted in the picture and tell what he would do in the place of this offended character.

Thus, in this method, the child must solve a certain problem related to people's relations or to the life of society.

The degree of problem solving is evaluated on the same scale as in the previous test.

In addition to the level of development of social intelligence, the "Pictures" method can provide rich material for analyzing the qualitative relationship of a child to a peer.

This material can be obtained from an analysis of the content of children's responses in resolving conflict situations. When solving a conflict situation, children usually give the following answers:

1. Avoiding the situation or complaining to an adult (I’ll run away, cry, complain to my mother).

2. Aggressive decision (I will beat, I will call a policeman, I will give a stick to the head, etc.).

3. Verbal decision (I will explain that it is so bad that it cannot be done this way; I will ask him to apologize).

4. Productive solution (wait for others to play; fix the doll, etc.).

In cases where more than half of the four responses are aggressive, we can say that the child is prone to aggressiveness.

If most of the children's answers have a productive or verbal solution, we can talk about the safe, conflict-free nature of the relationship with a peer.

Conversation

To identify the child's ideas about the states or experiences of a peer and his own, an individual conversation is held with him. Before it starts, the adult gets to know the child and offers to talk to him, while creating a friendly atmosphere of communication with the child. The child is asked the following questions:

1. Do you like going to kindergarten, why?

2. What do you think, are the children in your group good or bad? Who? Why?

3. If you give a friend a toy to play with and immediately take it away before he has had enough time to play, what mood do you think he will have?

4. Could you give a friend a permanent toy? What mood do you think he will have if you give him a toy?

5. If your friend (peer) is punished, how do you think he will feel? Why?

6. When you are punished, what mood do you have, how do you feel?

7. If the teacher praises you for something, what mood do you have?

8. If your friend is praised, how do you think he will feel?

9. If your friend does not succeed in some business, what do you think his mood will be like? And could you help him?

10. Mom promised to go to the circus with you on the day off, and when the day off came, it turned out that she had to do household chores (clean, wash, etc.) and she could not go to the circus with you. What will be your mood then?

These ten questions can be divided into three groups:

The first is questions that reveal the general evaluative attitude and idea of ​​the child about other children. For example, the second question is provocative. It is assumed that the humane position is the acceptance of all children and their positive evaluation. If the child gives a negative assessment to children, this indicates a superficial, subject-evaluative attitude towards peers.

The second - questions that allow one to judge the level of formation of the child's ideas about the states of their peers and the adequacy of their assessment. These questions include 3, 4, 5, 8, 9 (see the text of the conversation). When asking a child such questions, it is important to reveal the child's understanding of the peer's subjective states, i.e., what the child experiences in a particular simulated situation, and not his knowledge of what kind of peer (greedy, kind, etc.).

The third - questions aimed at finding out the level of formation of the child's ideas about his own experiences and the degree of their adequate assessment. Examples of such questions are questions 6, 7, 10.

When processing the answers to the questions of the first group, the following are recorded: a) answers in which a negative assessment is given to the kindergarten and peers; b) answers positively evaluating the kindergarten and the children in the group; c) non-response options.

When processing questions of the second and third groups, other indicators are fixed: a) the adequacy of the assessment; b) answer options “I don’t know” or no answers.

Rene Gilles technique

This technique reveals the electoral preferences of children, as well as the predominant position of the child among others.

From the age of 4, you can use this technique to determine with whom the child seeks to communicate, how he relates to his peers. The technique allows to reveal the following data:

♦ whose company - peers or adults - the child prefers;

♦ the presence of intra-family conflicts;

♦ the style of the child's behavior in conflict situations.

To carry out the technique, pictures are needed depicting various situations from children's lives (see Appendix 2).

The child is offered pictures one by one, about each of which the adult asks questions.

1. You are on a walk outside the city. Show: where are you (see Appendix 2, Fig. 6)?

2. Place yourself and a few other people on this drawing. Tell me: what kind of people are these (see Appendix 2, Fig. 7)?

3. You and some others were given gifts. One person received a gift much better than the other. Who would you like to see in his place?

4. Your friends are going for a walk. Where are you (see Annex 2, Fig. 8)?

5. Who do you like to play with the most?

6. Here are your comrades. They quarrel and, in my opinion, even fight. Show me where you are. Tell me what happened.

7. A friend took your toy without permission. What will you do: cry, complain, scream, try to take it away, start beating?

Situations (1-2) help to find out the relationships with which people the child prefers to maintain. If he names only adults, it means that he is having difficulty connecting with peers or a strong attachment to significant adults. The absence of parents in the picture may mean a lack of emotional contact with them.

Situations (3-7) define the child's relationship with other children. It turns out whether the child has close friends who receive gifts with him (3), are nearby for a walk (4), with whom the baby prefers to play (5).

Situations (6-7) determine the style of the child's behavior in conflict situations and his ability to solve them.

Unfinished Stories

Another projective method that allows you to identify the child's attitude to others is the "completion of stories" test. This technique consists of a series of unfinished sentences presented to the child for their completion. Typically, sentences are selected to explore specific important points in the child's attitudes.

The adult asks the child to complete several situations:

1. Masha and Sveta were cleaning toys. Masha quickly put the cubes into the box. The teacher told her: “Masha, you have done your part of the work. If you want, go play or help Sveta finish the cleaning." Masha answered ... What did Masha answer? Why?

2. Petya brought a new toy to kindergarten - a dump truck. All children wanted to play with this toy. Suddenly Seryozha came up to Petya, grabbed the car and began to play with it. Then Petya... What did Petya do? Why?

3. Katya and Vera played tag. Katya ran away, and Vera caught up. Suddenly Katya fell down. Then Vera... What did Vera do? Why?

4. Tanya and Olya played mother and daughter. A little boy came up to them and asked: "I also want to play." - “We will not take you, you are still small,” Olya replied. And Tanya said... What did Tanya say? Why?

5. Kolya played horses. He ran and shouted: "But, but, but!" In another room, his mother was putting his little sister Sveta to bed. The girl could not sleep and cried. Then my mother came up to Kolya and said: “Don't make noise, please. Light can't sleep." Kolya answered her ... What did Kolya answer? Why?

6. Tanya and Misha were painting. The teacher approached them and said: “Well done, Tanya. Your drawing is very good." Misha also looked at Tanya's drawing and said... What did Misha say? Why?

7. Sasha walked around the house. Suddenly he saw a small kitten that was shivering from the cold and meowing plaintively. Then Sasha... What did Sasha do? Why?

When analyzing the responses of children and the results of observation, attention should be paid to the following points:

1. How the child relates to peers (indifferently, evenly, negatively), whether he gives preference to someone and why.

2. Does he help another and for what reason (at his own request, at the request of a peer, at the suggestion of an adult); how he does it (willingly, reluctantly, formally; starts to help with enthusiasm, but it quickly gets boring, etc.).

3. Does it show a sense of duty towards peers, younger children, animals, adults, in what way it is expressed and in what situations.

4. Does he notice the emotional state of the other, in what situations, how he reacts to it.

5. Shows concern for peers, younger children, animals and how (constantly, from time to time, occasionally); what motivates him to care for others; in what actions this concern is expressed.

6. How he reacts to the success and failures of others (indifferent, reacts adequately, inadequately, i.e. envies the success of another, rejoices in his failure).

When processing the results, special attention is paid not only to the correctness of the child's answer, but also to his motivation.

emotivity

Another important indicator of the child's attitude to others is his ability to emotivity - the child's responsiveness and sensitivity to the world around him, the experiences of other people. This ability is most clearly manifested in the child's perception of works of art. An adult sits the children around him and reads a fairy tale aloud (for example, the fairy tale by S. Lagerlöf “The Wonderful Journey of Nils ...”). At the same time, another adult observes and records the emotional reactions of children.

Based on this, the following types of perception are distinguished:

1. Emotional Perception:

Empathy corresponding to the state of the character: copying the actions of the hero (the child sighs in the same way as the character); the child mimics the emotional reaction of the hero (makes a pained expression on his face when the hero cries); the child repeats the words of the character (often with the same lips);

Real perception of various episodes of a fairy tale (a sharp wind blows - the child shudders and shudders from the cold);

Desire to disconnect from strong empathy (child hits himself, pinches, closes his eyes).

2. cognitive perception. The child listens attentively to the tale, not expressing emotional involvement in facial expressions, gestures and posture. After reading the fairy tale, the child makes an adequate verbal judgment about the content of the fairy tale.

3. Inappropriate emotional response to the content of the story. Laughter and grins in situations where a positive character is in distress.

Rosenzweig test

To diagnose the characteristics of people's reactions to conflict situations in psychology, the Rosenzweig test is used. There is a children's version of this test, specially adapted for children 5-7 years of age. The technique determines the child's reactions to stressful, frustrating situations (i.e., situations that cause psychological tension, feelings, feelings of subjective insurmountability of the barrier).

The test contains 24 pictures depicting various situations, which are presented in the Appendix (see Appendix 3). The drawings show two or more people engaged in an unfinished conversation. These pictures are offered to the child in turn and asked him to finish the conversation. It is assumed that, "responsible for another", the subject will more easily, more reliably state his opinion and show typical reactions for him to get out of conflict situations. The child should examine each picture well, children 5-6 years old can be helped by an adult who discusses the content of the picture with the child, after which he reads the text to him. So, analyzing, for example, picture 5 (Fig. 11), the children are explained that a shop window is drawn here, in which there is a very beautiful doll. The girl really wants this doll, and she probably asked her dad to buy it. But her father refused her. After that, they ask the question: “What do you think the girl will answer?”

Each of the responses received is evaluated according to two criteria: by the direction of the reaction and by the type of reaction.

By reaction direction allocate:

1. Extrapunitive orientation (Uh)- the orientation of the reaction of the child outward, to others. The child sees the cause of the conflict in the outside world, requires another person to resolve the situation.

2. Intrapunitive orientation (Ying)- the reaction is directed at himself: the child takes the blame on himself and the responsibility for correcting the situation that has arisen; the behavior of others is not subject to condemnation.

3. Impulsive orientation (Them)- expresses the degree of desire to resolve the situation "without victims" (others or their own), smoothing the severity of the situation, which is considered as something insignificant or inevitable, overcome over time.

By reaction type allocate:

1. Dominant type of response (D)- determines the degree of internal stress of the child that occurs in stressful frustrating situations. The more often this type of response occurs, the more developed the child's impressionability, the tendency to sympathy and empathy, and the more frustrated the child is with the situation presented. The answer highlights an obstacle that prevents a constructive resolution of the situation.

2. Self-protective type of response (WITH)- determines the degree of ability to restrain emotional stress, reveals the strength and weakness of the child's personality. The higher this indicator, the weaker the personality: stronger self-doubt, lower level of self-control, more fluctuations in decision-making and stronger emotional instability. The answer focuses on self-defence. The answer in the form of censure of someone, the denial of one's own guilt, the avoidance of reproach, aimed at protecting one's Self, responsibility is attributed to no one.

3. Persistent type of response (U)- expresses the degree of adequacy of the response and the independence of resolving a stressful, frustrating situation.

The higher this indicator, the more often the child shows independence and the more adequately perceives the situation.

The response manifests a constant need to find a constructive solution to the conflict situation (in the form of a demand for help from other people; in the form of taking on the responsibility to resolve the situation or in the form of confidence that time and the course of events will lead to a resolution of this situation).

The analysis of the results is carried out as follows. In total, nine options for combining types and directions of reactions are possible. We denote them by letters (the first indicates the direction of the reaction, the second its type). When interpreting, all the answers of the child are analyzed. For each type of answers, their number is underlined.

Those reactions, which are the majority, are considered the most typical for this child. Let us describe some characteristics of these combinations.

E-D: The child sees all the reasons for his failures in external circumstances. He cannot solve conflict situations himself and requires this from other people. As a result, the child is characterized by increased conflict and, possibly, aggressiveness. Over time, these traits can be further developed and accentuated.

E-S: Strongly expressed defense of one's own I. Responsibility for what happened is often not assigned to anyone. The child probably has high self-esteem.

E-U: The desire to resolve conflict situations is clearly expressed, but the responsibility for this lies with other people. The child has no special problems in communication.

In-D: The complexity of the situation is emphasized. The child usually assumes responsibility for resolving conflict situations. This is not bad, but up to certain limits, since one day a situation may arise when the child’s desires will not coincide with his capabilities.

In-S: The child is inclined to blame himself for the conflict that has arisen, but at the same time there is a pronounced self-defense. This discrepancy can lead to an unstable emotional response.

Ying-U: The child is sure that he is able to resolve the existing conflict situations constructively.

Im-D: When faced with a stressful situation, the child tends to deny the existence of an obstacle. This increases the frustrating influence of the situation.

Im-S: The censure of the situation, the defense of one's own I. Perhaps self-esteem is broken. The child does not know how to constructively resolve conflict situations.

Im-U: The child is confident that the conflict can be overcome. He has no particular problems in communication.

Thus, the Rosenzweig test will help to understand what style of behavior in difficult situations is inherent in the child.

Children's Apperception Test (CAT)

There is another test that makes it possible to conduct a comprehensive diagnosis of the personality of a child 4-10 years old. With its help, you can explore not just one quality, but the structure of the child's personality. This technique makes it possible not only to diagnose deviations, but also to understand some of the reasons for their occurrence. However, it also has disadvantages, the main of which is the lack of an objective basis that makes it possible to interpret the results obtained. Therefore, we will focus on only a few figures, the interpretation of which is less difficult.

Pictures depicting animals in various situations, quite familiar and understandable to children. So, on one of them a family of monkeys is drawn, on the other - cubs running in a race, on the third - a kangaroo with cubs, on the fourth - a bunny lying in a bed. And finally, on the fifth - a tiger running after a monkey 1 . The pictures are drawn in such a way as to give children the opportunity for different interpretations of the depicted situation.

The adult shows the child the first picture and says: “Look at this picture. Please tell me what is going on here." In the course of the story, the instructions are clarified and the child is asked to say what preceded this situation and how it will end, which of the characters he likes and which does not. The pictures are shown one by one. The first can be analyzed together with the child (especially with children 4-5 years old). When compiling a story, an adult asks the child who he likes, what he thinks about the characters, etc. The child talks about the following drawings on his own. Additional questions (what will happen next, who do you like, etc.) are not asked immediately, but as the story unfolds. If the child writes the story himself, you can not ask additional questions. The next picture is shown after the end of the story about the previous one. All the words of the child are recorded.

When analyzing the results, attention is paid to the correspondence of the general nature of the story to the drawing. Each of the drawings is aimed at exploring a certain quality: the tiger and the monkey - aggressiveness; bunny in the crib - anxiety; running cubs - the ability to communicate with peers, the desire for leadership; family of monkeys - the ability to communicate with adults; kangaroo with kangaroos - relationship to brothers and sisters. If the child correctly interprets the content of the picture, we can say that the formation of the corresponding personality quality goes without deviations. However, if the content of the picture causes anxiety and tension in children, their story needs to be analyzed in more detail. So, when talking about a tiger and a monkey, children can focus on the strength of the tiger or the fear of the monkey, coming up with various details about how the tiger is chasing her and wants to eat her. In the event that the story is mainly about a tiger (the tiger saw a monkey, he was hungry, he ate or tore it to pieces, only bones were left of it, etc.), we can talk about open aggression of the child. If the story talks about the fear of the monkey, about how she ran away from the tiger, called for help, etc., one can assume a high degree of anxiety experienced by the child. However, in the story, the monkey can also defeat the tiger by luring him into a pit, hitting him on the head with a coconut, etc. In this case, one can speak of pronounced aggression caused by anxiety, i.e., defensive aggression.

In the stories of some children, there are heroes invented by them, which directly or indirectly regulate the behavior of the tiger and the monkey. These can be hunters who killed the tiger and saved the monkey, other animals, the parents of these animals, etc. In any case, aggression is introduced into acceptable limits, which indicates a good socialization of the child. However, this type of aggression (or anxiety) is still present and, under unfavorable circumstances, can lead to neuroticism.

When analyzing stories, one should also pay attention to their complete inconsistency with the content of the picture. For example, children can say that a tiger and a monkey are friends and went for a walk together, or about a bunny who is not at all afraid to lie alone in the dark, etc. Such stories speak of high anxiety or aggression being forced out of the child’s mind. This is also evidenced by the refusal to answer, when children say that they do not know what is drawn here, or that they are tired, etc. These are the most difficult cases, and it can be assumed that the child's nervous tension increases because he considers this quality negative and does not want to recognize its presence in himself.

The interpretation of the stories is similar for other drawings. Stories in which children emphasize the fears of a bunny in a dark room speak of high anxiety. Children suffering from alienation, coldness of their parents often say that the bunny was punished and left alone in the room, that adults are in the next room, they talk, watch TV, and he lies alone and cries. Phobias can also appear in the story, the specific fears of the child are the darkness, and the dogs barking outside the windows, and the bandits who climb in the window, and other dangers that threaten the bunny. Aggressive, asocial children can also emphasize the idea of ​​punishment, but at the same time they say that the bunny is not afraid, he will jump out of bed and go to play, he will secretly watch TV, i.e. in any case, we are talking about breaking the rule and avoiding punishment . In the case of repressed anxiety, as already mentioned, either the story does not match the picture, or the child simply refuses to answer.

In the story about the running fox cubs, children striving for leadership always emphasize the positive qualities of the cubs running ahead, identifying themselves, sometimes directly, with them. Anxious children in their stories often talk about foxes running away from danger, while aggressive children, on the contrary, believe that they are chasing someone.

Children suffering from the coldness of adults, in the story about the family of monkeys, emphasize that adults talk about their affairs, not paying attention to the little one. It is also emphasized that one of the monkeys scolds the little monkey for some misconduct. Demonstrative children see in this situation the desire of adults to look at the child, and one of the monkeys, in their opinion, just asks to read a poem (show their drawings, sing, etc.).

In the story about a kangaroo with kangaroos, children who are jealous of their brother or sister emphasize the difference in the position of the younger and older kangaroos. At the same time, older children can say that they are taking the little one, and the older one has to go himself, although he is very tired. The younger ones in this situation say that the older one has his own bike, on which he rides, while the little one does not. In case of refusal to answer, we can talk about repressed jealousy, which can cause the child's neuroticism, his stubbornness or aggression.

Comparing the stories for all the pictures of this test makes it possible to get an idea of ​​​​the structure of the child's personality and draw some conclusions about the reasons for his failure, bad behavior, communication difficulties.

Ladder

The child is shown a drawing of a staircase consisting of seven steps. In the middle you need to place the figure of the child. For convenience, a figure of a boy or a girl can be cut out of paper, which can be placed on a ladder, depending on the gender of the child being tested.

An adult explains the meaning of the drawn steps: “Look at this ladder. You see, there is a boy (or a girl) standing here. They put good children on the step above (they show), the higher - the better the children, and on the very top step - the best guys. Not very good children are put on the step below (they show), even lower - even worse, and on the lowest step - the worst guys. What step would you put yourself on? And on what step will your mother (teacher) put you? your friend (girlfriend)?

It is important to see if the child understood the adult's explanation correctly. If necessary, repeat it.

When analyzing the results, first of all, attention is paid to which step the child has placed himself on. It is considered a positive sign if children put themselves on the “very good” and even “best” step. In any case, these should be the upper steps, since the position on any of the lower steps (and even more so on the lowest one) indicates a clear disadvantage in self-esteem and general attitude towards oneself. This may be due to rejection or a harsh, authoritarian upbringing that devalues ​​the child's personality. At the same time, the child develops an attitude that he is either not worthy of love at all, or that he is loved only for his compliance with certain requirements (which the child is sometimes unable to fulfill).

However, the results of various studies show that data on this indicator can fluctuate greatly in one child over a short time period and, therefore, are situationally determined.

Of much greater diagnostic value is such an indicator as the presence or absence of the gap between the child's own assessment and his assessment through the eyes of others (mothers, teachers and peers). The absence of such a gap (coincidence of self-assessment with one's own eyes and the eyes of others) indicates that the child is confident in the love of others, feels protected. Such a child will not show a demonstrative or aggressive type of behavior, trying to assert himself, nor will he be shy, touchy or withdrawn, trying to fence himself off and protect himself from others. In the case of a significant gap (more than three steps), we can talk about the subjective experience of one's own insignificance and underestimation in the eyes of others. Such an experience can be the source of many interpersonal and intrapersonal conflicts.

Assess your qualities

If in the previous method we are talking about general self-esteem (I am good / I am bad), then in this method the child is asked to evaluate his individual qualities in a more differentiated way. To carry out the technique, you need a sheet on which a vertical line is depicted indicating the scale - a vertical line, in the upper part of which there are positive values, and in the lower part - negative ones, as well as a sheet on which pairs of positive and negative qualities are written (see Appendix 5). At the beginning of testing, children's attention is drawn only to the list of evaluated qualities, from which children choose five or six of the most attractive and the most unattractive: “Look at this sheet. Here are recorded different qualities of people - both good and bad. Choose from them those that you consider the best and the worst. After these qualities are selected (written out or underlined in the list), children are asked to evaluate themselves and explain the principle of placing qualities on a scale. “Now try to evaluate yourself by placing these qualities on a scale. Those traits that you have well developed are at the top of the scale, and those that are poorly developed or absent are at the bottom. During work, an adult does not interfere in the assessment process, he can even leave the room for a few minutes or go about his business. After the end of the work, its results are also not discussed with the children.

When analyzing the results, attention is paid to the location on the scale of both positive and negative qualities. Self-assessment is considered adequate, in which the child puts several positive qualities in the upper part of the scale, and one or two qualities in the lower part or close to zero. If the negative qualities are placed close to zero, one of them is in the lower part of the scale, and at least one is in the upper part, we can say that the child as a whole accepts himself and his image and at the same time sees his negative traits.

If the child has all the positive qualities at the top of the scale and high enough, and the negative ones at the bottom or near zero, his self-esteem is inadequately high, he is not critical of himself, cannot adequately evaluate himself, does not notice his shortcomings and ascribes to himself those missing from him. dignity. This inadequacy can be a source of aggressive behavior, conflict in the child, as well as anxiety or communication disorders. In any case, it prevents contacts and is the cause of many difficulties, asocial reactions of the child.

If a child, on the contrary, has positive qualities closer to zero or, even worse, at the bottom of the scale, then no matter where the negative qualities are located, we can talk about inadequately low self-esteem.

For such children, as a rule, anxiety, self-doubt, the desire to win the attention of an interlocutor, especially an adult, by any means are characteristic. However, low self-esteem can also have aggressive behavioral manifestations.

Drawing "Me and my friend in kindergarten"

Graphic methods are widely used in child psychology to reveal the inner experiences of the child, his deep attitude towards himself and others. Graphic methods belong to the projective class, since they give the child the opportunity to project aspects of his inner life onto the drawing and interpret reality in his own way. Obviously, the results of children's activities to a large extent bear the imprint of the child's personality, her mood, feelings, peculiarities of representation and attitude. The most informative method for diagnosing a child's attitude to others is the "Me and my friend in kindergarten" method.

Children are offered a sheet of white paper, paints or pencils to choose from, in which there are necessarily six primary colors. Before starting to draw, the experimenter conducts a short conversation with the child, asking him the following questions: “Do you have a friend in kindergarten? And who is your best and closest friend? Today we will draw you and a friend, who would you like to draw next to you? Please draw on this sheet of yourself and your best friend in kindergarten." When the drawing is finished, the adult should find out from the child: “Who is shown in the picture?”, “Where is your friend in the picture, and where are you?”. If necessary, other questions are asked to clarify the details shown in the figure.

When analyzing the results, first of all, it is necessary to pay attention to the ratio of the nature of the image of the image of oneself and a friend. It is necessary to pay attention to the size of the depicted characters, since it expresses the subjective significance of the character for the child, that is, what place the relationship with this character takes at the moment in the child's soul.

After the child finishes the drawing, be sure to ask him who is who in the drawing. Consider carefully who is higher on the sheet and who is lower. The highest in the figure is the character with the greatest significance for the child. Below all is the one whose significance for him is minimal. The distance between the characters (linear distance) is uniquely related to the psychological distance. If the child depicts himself further from the rest of the characters, then he feels his own isolation in the group, if the teacher is closest to the child, then he has a pronounced need for approval and support from adults. The same applies to other characters: whom the child perceives as close to each other, he will draw those next to each other. If a child draws himself very small in paper space, then he has low self-esteem at the moment.

Characters in direct contact with each other in the drawing, for example, with their hands, are in equally close psychological contact. Characters who are not in contact with each other do not have such contact, according to the child.

The character that causes the author of the drawing the greatest anxiety is depicted either with increased pencil pressure, or is heavily shaded, or his outline is circled several times. But it also happens that such a character is surrounded by a very thin, trembling line. The child, as it were, does not dare to portray him.

In addition to the location of the characters, attention should be paid to the details of the image of the human figure. By interpreting the image according to the criteria below, you can learn about how the child perceives his own personality and the people around him.

The head is an important and most valuable part of the body. Mind, skill - in the head. The child considers the smartest person in the group to be the person whom he endowed with the largest head.

The eyes are not only for looking at the surroundings, the eyes, from the point of view of the child, are given in order to “cry with them”. After all, crying is the first natural way for a child to express emotions. Therefore, the eyes are an organ for expressing sadness and asking for emotional support. Characters with large, wide eyes are perceived by the child as anxious, restless, wanting to be helped. Characters with eyes "points" or "clicks" carry an internal prohibition on crying, an expression of the need for dependence, they do not dare to ask for help.

The ears are the organ of perception of criticism and any opinion of another person about oneself. The character with the biggest ears should be the most obedient. The character, depicted without ears at all, does not listen to anyone, ignores what is being said about him.

The mouth is necessary in order to express aggression: scream, bite, swear, be offended. Therefore, the mouth is also an organ of attack. A character with a large and/or shaded mouth is perceived as a source of threat (not necessarily only through shouting). If there is no mouth at all, or if it is a “dot”, “dash”, this means that he hides his feelings, cannot express them in words or influence others.

The neck symbolizes the ability for rational self-control of the head over feelings. The character who has it is able to control their feelings.

The functions of the hands are to cling to, join, interact with people and objects around them, that is, to be able to do something, to change. The more fingers on the hands, the more the child feels the character's ability to be strong, able to do something (if on the left hand - in the sphere of communication with loved ones, in the family, if on the right - in the world outside the family, in kindergarten, yard , school, etc.); if there are fewer fingers, then the child feels internal weakness, inability to act.

Legs are for walking, movement in an expanding living space, they are for support in reality and for freedom of movement. The larger the area of ​​support at the feet, the more firmly and confidently the character stands on the ground.

The sun in the figure is a symbol of protection and warmth, a source of energy. People and objects between the child and the sun are what prevents you from feeling protected, using energy and warmth. The image of a large number of small objects is a fixation on the rules, order, a tendency to contain emotions in oneself.

Since this methodology allows a certain freedom of interpretation and does not have objective criteria for evaluation, it cannot be used as the only one and should only be used in combination with others.

Story about a friend

The projection of one's inner attitude towards oneself and others can be carried out not only in a graphic, but also in a verbal form. Answering questions from an adult about other children, the child discovers the peculiarities of his perception of others and his attitude towards them.

To identify the nature of the perception and vision of a peer, a simple and portable technique called “Telling a friend” is quite effective.

During the conversation, the adult asks the child which of the children he is friends with and with whom he is not friends. Then he asks to characterize each of the named guys: “What kind of person is he? What could you tell about him?

When analyzing the answers of children, two types of statements are distinguished:

1) qualitative descriptive characteristics : good / evil, beautiful / ugly, brave / cowardly, etc .; as well as an indication of his specific abilities, skills and actions (sings well; shouts loudly, etc.);

2) characteristics of a friend, mediated by his attitude to the subject: he to me helps / does not help, he offends me / does not offend me, he me friendly / not friendly.

When processing the results of this technique, the percentage of statements of the first and second types is calculated. If the descriptions of the child are dominated by statements of the second type, in which the pronoun dominates I(“me”, “me”, etc.), we can say that the child perceives not a peer, as such, but his attitude towards him. This testifies to the perception of the other as the bearer of a certain evaluative attitude towards oneself, that is, through the prism of one's own qualities and characteristics.

Accordingly, the predominance of statements of the first type indicates attention to a peer, the perception of another as a valuable, independent person.

It should be emphasized that the ability to see and perceive another person, and not oneself in him, is (which is determined in this technique) perhaps the most important aspect of the normal development of interpersonal relationships.

Firstly, the methods described above should be used in combination (at least three or four methods). None of them alone can provide sufficiently complete and reliable information. Especially important combination of objective and subjective methods . The use of projective techniques must necessarily be supplemented by observing the behavior of children in natural conditions or in problem situations. In case of discrepancy between the results of different methods in one child, the diagnostic examination should be continued using new additional methods.

Secondly, most of the proposed methods are designed for individual work with a child (or with a small group of children). The presence and intervention of other children and adults can significantly affect the behavior and responses of children, distorting the real picture of their relationship. Therefore, it is better to carry out diagnostics in a separate room, where nothing distracts the child from solving the proposed problem.

Thirdly, a necessary condition for all diagnostic procedures are trusting and friendly relationship between child and adult. Without such trust and a sense of security on the part of the child, reliable data cannot be expected. Therefore, diagnostic techniques cannot be carried out at the first meeting of an unfamiliar adult with children. A preliminary acquaintance and establishment of the necessary contact is necessary.

Fourth, a diagnostic examination should be carried out in a natural and familiar form of play or conversation for preschoolers . In no case should the child feel or suspect that he is being studied, evaluated or examined. Any assessment, censure or encouragement is unacceptable. If the child refuses to solve a particular problem (or to answer a question), the diagnostic procedure should be postponed or another activity should be offered to him.

Fifthly, the results of the diagnostic examination should remain only within the competence of the psychologist-diagnostician. In no case you can not tell them to the child and his parents . Remarks that the child is too aggressive or that he is not accepted by his peers are unacceptable. Equally unacceptable are praise and messages about the achievements of the child in communication with peers. The diagnostic results can only be used to identify and better understand the internal problems of the child, which will greatly facilitate the provision of timely and adequate psychological help.

And finally, it should be remembered that in the sphere of interpersonal relations in preschool age, there are still cannot be definitively diagnosed even when using all possible methods. For many children, peer relationships are unstable; it depends on many situational factors. In some cases, they can show attention and support to their peers, in others - a hostile and negative attitude towards them. At this age, the sphere of interpersonal relations (as well as self-awareness) is in the process of intensive formation. Therefore, it is unacceptable to give an unambiguous and final conclusion about the individual characteristics of the child.

At the same time, the methods proposed above help to identify certain trends in the development of the child's attitude to peers and to himself. Cases of ignoring peers, fear of them, hostile attitude towards others, suppression and blaming them, etc. should attract special attention of a psychologist. The next part of the manual is devoted to a specific description of such problematic forms.

Questions and tasks

1. What methods can be used to identify the position of a child in a peer group and the degree of his popularity?

2. Using sociometric techniques known to you, try to identify the most popular and rejected children in the group. Record the positive and negative choices of the children in the protocol and draw up a sociogram of the group.

3. Observe with other psychologists the free interaction of two or three children in a kindergarten group; compare the results of your observations with the observations of your colleagues; discuss possible similarities and discrepancies in the results of observations of the same children.

4. Together with a psychologist or teacher, try to organize one of the problem situations (“Builder” or “Mosaic”); record in the protocol the main indicators of peer attitude and compare their value in different children.

5. Conduct the "Pictures" technique with two or three children and analyze the similarities and differences in the children's answers.

6. Conduct with different children the technique “Telling about a friend” and drawing “ I and my friend in kindergarten. Compare the nature of the answers and the drawings of individual children.

M.: Vlados, 2005. - 158 p.: ill. - (Textbook. Psychology for everyone). The manual is devoted to the psychological and pedagogical aspects of interpersonal relations of preschool children. Diagnostic methods and techniques are presented that reveal the features of children's relationships. Particular attention is paid to the psychological characteristics of problematic forms of attitude towards peers (aggressiveness, shyness, etc.). The original system of games aimed at the development of interpersonal relations of preschoolers is described in detail.
The manual is intended for practical psychologists, it may be of interest to kindergarten teachers, methodologists, parents and all adults dealing with preschool children. Introduction.
Diagnosis of interpersonal relationships of preschoolers.
Methods that reveal an objective picture of interpersonal relationships.
Sociometry.
observation method.
Method of problem situations.
Methods that reveal the subjective aspects of the relationship to another.
Orientation of the child in social reality and his social intelligence.
Peculiarities of peer perception and self-awareness of the child.
Guidelines for diagnosing interpersonal relationships.
Questions and tasks.
Problematic forms of interpersonal relationships of preschoolers.
Aggressive kids.
The manifestation of aggressiveness in a group of preschoolers.
Individual variants of children's aggressiveness.
Touchy children.
The phenomenon of childish resentment and criteria for identifying touchy children.
Personal characteristics of touchy children.
Shy children.
Criteria for identifying shy children.
Personal characteristics of shy children.
Demonstrative children.
Features of the behavior of demonstrative children.
Personal characteristics and nature of the attitude towards peers of demonstrative children.
Children without a family.
Psychological characteristics of children brought up without parents.
Features of the behavior of children from the orphanage.
Peculiarities of children with problematic forms of relation to peers.
Questions and tasks.
The system of games aimed at forming a benevolent attitude among preschoolers.

First stage. Communication without words.
Second phase. Attention to others.
Third stage. Consistency of actions.
Fourth stage. General experiences.
Fifth stage. Mutual assistance in the game.
Sixth stage. Kind words and wishes.
Seventh stage. Help in joint activities.
Methodological recommendations for conducting games.
Questions and tasks.
Applications.
Recommended literature.
Psychological and pedagogical principles of education of interpersonal relations (stages of the developing program).
Applications.

Methods that reveal an objective picture of interpersonal relationships
Among the objective methods used in a group of preschoolers, the most popular are:
- sociometry,
- observation method,
- method of problem situations.

SOCIOMETRY
Already in the older group of the kindergarten, there are quite strong electoral relations. Children begin to occupy different positions among their peers: some are more preferred by most children, while others are less. Usually, the preferences of some children over others are associated with the concept of "leadership". But it is more correct for a given age to talk not about leadership, but about the attractiveness or popularity of such children, which, unlike leadership, is not always associated with solving a group problem and with managing any activity. The position of children in the group (the degree of their popularity or rejection) in psychology

It is revealed by sociometric methods, which allow revealing mutual (or non-reciprocal) electoral preferences of children. In these methods, the child, in imaginary situations, chooses preferred and non-preferred members of his group. Captain of the ship
During an individual conversation, the child is shown a drawing of a ship (or a toy boat) and asked the following questions:
1. If you were the captain of a ship, which of the group would you take as assistants when you went on a long journey?
2. Whom would you invite to the ship as guests?
3. Whom would you never take with you on a voyage?
4. Who else is left on the shore?

Children who received the largest number of positive choices from their peers (1st and 2nd questions) can be considered popular in this group. Children who receive negative choices (questions 3 and 4) fall into the rejected (or ignored) group.

two houses
To carry out the technique, it is necessary to prepare a sheet of paper on which two houses are drawn. One of them is large, beautiful, red, and the other is small, nondescript, black. The adult shows the child both pictures and says: “Look at these houses. There are many different toys and books in the red house, but there are no toys in the black house. Imagine that the red house belongs to you, and you can invite everyone you want to your place. Think about which of the guys in your group you would invite to your place, and who would you put in a black house. After the instruction, the adult marks those children whom the child takes to his red house, and those whom he wants to settle in a black house. After the conversation is over, you can ask the children if they want to swap someone, if they have forgotten someone.

The interpretation of the results of this test is quite simple: the child's likes and dislikes are directly related to the placement of peers in the red and black houses.

The OBSERVATION METHOD makes it possible to describe a concrete picture of the interaction of children, it gives many vivid, interesting facts that reflect the life of a child in natural conditions for him. When observing, it is necessary to pay attention to the following indicators of children's behavior:

♦initiativity -♦sensitivity to peer influences -♦prevailing emotional background -

For each subject, a protocol is started, in which, according to the scheme below, the presence of these indicators and the degree of their severity are noted.

Advantages of the observation method: allows you to describe the real life of the child, allows you to explore the child in the natural conditions of his life. It is indispensable for obtaining preliminary information.

Disadvantages: its extreme complexity. It requires high professionalism and a huge investment of time, which does not guarantee the receipt of the necessary information. The psychologist is forced to wait until the phenomena of interest to him arise by themselves. In addition, the results of observations often do not allow us to understand the causes of certain forms of behavior.

It has been noticed that when observing, the psychologist sees only what he already knows, and what he does not yet know passes his attention. Therefore, another, more active and purposeful method, the experiment, turns out to be more effective. A psychological experiment allows you to purposefully cause certain forms of behavior. In the experiment, the conditions in which the child is located are specially created and modified.

METHOD OF PROBLEM SITUATIONS

Builder. The game involves two children and an adult. Before starting construction, an adult invites children to consider the designer and tell what can be built from it. According to the rules of the game, one of the children must be a builder (i.e., carry out active actions), and the other must be a controller (passively observing the actions of the builder). Preschoolers are invited to decide on their own: who will build first and, accordingly, will play the role of a builder, and who will be the controller - to monitor the progress of construction. Of course, most kids want to be a builder first. If the children cannot make their own choice, the adult invites them to use the lot: to guess in which hand the designer's cube is hidden. The guesser is appointed the builder and builds the building according to his own plan, and the other child is appointed the controller, he observes the construction and, together with the adult, evaluates his actions. During construction, an adult 2-3 times encourages or condemns a child builder.

For example: “Very good, great house, you build wonderfully” or “Your house turns out to be strange, there are no such things.”

Dress up the doll The game involves four children and an adult. Each child is given a paper doll (girl or boy) to dress up for the ball. An adult distributes to children envelopes with details of doll clothes cut out of paper (dresses for girls, costumes for boys). In terms of color, finish and cutting, all clothing options differ from each other. In addition, various things are put into the envelopes that decorate the dress or costume (bows, lace, ties, buttons, etc.) and complement the doll's outfit (hats, earrings, shoes). An adult invites children to dress their doll for the ball, the most beautiful of the dolls will become the queen of the ball. But, starting to work, the children soon notice that all the details of the clothes in the envelopes are mixed up: one contains three sleeves and one shoe, and the other contains three shoes, but not a single sock, etc. Thus, a situation arises involving mutual exchange of details. Children are forced to seek help from their peers, ask for the thing they need for their outfit, listen and respond to the requests of other children. At the end of the work, the adult evaluates (praises or makes comments) each dressed doll and, together with the children, decides whose doll will become the queen of the ball.

30. Theoretical and methodological provisions of psychodiagnostics of impaired development, its tasks.

Regulations

1. Each type of disturbed development is characterized by its own specific psychological structure. This structure is determined by the ratio of primary and secondary disorders, the hierarchy of secondary disorders.

2. Within each type of disturbed development, there is a variety of manifestations, especially in terms of the degree and severity of violations.

3. Diagnostics is built taking into account the general and specific patterns of impaired development.

4. Diagnostics is focused on identifying not only general and specific developmental deficiencies, but also the positive properties of the child, his potential.

5. The result of the diagnosis of impaired development is the establishment psychological and pedagogical diagnosis, which is not limited to the type of developmental disorder. It should reflect the individual characteristics of the psychophysical development of the child and include recommendations for the development of an individual program corrective work. In the psychological and pedagogical diagnosis, the pedagogical category of disturbed development, the degree of severity of the violation, developmental deficiencies that complicate the leading violations, which must be paid attention to in the course of correctional and pedagogical work, are indicated. If the examination is carried out before the child enters school, then it is necessary to determine the readiness of the child to study in a general school or in a special (correctional) school.

Psychodiagnostics of developmental disorders reveals the originality of the mental development of the child, his psychological and pedagogical features. Knowledge of these features makes it possible to determine the type of educational institution that corresponds to the child's capabilities, the program of his preschool and school education, and develop an individual program of medical, psychological and pedagogical assistance.

31. Medical examination as part of a comprehensive examination of a child with developmental disabilities.

Medical examination is carried out by doctors (pediatrician or internist, neuropathologist, child psychiatrist, ophthalmologist, otolaryngologist, if necessary, audiologist).

Medical Examination Starts with Examining Data anamnesis.

Anamnesis: 1) family: information about the child's family and heredity; describes the composition of the family, the age and educational level of each of its members, the characterological features of the parents, mental, neurological, chronic somatic diseases of relatives, pathological features of their physical appearance; family and living conditions, the place and nature of the work of parents, assessment of relationships in the family, attitudes towards the child.

2) Personal history of the child: the course of pregnancy, the characteristics of childbirth, the presence of signs of fetal asphyxia, birth trauma, pathological presentation of the fetus, how the birth proceeded, whether the child had congenital malformations, convulsions, signs of jaundice; weight at birth and the time of the start of feeding, the length of stay in the hospital, the diseases suffered by the child, their severity, nature, duration, treatment, and the presence of complications are indicated.

The nature of growth, weight, features of the development of perceptual and locomotor functions;

Features of sleep, appetite, duration of breastfeeding;

Dynamics of emotional and intellectual development;

The prevailing mood, the presence of lethargy or excitability;

Whether the child is being raised at home or in a nursery.

The presence of enuresis, its frequency, connection with the psychogenic situation are recorded. When describing the development of motor skills, the degree of mobility of the child, the presence of lethargy or motor disinhibition is characterized. The presence or absence of neatness and self-service skills is recorded.

In the process of medical examination of the child, the presence of congenital and acquired malformations is established.

The state of the oral cavity (tonsils, nasopharynx), gastrointestinal tract, respiratory, cardiovascular, genitourinary systems is examined, blood pressure is measured, the presence or absence of allergic phenomena is established.

At neurological examination neuropathologist: features of the shape of the face and skull, skull size, congenital or acquired malformations and dysplasia, hydrocephalic stigmas, cranial nerves, masticatory muscle tone, state of salivation function, width and symmetry of the palpebral fissures, grin of teeth, movements of the eyebrows and eyelids, forehead, the safety of swallowing acts, tongue movements, the presence of its tremor, etc.

The state of the motor sphere: the range of movements, their accuracy, smoothness, muscle tone, their strength. The presence of atrophy, spastic phenomena, dystonia, hypotension, paralysis, paresis, hyperkinesis is noted. Coordination of movements is determined, pathological features of gait are recorded.

Various types of sensitivity are investigated, meningeal symptoms are described. When examining the state of the reflex sphere, the uniformity, liveliness and symmetry of tendon reflexes are determined, pathological reflexes are described. In a conversation, the state of the vegetative sphere is clarified: tolerance to heat, cold, changes in appetite, a feeling of palpitations, the presence of unmotivated subfibrillation or a tendency to subnormal temperature.

The result of the examination of the child by a neuropathologist is a neurological diagnosis. It should be noted that valuable additional information can be obtained using craniography (congenital defects of the skull bones, early divergence/fusion of cranial sutures) and EEG (brain biocurrents), EchoEG (ultrasound research method).

Ophthalmological examination includes the determination of visual acuity, the condition of the fundus; and everything connected with it.

Otolaryngological examination - the doctor finds out the child's ability to hear whispered and conversational speech.

The mental state is assessed by a child psychiatrist (psycho-neurologist). First of all, the features of the appearance and behavior of the child are noted: expressiveness, adequacy of facial expressions, features of posture, movements, gait, hypodynamia or motor restlessness, disinhibition. The attitude to the conversation, orientation in place, in time and one's own personality are analyzed.

Features of the intellectual development of the child are studied in detail in the process of psychological, pedagogical and speech therapy examination.

The materials of medical reports will not only help specialists of educational institutions to choose the right tactics for the psychological and pedagogical study of the child, but also determine the content of the correctional and pedagogical influence in the conditions of the institution where the child will be.

32. Pedagogical study as part of a comprehensive examination of a child with developmental disabilities.

Pedagogical study involves obtaining information about the child that reveals the knowledge, skills, abilities that he should have at a certain age stage.

Use The method of talking with the child and with parents, educators about him; analysis of works (drawings, crafts, notebooks, etc.), specially organized pedagogical examination and pedagogical supervision.

Pedagogical supervision. It d. b. pre-planned, precisely oriented and systematic. The most important is the observation of the leading activity. Pedagogical observation makes it possible to study quite well the motivational aspect of the child's activity, his cognitive activity, and interests. The study of motivation shows the level of personal maturity of the child.

In childhood, most of the motives are unconscious, their hierarchy has not yet been formed, the leading motive has not been singled out. Observing the child's emotional reactions will help to understand his motivation. For example, a child performs school duties in order to avoid censure, to be praised by a teacher or parents. For a child with a pronounced cognitive motivation, joy will be caused by the very process of obtaining knowledge on some subject, etc. It is clear that the most productive of the above will be the motive for learning new things; other motives will be less conducive to the implementation of learning activities.

Revealing the type of motivation, the teacher gets the opportunity for adequate pedagogical influence, develops positive trends.

The identification of the nature of the child's interests is also of diagnostic importance. For example, it may be indicative which subjects he gravitates more to - reading, mathematics, natural science, physical education, etc. with severe speech impairments are more fond of math than writing and reading).

Observation also makes it possible to assess the degree of formation of the activity as a whole - its purposefulness, organization, arbitrariness, the ability to plan actions, independently choose the means of performing the activity. To get an idea of ​​the formation of the child's activity, pay attention to:

Understanding the instructions and purpose of the task;

Ability to perform a task given a simple instruction and an instruction consisting of several tasks;

Ability to determine the sequence of actions, operations;

The ability to restructure actions depending on the change in goal;

Ability to exercise self-control in the process of work;

The ability to bring activities to a certain result, to persevere in achieving the goal, to overcome difficulties;

The ability to adequately assess the result of one's own activity;

Switch attention, quickly move from one task to another.

Pedagogical observation also makes it possible to reveal the peculiarities of the child's attitude to others and to himself. To identify these features, the teacher purposefully assesses how much the child strives for communication, for leadership, how he behaves with younger and older ones, how much he is initiative, how others treat him, etc. It is of great importance to analyze the child’s attitude to the existing his violations - this characterizes the level of his intellectual and personal development. The results of observation of children with certain problems are recorded in an individual "accompaniment" diary. The frequency of recordings depends on the condition of each individual child. Facts must be correctly and timely recorded and processed. It is desirable that not one teacher, but different subject teachers, educators, a psychologist, a doctor and other specialists participate in filling out the diary. This will make it possible to characterize the child more comprehensively and to trace the dynamics of his development.

The data obtained through observation are used in compiling the psychological and pedagogical characteristics of the child.

33. Psychological study as part of a comprehensive examination of a child with developmental disabilities.

Psychological diagnostics developmental disorders in children is based on a number of principles formulated by leading experts in the field of special psychology and psychodiagnostics of impaired development (V. I. Lubovsky, T. V. Rozanova, S. D. Zabramnaya, O. N. Usanova, etc.).

Psychodiagnostic examination of a child with developmental problems should include. study of all aspects of the psyche.

Accounting for the age and expected level of mental development of the child. Diagnostic tasks are available for the child.

When examining, it is important to identify "zones of proximal development" (L. S. Vygotsky). This is with the help of tasks of varying complexity and the provision of dosed assistance to the child in the course of their implementation.

When examining, one should use those tasks that can reveal which aspects of mental activity are necessary to complete a given task and how they are violated in the child being examined. When processing and interpreting the results, their qualitative and quantitative characteristics should be given, while the system of qualitative and quantitative indicators should be unambiguous for all examined children.

The main goal of a psychodiagnostic examination of a child with developmental disorders is to identify the structure of a mental disorder in order to determine the optimal ways of corrective assistance. The specific task is determined by the age of the child, the presence or absence of visual impairment, hearing impairment, the musculoskeletal system, the social situation, the stage of diagnosis (screening, differential diagnosis, in-depth psychological study of the child to develop an individual correctional program, evaluation of the effectiveness of corrective measures).

The methodological apparatus should be adequate to the goals and hypothesis of the study; so, for example, when carrying out a screening study, diagnostic tools should allow the experimenter in the course of a single study to draw a conclusion about the correspondence of the child's mental development to the age norm or about lagging behind it;

It is important to determine what mental functions are supposed to be studied during the examination - the selection of methods and the interpretation of the results depend on this;

The selection of experimental tasks should be carried out on the basis of the principle of integrity, since a detailed psychological characteristic of the child, including the features of his cognitive and personal development, can only be obtained as a result of using several methods that complement each other;

When selecting tasks, it is necessary to provide for a different degree of difficulty in their implementation - this makes it possible to assess the level of the child's current development and at the same time allows you to find out the highest level of his abilities;

Tasks should be selected taking into account the age of the child so that their implementation is accessible and interesting to him;

When selecting tasks, it is necessary to take into account the influence of the affective sphere of the child on the results of his activity in order to exclude bias in the interpretation of the results;

- the selection of tasks should be as less intuitive and empirical as possible; only scientific character in the selection of methods will increase the reliability of the results obtained;

Without excluding the importance of intuition in the development of diagnostic tools, it is necessary to provide for a mandatory theoretical substantiation of the system of diagnostic tasks;

The number of techniques should be such that the examination of the child does not lead to mental exhaustion; it is necessary to subsidize the load on the child, taking into account his individual capabilities.

Requirements:

The examination procedure should be built in accordance with the characteristics of the child's age: in order to assess the level of development of the child's mental activity, it is necessary to include him in active activities leading to his age; for a child of preschool age, such activity is play, for a schoolchild it is educational;

Methods should be easy to use, have the ability to standardize and mathematically process data, but at the same time take into account not so much quantitative results as the features of the process of completing tasks;

The analysis of the results obtained should be qualitative and quantitative; in the works of leading domestic psychologists it is shown that it is a qualitative analysis, implemented through a system of qualitative indicators, that makes it possible to identify the peculiarity of a child’s mental development and its potential, and quantitative assessments are used to determine the severity of a particular qualitative indicator, which facilitates the distinction between norm and pathology, allows you to compare the results obtained in children with different developmental disorders;

The choice of qualitative indicators should not be random, but should be determined by their ability to reflect the levels of formation of mental functions, the violation of which is typical for children with developmental disabilities;

To obtain reliable results, it is important to establish productive contact and mutual understanding between the psychologist and the child;

To optimize the examination procedure, it is necessary to consider the procedure for presenting diagnostic tasks; some researchers (A.Anastasi, V.M. Bleikher and others) consider it appropriate to arrange them in order of increasing complexity - from simple to complex, others (I.A. Korobeinikov, T.V. Rozanova) - to alternate simple and complex tasks to prevent fatigue.

Psychodiagnostic study of the child is carried out in several stages: 1. Study of documentation and collection of information about the child. 2. Examination of the child. It is better to start the examination with tasks that are obviously easy for this child. All the results of the observation are recorded in the protocol: the time for completing tasks, the mistakes made by the child, the types of assistance, and its effectiveness are noted. During the examination, the presence of the mother is desirable, especially in cases where the child categorically insists on this. 3. Discuss the results with the mother, answer her questions, give recommendations.

It is better to prepare a conclusion on a child in two stages: 1) processes the results of the tasks, discusses them, draws conclusions about the features and level of development of cognitive activity, speech, emotional-volitional sphere, personality, behavior of the child, and also decides on the nature of corrective assistance, which can be given to him. 2.) draws up the results obtained in the form of a written conclusion in free form,

The conclusion consists of 3 parts. 1) the first part indicates the reasons for the examination of the child, the purpose of the examination, the characteristics of the child's behavior during it. Motivation to complete tasks, features of contact, ways of interacting with a psychologist, ways of completing tasks, nature of activity, reactions to encouragement, failure, remarks are necessarily noted. Particular attention is paid to the child's ability to use help productively, the types of this help, the ability to transfer the solution method found together with the psychologist to a similar problem. The presence or absence of verbal accompaniment of actions, the nature of the child's statements, his ability to talk about his actions are noted.

2) In the second part, an analysis is given of the results of a diagnostic study of the child's psyche, depending on the objectives of the study, which determined which mental functions and processes were studied in each specific case.

3) In the third part of the conclusion, a conclusion is made about the structure of mental disorders in a child, and not only the identified violations and their correlation are noted, but also the intact aspects of the psyche, the potential of the child, which determine its further development. Further, recommendations are formulated on the organization and content of psychological assistance to the child, optimization of the correctional and pedagogical process, which are addressed to specialists of the educational institution and parents.

The conclusion must necessarily indicate the age of the subject, the dates of the examination and writing the conclusion, the name of the psychologist.

34. Neuropsychological study as part of a comprehensive examination of a child with developmental disabilities.

It is advisable to use neuropsychological methods in the complex of clinical and psychological study of abnormal children, since the data obtained in this way make it possible to assess the state of visual and auditory perception, praxis, speech, memory - those functions that provide opportunities for mastering elementary school skills (reading, writing, counting, solving arithmetic problems). Violations may be due to general non-specific disorders of brain activity, reflecting the discoordination of cortical-subcortical interactions.

The data of a neuropsychological study of a child with developmental disorders make it possible to clarify the structure of disorders in his cognitive activity, which is extremely important in solving the issues of prognosis and individualization of psychological and pedagogical assistance:

A modification of the neuropsychological methodology of A. R. Luria, adapted for the study of children with symptoms of residual cerebral insufficiency, allows:

Highlight the main criteria for a qualitative assessment of the state of higher mental functions;

To determine the criteria for a qualitative and quantitative assessment of the state of the HMF to determine the degree of their impairment in order to be able to compare the results of repeated studies of the same child in the process of corrective work with him, as well as to compare the neuropsychological characteristics of children of the same age of homogeneous or heterogeneous clinical groups.

In a qualitative analysis of the state of HMF, first of all, it is necessary to identify the leading factor that hinders the implementation of a given psychological operation. Such leading factors can be violations of:

Neurodynamic;

Higher forms of regulation;

Separate cortical functions.

The criterion for qualitative and quantitative assessment of the results of the study is based on the degree of severity of qualitative indicators of HMF disorders.

Depending on the performance of the child, the study can be carried out in one, two, less often - in three sessions lasting about 1 hour. The following examination scheme is used:

Subject gnosis; - distinguishing rhythmic sequences; - Zazzo's tests; - reproduction of the pose of the fingers; - Head's tests; - "finger fingering" test; - Ozeretsky's test; - reproduction of a graphic image; - reproduction of rhythmic sequences; - folding figures from sticks; - solution tasks with Koos cubes; - conditional motor tasks; - speech motor skills; - phonemic hearing; - understanding of logical and grammatical structures; - spontaneous speech; - memorization of 10 words; - reading; - writing; - counting operations; - problem solving.

Methods for neuropsychological examination of older preschoolers by T.N. Volkovskaya (1999). For the examination of younger schoolchildren, the option proposed by I.F. Markovskaya.

The interpretation of neuropsychological research data is carried out as a result of the analysis of protocol records and the drawing of an individual “profile” of the state of mental functions.

The evaluation of the child's potential is based on the following indicators:

Severity (intensity) and prevalence (extensity) of mental disorders;

The leading factor hindering the performance of tasks;

The child's receptivity to help offered during the experiment.

Most of the tasks included in the study are presented in two versions. In the first option, the instructions do not differ from those used in the practice of adult research. If performed incorrectly, the same task is given in a game situation that provides not only emotional stimulation, but also the inclusion of verbal and semantic mediation of the action (for example: “You are the commander, and your fingers are soldiers, command - one, two ...”, etc. .). After such an organization, as a rule, the results of the assignment improve, the score increases. This new result is entered into the study protocol and marked accordingly on the graph of the individual "profile". Thus, the effectiveness of assistance and, most importantly, its types become important data for assessing the potential of a child.

Experience with the proposed modification of the neuropsychological technique has shown that the general neurodynamic disorders in the form of lability and exhaustion correspond to dysfunction of the frontal systems in the control link. More severe disorders of neurodynamics in the form of perseveration and inertia are more often combined with disorders of individual cortical functions and with the secondary disorganization of activity programming caused by them.

35. Socio-pedagogical study of microsocial conditions and their influence as part of a comprehensive examination of a child with developmental disabilities.

Some features of the socio-psychological structure of families are highlighted, in which the risk of neuropsychiatric diseases in children is especially high. These include the following: rigid dominance of one of the parents; communication barrier between the child and the father, as well as limiting the influence of the father on the process of family education; conflict in family relations, "violations of interpersonal relationships between parents; inconsistency of requirements for the child on the part of the father and mother, as well as grandparents.

Conversations with parents are an obligatory component of a comprehensive study of a child with developmental disorders.

When talking with parents:

a) find out the role of the father and mother in the upbringing of the child;

b) assess the type of family education (hypo-custody, hyper-custody);

c) establish cause-and-effect relationships between the types of proper upbringing and the developmental characteristics of the child;

d) compare the type of family education with the characteristics of the mental and personal development of the child.

A socio-pedagogical examination is carried out by a social pedagogue of an educational institution (in his absence, by another teacher).

The indicators are evaluated:

Level of education of parents;

General cultural level of the family;

material security;

Housing conditions;

Features of relationships in the family;

The presence of bad habits in parents;

The health status of the parents.

psychological and pedagogical characteristics of a child with developmental disorders and improving the effectiveness of correctional and developmental influence, knowledge and consideration of the psychological characteristics of the parents raising this child and interpersonal relationships in the family are of great importance.

Very important sections of the comprehensive study of children with developmental disabilities are psychological and speech therapy research.

36. Speech therapy study as part of a comprehensive examination of a child with developmental disabilities.

The level of speech development is an important diagnostic criterion in assessing the overall level of a child's development. Therefore, the examination of speech is an integral part of the psychological and pedagogical study of a child with developmental problems.

The study of speech is carried out as part of a speech therapy examination and includes the study of oral and written speech.

Speech therapy examination includes the study of the main components of the speech system components:

Coherent independent speech;

Vocabulary (lexicon);

The grammatical structure of speech;

The sound-producing side of speech (sound pronunciation, syllabic structure of the word, phonemic perception).

In the process of speech therapy study, certain goals are set:

To identify the volume of speech skills in a child;

Compare it with age norms, as well as with the level of mental development;

Determine the ratio of violation and compensatory background, speech activity and other types of mental activity.

The indicative stage of a speech therapy examination begins with the study of special documentation and a conversation with parents. The task of this stage is to supplement the anamnestic data with information about the course of the child's speech development. The following main points of speech development are noted:

Start time of cooing, babbling, first words, phrasal speech;

Whether speech development was interrupted (if it was interrupted, then for what reason and how speech was restored);

The nature of the speech environment (features of the speech of relatives, bilingualism, requirements for the speech of the child from adults, etc.);

The attitude of the child to his speech defect;

Has speech therapy been provided and what are its results.

Since speech disorders are sometimes caused by hearing loss, it is necessary to make sure that the child under examination is completely preserved.

When examining hearing, it is recommended to use sounding or voiced toys (drum, tambourine, cat, bird), as well as specially selected pictures. It is necessary to check how the child hears whispered and colloquial speech. The child is placed with his back to the speech therapist at a distance of 6 - 8 m. The speech therapist makes a full exhalation and in a whisper of normal volume calls the words that the child must repeat, for example, school, kettle, car, suitcase, etc. In case of difficulty in perception, the speech therapist repeats the same words at a distance of 4 m, and then 3 m. In conclusion, it is necessary to indicate at what distance the child perceives a whisper.

Speech examination involves the study of both the child's own (expressive) active speech and his understanding of the speech of others (impressive). The examination procedure is difficult to divide according to the indicated types of speech. This is due to the complex systemic structure of the speech function. Therefore, it is advisable to alternate techniques aimed at identifying the features of both one and the other speech.

The main types of tasks in the survey impressive speech are:

Naming objects, their parts, qualities, actions with them in the pictures presented by the speech therapist (examination of word comprehension);

Fulfillment of instructions presented by ear of varying complexity (examination of understanding of sentences);

The choice of an object or picture in accordance with the grammatical form named by the speech therapist (examination of understanding of grammatical forms);

Retelling the text, answering questions about it, working with deformed text, etc. (examination of text comprehension).

Survey active (expressive) speech begins with a conversation with the child, the purpose of which is to reveal his general outlook, possession of a coherent statement.

Examination of coherent speech can be carried out during a conversation and includes a series of tasks for in-depth study of a detailed independent statement:

Drawing up a story based on a plot picture;

Drawing up a story based on a series of plot pictures;

Retelling;

Writing a story-description;

Compiling a story based on presentation.

To identify the correspondence or non-compliance of the dictionary with the age norm; characterize the active vocabulary (the presence of nouns, verbs, adjectives, the use of other parts of speech);

Find out the accuracy of the use of lexical meanings of words. The survey should include:

Subject Dictionary

Verb Dictionary

Feature Dictionary:

antonym dictionary.

The study of formation grammatical structure of speech. Revealed:

The correctness of the construction of the grammatical structure of the sentence;

The nature of the use of case forms of nouns;

The correct use of the gender of nouns, singular and plural forms;

Correct coordination of various parts of speech;

The nature of the use of prepositional constructions;

The degree of proficiency in word formation and inflection skills.

When examining the grammatical structure of speech, the following tasks are used:

Make a sentence according to the plot picture (at the same time, the prevailing number of words in sentences is noted, the sequence of words in the sentence corresponds to the grammatical norm);

Make a sentence based on the picture, the plot of which involves the use of given grammatical forms (“Children saw an elephant, a lion, a monkey, a squirrel in the zoo”);

Insert the missing preposition or word in the required case form (“The plane flies ... through the forest”; “The ball lies ... on the table”);

Convert the given grammatical form of the singular into the plural ("One table, but many ...?");

Form the genitive singular and plural forms (“There is a tree in this picture, but what is not in this one?” (trees, trees);

Match adjectives and numerals with nouns.

When examining the grammatical structure of speech, special attention should be paid to identifying the skill of word formation. The main types of tasks here are:

The formation of nouns with the help of diminutive suffixes (stool, spoon, eyes, etc.);

Formation of adjectives from nouns (a glass of glass is glass, a table of wood is wooden, etc.);

The formation of the names of animal cubs in the singular and plural (for a squirrel - squirrel, squirrel; for a horse - a foal, foals);

Formation of verbs with the help of prefixes.

Along with the study of coherent speech, vocabulary, and the grammatical structure of speech, speech therapy examination includes the study of the sound-producing side of speech, which must begin with an examination of the syllabic structure and sound-filling of words.

For this purpose, words are selected with a different number and type of syllables: words with a confluence of consonants at the beginning, middle and end of the word. When pronouncing these words, both reflected and independent naming of pictures are offered.

To determine the degree of mastery of the syllabic structure of a word, the main types of tasks are the following:

Repeating after the speech therapist words of varying structural complexity (tree, spider, table, wardrobe, cannon, grandmother, pencil, motorcycle, TV, bicycle, aquarium, etc.);

Independent naming of pictures specially selected by a speech therapist. At the same time, the words vary depending on the sound content (currant, piglet, dragonfly, teacher, foal, lizard, pyramid);

Repetition of sentences that include a given word, difficult in syllabic structure (“The librarian gives out books”, “The plumber repairs the plumbing”).

An important link in the general system of studying speech activity

represents a survey of sound pronunciation, which includes the study of not only the pronunciation side of speech, but also the level of perception of sounds, the ability to differentiate them by ear.

First of all, it is necessary to study the structure and mobility of the organs of the articulatory apparatus: lips, tongue, teeth, jaws, palate. It is noted how their structure corresponds to the norm. Examination reveals the following anomalies:

Lips - thick, fleshy, short;

Teeth - sparse, crooked, small, outside the jaw arch, large, without gaps between them, with large gaps; no incisors, upper, lower;

Jaws (occlusion) - open anterior, open lateral unilateral or bilateral; prognathia (protrusion of the upper jaw); progenia (protrusion of the lower jaw);

The palate is high, gothic, narrow, flat, shortened, low;

Tongue - massive, small, short frenulum, mottled.

When checking the mobility of the organs of articulation, the child is offered various imitation tasks:

Lick your lips with your tongue;

Reach out with your tongue to the nose, chin, left, and then right ear;

Click your tongue;

Make the tongue wide, flattened, and then narrow;

Raise the tip of the protruding tongue up and hold it in this position for as long as possible;

Move the tip of the tongue either to the left or to the right corner of the lips, change the rhythm of the movement;

Pull your lips forward with a tube, and then stretch them into a wide smile, etc.

At the same time, the freedom and speed of movements of the organs of articulation, their smoothness, and also how easy the transition from one movement to another is.

When examining the pronunciation of sounds, the child's ability to pronounce one or another sound in isolation and use it in independent speech is revealed. Possible shortcomings of sound pronunciation should be noted: replacement, mixing, distortion or absence of individual sounds - with isolated pronunciation, in words, in phrases.

To study the pronunciation of sounds in words, it is necessary to have a set of special subject pictures. by the most simple trick when examining sound pronunciation is the following: the child is presented for naming pictures with the image of objects in the names of which the studied sound is in different positions - at the beginning, end, middle and in a confluence of consonants.

Next, it is checked how correctly the child pronounces the tested sounds in the speech stream. To do this, you should be asked to pronounce several phrases in a row, in which the studied sound would be repeated frequently.

When examining phonemic perception, it is necessary to find out how the child distinguishes individual sounds by ear. First of all, this applies to sounds that are similar in articulation or similar in sound. The distinction of all correlating phonemes from the groups is checked: - whistling and hissing - voiced and deaf - sonorous - soft and hard , ra-la, sha-zha, etc. If the child's pronunciation of some sounds is disturbed, then he is invited to respond with some action (raise his hand, clap his hands) if he hears a predetermined syllable in a series of syllables containing oppositional sounds.

When studying phonemic perception, the ability to distinguish words similar in sound is also revealed: beetle-bough-bow; tom-house-com; bear-bowl; goat-spit; day-shadow-stump. To this end, the child is asked to choose the right picture or explain the meaning of each of the paired words containing mixed sounds.

CONNECTION OF INTERPERSONAL RELATIONS AND SELF-CONSCIOUSNESS

In the relation of a person to other people, it always manifests itself and declares itself I. It cannot be only cognitive; it always reflects the characteristics of the personality of the person himself. In relation to another, the main motives and life meanings of a person, his expectations and ideas, his perception of himself and his attitude towards himself are always expressed. That is why interpersonal relationships (especially with loved ones) are almost always emotionally intense and bring the most vivid experiences (both positive and negative).

M.I. Lisina and her students outlined a new approach to the analysis of the self-image. According to this approach, human self-consciousness includes two levels - the core and the periphery, or subjective and objective components. The central nuclear formation contains a direct experience of oneself as a subject, as a person, it originates personal component of self-consciousness which provides a person with the experience of constancy, the identity of himself, a holistic sense of himself as the source of his will, his activity. In contrast, the periphery includes private, specific representations of the subject about himself, his abilities, capabilities and features. The periphery of the self-image consists of a set of specific and finite qualities that belong to a person and form object (or subject) component of self-consciousness .

The same subject-object content is also related to another person. On the one hand, one can treat the other as a unique subject that has absolute value and is not reducible to its specific actions and qualities, and on the other hand, one can perceive and evaluate its external behavioral characteristics (the presence of objects, success in activities, his words and actions, etc.).

Thus, human relations are based on two contradictory principles - objective (objective) and subjective (personal) . In the first type of relationship, the other person is perceived as a circumstance of a person's life; he is subject to comparison with himself or use in his own interests. In the personal type of relationship, the other is fundamentally irreducible to any final, definite characteristics; his I unique, incomparable (has no likeness) and priceless (has absolute value); he can only be the subject of communication and circulation. Personal relationship generates an internal connection with the other and different forms ownership (compassion, compassion, assistance). The subject matter sets the boundaries of one's own I and emphasizes its difference from others and isolation , which gives rise to competition, competitiveness, upholding their advantages.

In real human relations, these two principles cannot exist in their pure form and constantly "flow" one into the other. Obviously, a person cannot live without comparing himself with others and using others, but at the same time, human relations cannot be reduced to competition and mutual use. The main problem of human relations is this duality the position of a person among other people, in which a person is merged with others and is attached to them from the inside and at the same time constantly evaluates them, compares them with himself and uses them in his own interests. The development of interpersonal relationships in preschool age is a complex interweaving of these two principles in relation to the child to himself and to another.

In addition to age characteristics, already at preschool age there are very significant individual options for relating to peers. This is precisely the area where the personality of the child manifests itself most clearly. Relationships with others do not always develop easily and harmoniously. Already in the kindergarten group, there are many conflicts between children, which are the result of a distorted path of development of interpersonal relationships. We believe that the psychological basis of individual variants of attitudes towards peers is the different severity and different content of the objective and personal principles. As a rule, problems and conflicts between children that give rise to difficult and acute experiences (resentment, hostility, envy, anger, fear) arise in cases where dominated by the subject, object principle , i.e., when the other child is perceived solely as a competitor to be surpassed, as a condition for personal well-being or as a source of proper treatment. These expectations are never justified, which gives rise to difficult, destructive feelings for the individual. Such childhood experiences can become a source of serious interpersonal and intrapersonal problems for an adult. To recognize these dangerous tendencies in time and help the child overcome them is the most important task of the educator, teacher and psychologist. We hope that this book will help you in this complex and important task.

The manual consists of three parts. The first part presents a variety of techniques that can be used to identify the characteristics of children's attitudes towards peers. The purpose of such diagnostics is the timely detection of problematic, conflict forms in relation to other children.

The second part of the manual is specifically devoted to the psychological description of children with problems in relationships with peers. It presents psychological portraits of aggressive, touchy, shy, demonstrative children, as well as children brought up without parents. We believe that these portraits will help to correctly recognize and qualify the child's difficulties and understand the psychological nature of his problems.

The third part contains the author's system of specific games and activities with preschoolers aimed at correcting interpersonal relationships in the kindergarten group. This correctional program has been repeatedly tested in kindergartens in Moscow and has shown its effectiveness.

PART 1

Diagnosis of interpersonal relationships of preschoolers

The identification and study of interpersonal relationships is associated with significant methodological difficulties, since the relationship, unlike communication, cannot be directly observed. Verbal methods, widely used in the study of interpersonal relationships in adults, also have a number of diagnostic limitations when we are dealing with preschoolers. Questions and tasks of an adult addressed to preschoolers, as a rule, provoke certain answers and statements of children, which sometimes do not correspond to their real attitude towards others. In addition, questions that require a verbal answer reflect more or less conscious ideas and attitudes of the child. However, in most cases there is a gap between conscious representations and real relationships of children. The attitude is rooted in deeper layers of the psyche, hidden not only from the observer, but also from the child himself.

At the same time, in psychology, there are certain methods and techniques that make it possible to identify the features of interpersonal relations of preschoolers. These methods can be conditionally divided into objective and subjective. Objective methods include those that allow you to fix the external perceived picture of the interaction of children in a peer group. This picture somehow reflects the nature of their relationship. At the same time, the psychologist or teacher ascertains the behavior of individual children, their likes or dislikes, and recreates a more or less objective picture of the relationship between preschool children. In contrast, subjective methods are aimed at identifying the inner deepest characteristics of attitudes towards other children, which are always associated with the characteristics of his personality and self-consciousness. Therefore, subjective methods in most cases have a projective character. Faced with “indefinite” unstructured stimulus material (pictures, statements, unfinished sentences, etc.), the child, without knowing it, endows the depicted or described characters with their own thoughts, feelings, experiences, i.e., projects (transfers) their own I.

METHODS THAT REVEAL THE OBJECTIVE PICTURE OF INTERPERSONAL RELATIONS

Among the objective methods used in a group of preschoolers, the most popular are:

♦ sociometry,

♦ observation method,

♦ method of problem situations.

Let us dwell on the description of these methods in more detail.

SOCIOMETRY

Already in the older group of the kindergarten, there are quite strong electoral relations. Children begin to occupy different positions among their peers: some are more preferred by most children, while others are less. Usually, the preferences of some children over others are associated with the concept of "leadership". The problem of leadership is one of the most important in social psychology. With all the variety of interpretations of this concept, the essence of leadership is mainly understood as the ability for social influence, leadership, dominance and subjugation of others. The phenomenon of leadership is traditionally associated with the solution of some problem, with the organization of some important activity for the group. This understanding is rather difficult to apply to the group of preschoolers, in particular to the kindergarten group. This group does not have clear goals and objectives, it does not have any specific, common activity that unites all members, it is difficult to talk about the degree of social influence here. At the same time, there is no doubt about the fact that certain children are preferred, their special attraction. Therefore, it is more correct for a given age to speak not about leadership, but about the attractiveness or popularity of such children, which, unlike leadership, is not always associated with the solution of a group problem and with the management of any activity. The degree of popularity of the child in the peer group is of great importance. The subsequent path of his personal and social development depends on how the relations of a preschooler develop in a group of peers. The position of children in the group (the degree of their popularity or rejection) in psychology is revealed sociometric methods , which allow revealing mutual (or non-reciprocal) electoral preferences of children. In these methods, the child, in imaginary situations, chooses preferred and non-preferred members of his group. Let us dwell on the description of some of the methods that correspond to the age characteristics of preschoolers 4-7 years old.

Captain of the ship.

During an individual conversation, the child is shown a drawing of a ship (or a toy boat) and asked the following questions:

1. If you were the captain of a ship, which of the group would you take as assistants when you went on a long journey?

2. Whom would you invite to the ship as guests?

3. Whom would you never take with you on a voyage?

4. Who else is left on the shore?

As a rule, such questions do not cause any special difficulties in children. They confidently name two or three names of peers with whom they would prefer to "sail on the same ship." Children who received the largest number of positive choices from their peers (1st and 2nd questions) can be considered popular in this group. Children who receive negative choices (questions 3 and 4) fall into the rejected (or ignored) group.

Two houses.

To carry out the technique, it is necessary to prepare a sheet of paper on which two houses are drawn. One of them is large, beautiful, red, and the other is small, nondescript, black. The adult shows the child both pictures and says: “Look at these houses. There are many different toys and books in the red house, but there are no toys in the black house. Imagine that the red house belongs to you, and you can invite everyone you want to your place. Think about which of the guys in your group you would invite to your place, and who would you put in a black house. After the instruction, the adult marks those children whom the child takes to his red house, and those whom he wants to settle in a black house. After the conversation is over, you can ask the children if they want to swap someone, if they have forgotten someone.

with adults and peers.

Sociometry helps to study the sphere of interpersonal relations of children most objectively and correctly. In the experiment developed by Ya.L. Kolominsky (“Choice in Action”), there is a specially adapted version for preschoolers, which is conventionally called “Who has more?”.

The experimental procedure is as follows. 3 decals are preliminarily prepared for each child of the group. On the reverse side of the picture is a number "assigned" to each of the children. The experimenter's assistant takes the children, with the exception of one, to another room, where he occupies them with playing and reading a book.

The experimenter addresses the remaining child: “Here are 3 pictures for you. You can put them one by one to any three children of our group. Whoever has the most pictures wins. No one will know where you put the picture. You don't even have to tell me if you don't want to." The child completes the task and goes to the third room.

The experimenter fixes the choices in the prepared sociometric matrix. children.

According to this table, the choices received by each child are counted (in vertical columns) and recorded in the corresponding column of the matrix.

A sociometric experiment can be carried out according to the variant of T.A. Repina "Secret". The game makes it possible to identify the essential characteristics of children's relationships in the group. By the number of pictures received by each child, one can judge his position in the group of peers. Special attention should be paid to children who did not receive gifts, as well as those who received negative choices. In this methodology, these tasks are solved by qualitatively analyzing the motivations of children when making a choice or in a projective situation (“If only you had not enough pictures for three children, who would you not give?”).

To conduct the experimental game "Secret", you need to prepare 3 pictures for each child and 6-8 spare ones. The game is played by two adults who do not work directly in the group. In the locker room. Where there are lockers for children's clothes, they put two children's tables away from each other with two chairs each (for a child and for an adult.)

Before the start of the experiment, the child is given instructions: “Today all the children in our group will play an interesting game called “The Secret”. In secret, everyone will give each other beautiful pictures. To make it easier for the child to accept the task of giving others what he himself likes, he is assured: “You will give the guys, and they will give you.” Then the adult gives the child 3 pictures and says: “You can give them to the guys you want, only one for each. If you want, you can give pictures to those children who are sick” (the last phrase is pronounced quickly so that the children do not perceive it as mandatory advice). If the child cannot decide for a long time who to give gifts to, the adult explains: “You can give to those children that you like the most, with whom you like to play.” After the child has made his choice, named the names of the children he wants to give gifts to, the adult turns to him: “Why did you decide to give the picture in the first place ...?” Next, the guys are asked: “If you had a lot of pictures and only three children from the group were missing, who would you not give the picture to?” All answers are written in a notebook, and the name of the child to whom it was presented is marked on the back of the picture. It is important that all children find "gifts" in their homes. To do this, the experimenter uses spare pictures.

Processing and analysis of sociometric studies. The primary information of each sociometric study - the sociometric choice - is recorded in the process of the study itself.

The results of the described experiments can be represented graphically in the form of a sociogram. To do this, draw 4 concentric circles, divide them in half with a vertical line. On the right are the numbers of boys, on the left - girls. The placement of children will correspond to the number of choices they received: in the 1st circle - children who received 5 or more choices; in the 2nd - 3 - 4 choices; in the 3rd - 2 choices; in the 4th - no choice. By connecting the conditional license plates of children with selection lines, one can distinguish the nature of the connections, the characteristics of sexual differentiation, reciprocity and non-reciprocity.

The sociometric status of the child in the system of interpersonal relations is determined by counting the choices he has received. Depending on this, children can be assigned to one of four status categories: “stars” (5 or more choices), “preferred” (3-4 choices), “accepted” (1-2 choices), “not accepted” (0 elections).

Relationship color test.

The technique is designed to study emotional attitude child to moral standards. To conduct the DTC, you need a sheet of white paper and 8 cards of different colors (blue, green, red, yellow, purple, brown, gray, black). The study is carried out individually. Eight colored cards are randomly laid out in front of the child on white paper.

Instructions: Imagine that this is a magical house with magical windows. Different people live in it. I will name people for you, and you yourself will choose who will live where. Agreed? Fine! In which window do good people live? And the lazy ones?

The following is a complete list of terms. It is necessary to alternate positive and negative (but not paired) moral qualities. In this case, the colors can be repeated, that is, the child can choose the same color for different concepts.

The protocol records the color that was chosen for each concept and the child's comments.

Survey protocol.

Processing of results.

When analyzing the results, it is necessary to correlate the color assigned to each concept and the emotional meaning of this color.

Emotional and psychological characteristics of colors.

BLUE conscientious, calm, somewhat cold

GREEN independent, persistent, sometimes stubborn, tense

RED friendly, outgoing, energetic, confident, irritable

YELLOW very active, open, sociable, cheerful

PURPLE restless, emotionally charged, needing soul contact

BROWN dependent, sensitive, relaxed

GRAY sluggish, passive, uncertain, indifferent

BLACK is silent, selfish, hostile, rejected.

Experience shows that preschool children typically choose:

GOOD - yellow, red colors, i.e. children find that a kind person is sociable, friendly and open.

EVIL - black color.

HONEST - yellow, purple and red. For children, this concept is associated with the need for spiritual contact, sociability, friendliness.

FALSE - black color.

GREEDY - red and black colors. That is, children consider a greedy person decisive, strong, maybe even aggressive and hostile.

HARD-WORKING - purple and yellow.

LAZY - brown, gray, blue colors.

Test "Family Drawing"

Drawing techniques for studying the personality of a child and the system of his interpersonal relationships (including the drawing of a family) stand out among other methods for their adequacy to the requirements put forward for methods of psychological examination in a psychological consultation (these requirements are set out by Bodalev A.A., Stolin V.V. , 1981) The method of drawing a family is accessible and easy to use in the conditions of psychological counseling, it is significant in terms of choosing the tactics of a psychologist - a consultant in the psychological correction of violations of interpersonal relations, as it gives an idea of ​​the child's subjective assessment of his family, his place in it about his relationship with other family members; the non-verbalization of technology makes it possible to exteriorize the content that is unconscious or not fully conscious, as well as the content that the child cannot express in words; due to the attractiveness and naturalness of the task, it contributes to the establishment of a good emotional contact between the psychologist and the child, relieves the tension that arises in the examination situation. Especially productive is the use of family drawing in senior preschool and primary school age, since the results obtained with the help of this do not depend much on the child’s ability to verbalize his experiences, on his ability to introspection, on the ability to “get used to” an imaginary situation, i.e. From those features of mental activity that are carried out in the performance of tasks based on verbal technique.

As a disadvantage of this technique, one can mention a large proportion of subjectivity in evaluating the results. So it is with interpretation. However, the slight structuralization of the interpretation process thus makes it possible to penetrate deeper into the essence of the child's problems, although not always sufficiently reliable. Related to this is also the requirement for the qualification of a psychologist, the ability to holistically perceive the inner world of the child.

Family drawing, like all projective techniques, needs a deeply individual approach, lability in the interpretation of individual features and the whole, depending on the broader context. The fundamentals of interpretation presented below are reference points, contain trends, but, nevertheless, require reflection and a critical attitude towards them in each specific case. Therefore, at the present level of development, the technique can be used as an average orientation of a psychologist in the problems of a child, serve to build a working hypothesis, but the results obtained with its help cannot become the only basis for a psychological conclusion, diagnosis. This is also due to the fact that this technique is underdeveloped (like most projective techniques) in terms of diagnostic and prognostic validity. The specified circumstances impose certain requirements on the scope of the family drawing methodology and on the conclusions drawn on its basis. However, the theoretical validity of the main principles of interpreting the family pattern (see Homentauskas G., 1984), in our opinion, is a sufficient basis for applying this technique in those areas where a working hypothesis is formulated on its basis, which can subsequently be refined, verified, i.e. e. in psychological counseling, medical and educational psychology.

Research procedure

For the study you need: a sheet of white paper (21 * 29cm) six colored pencils (black, red, blue, green, yellow, brown), an eraser.

The child is given the instruction: "Please draw your family." In no case should you explain what the word “family” means, because. This distorts the very essence of the study. If a child asks what to draw, the psychologist should simply repeat the instructions. The time for completing the task is not limited (in most cases it lasts no more than 35 minutes). When completing a task, the following should be noted in the protocol:

A) the sequence of drawing details;

B) pauses for more than 15 seconds;

B) erasing details;

D) spontaneous comments of the child;

E) emotional reactions and their connection with the depicted content.

After completing the task, one should strive to get as much information as possible verbally. The following questions are usually asked:

1. Tell me who is drawn here?

2. Where are they located?

3. What do they do? Who came up with this?

4. Are they fun or bored? Why?

5. Who is the happiest person in the picture? Why?

6. Who is the most miserable among them? Why?

The last two questions provoke the child to openly discuss feelings, which not every child is inclined to do. Therefore, if the child does not answer them or answers formally, one should not insist on an explicit answer. When interviewed, the psychologist should try to find out the meaning of what the child has drawn: feelings for individual family members, why the child did not draw one of the family members (if this happened), what certain details of the drawing mean for the child (birds, animals, etc.). At the same time, if possible, direct questions should be avoided, insist on an answer, because this can induce anxiety, defensive reactions. Projective questions often turn out to be productive (for example: “If a person were drawn instead of a bird, then who would it be?”,

“Who will mom invite to go with her?” etc.).

After the survey, we ask the child to solve 6 situations: three of them should reveal negative feelings towards family members, three - positive ones.

1. Imagine that you have two tickets to the circus. Who would you invite with you?

2. Imagine that the whole family goes to visit, but one of you is sick and must stay at home. Who is he?

3. You build a house from a designer (cut out a paper dress for a doll) and you are unlucky. Who will you call for help?

4. You have ... tickets (one less than family members) for an interesting movie. Who stays at home?

5. Imagine that you are on a desert island. Who would you like to live there with?

6. You received an interesting lotto as a gift. The whole family sat down to play, but you are one person more than necessary. Who won't play?

To interpret, you also need to know:

A) the age of the child under study;

B) the composition of his family, the age of brothers and sisters;

C) if possible, have information about the child's behavior in the family, kindergarten or school.