Workshop on child psychology. Methodology to complete the story of Uruntaev, child psychology workshop

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G.A. Uruntaeva, Yu.A. Afonkina

Workshop on child psychology

Workshop on child psychology: A manual for students of pedagogical institutes, students of pedagogical schools and colleges, educators kindergarten/ Ed. G. A. Uruntaeva, - M.: Education: Vlados, 1995. - 291 p. - ISBN 5-09-006457-1.

The manual was developed in accordance with the program on child psychology and consists of three sections: “Personality”, “Activity and Communication”, “Cognitive Processes”. It presents methods aimed at studying the main activities of a preschooler (play, design, drawing, work, learning), the most important areas of personality (self-awareness, motives of behavior, will, emotions and feelings), the child’s communication with adults and peers, cognitive processes(attention, speech, perception, memory, imagination, thinking).

The manual is addressed to students of pedagogical institutes and teachers' colleges; it will also be useful to kindergarten teachers and psychologists-consultants.

This manual is intended for students studying at faculties of preschool pedagogy, where the course of child psychology is one of the main ones in the training of future specialists in preschool education. Child psychology creates the basis for the meaningful assimilation of pedagogical knowledge and ensures the effectiveness of its application. In turn, practical training is the most important part of the study of child psychology, since the acquisition of psychological knowledge is unthinkable without mastering the technique of psychological research. Practical training can take the form of laboratory workshops and continuous psychological practice, when students comprehensively study the development of the child’s psyche, as well as in the process of writing coursework on child psychology. The research methods proposed in the Workshop can be successfully used in all forms of practical training of future preschool teachers. Completing the tasks of the Workshop helps to solve a number of problems:

Developing ideas about scientific research methods in child psychology;

Practical mastery of specific methods for studying the child’s psyche, developing the ability to conduct psychological research. These include: making a continuous, “photographic” recording (MYa. Basov’s term) of the child’s behavioral, emotional and speech reactions; creating conditions for conducting research; the ability to get into contact with the subject, win him over, conduct the study tactfully, unobtrusively, so as not to influence his results, etc.;

Training in the methodology of child psychology. This involves developing a number of skills, such as setting a research goal, putting forward a hypothesis, selecting experimental material (for example, drawing up patterns to study the level of aspirations), comparing and summarizing psychological data, the simplest techniques for processing them and checking the results obtained;

Establishing relationships between mental phenomena, i.e. their interdependence and mutual influence. Carrying out the methods allows students to see the unity of the general and the particular, the natural and the individual, the manifestation of psychological laws in a specific case, i.e. ensures the unity of acquired theoretical knowledge and practice.

Benefit according to main lines mental development preschooler consists of three parts: “Personality”, “Activity and communication”, “Cognitive processes”. The Workshop includes methods aimed at studying the main activities of a child: play, design, drawing, work, learning, communication with adults and peers: the most important areas of personality: self-awareness, motives of behavior, will, emotions and feelings; cognitive processes: attention, speech, perception, memory, imagination, thinking.

The proposed methods are quite simple, accessible, and for the most part do not require special equipment. Therefore, they can be used not only by students, but also by kindergarten teachers, psychologists-consultants working with preschoolers, and social educators in order to clarify certain characteristics of the children’s psyche.

FEATURES OF RESEARCH IN CHILD PSYCHOLOGY

Preschool childhood is a very short period in a person’s life, only the first seven years. But they have lasting significance. During this period, development is more rapid and rapid than ever. From a completely helpless being who can do nothing, the baby turns into a relatively independent, active person. All aspects of the child’s psyche receive a certain development, thereby laying the foundation for further growth. Let us name the main directions of mental development in preschool childhood.

First, the foundations of personality are formed. The child begins to become aware of his “I”, his activity, activity, and begins to objectively evaluate himself. A subordination of motives is formed: the ability to subordinate one’s immediate impulses to conscious goals. The child learns, within certain limits, to control his behavior and activities, anticipate its results and control its implementation. The emotional life of a preschooler becomes more complicated: the content of emotions is enriched, higher feelings are formed.

Secondly, the scope of the child’s activities expands. From communicating only with his mother, he moves on to communicating with peers and adults. The baby begins to play, draw, design, and carry out work assignments. At the same time, he masters the goals and motives of these types of activities, he develops certain skills, abilities, abilities and personal qualities (perseverance, organization, sociability, initiative, hard work, etc.).

Thirdly, during this period of childhood cognitive development is intensive. The child masters his native language. He learns not only to understand speech, but also masters the phonetics and grammar of his native language. The perception of color, shape, size, space, time is improved. The types and properties of attention, memory, and imagination develop. The formation of visual forms of thinking and mental operations of analysis, synthesis, generalization, classification, etc. occurs. Speech turns into a tool, a means of mental activity. The arbitrariness of mental processes is formed, i.e. ability to manage them, set goals cognitive activity and monitor their achievement.

In order to properly, competently raise and educate a child, it is necessary to study his psychology. And for this you need to master the methods of psychological research. It is important to remember that a child is a specific object of study, his psyche is in its formation and development, therefore, when studying it, one should be guided by certain principles.

The principle of humanism and pedagogical optimism results in the requirement “Do no harm!” The baby should be approached with care and concern. Any research should help the development of a preschooler, and not slow it down. You need to believe in the child's future. The diagnosis involves not only establishing the current level of development, but also identifying its reserves, identifying not only negative qualities, but also positive ones, which can be relied upon in the future.

The principle of objectivity and scientificity presupposes that mental development should be revealed in its own laws, explained in terms of child psychology, and not with the help of concepts of other sciences or by analogy with the mental characteristics of an adult. It is important to understand your own laws of child development and the content of the child’s psyche at each age stage.

The principle of complexity, consistency and systematicity assumes that the study of a child is carried out sequentially, at certain intervals. At the same time, not individual parameters are studied, but all aspects of development are traced in order not only to control, but also to predict its progress and set pedagogical tasks. It is important to determine the place of each quality, property in the general structure of the psyche, its relationship with all other aspects of mental development. After all, no property arises in isolation; one quality certainly entails another.

The principle of determinism means that every mental phenomenon is interconnected with others, that it is caused by a whole complex of causes. It is important to understand the cause-and-effect relationships in the development of certain mental characteristics. It must be remembered that the causes may be hidden by temporary and transitory influences. The reasons should be sought in the living conditions and upbringing of the child, in the previous stages of his development.

The principle of development of the psyche, consciousness in activity assumes that all the mental characteristics of a child are in the process of formation and the main condition for their development is one or another activity. For example, the regulation of drawing movements of the hand occurs in visual activity. Activity is not only one of the conditions for the development of the psyche, but also one of the ways to study it. So, in order to find out the conditions for the formation of labor skills, it is necessary to organize the child’s work.

The principle of the unity of consciousness and activity, developed by S.L. Rubinstein, means the interconnection and mutual influence of consciousness and activity. Consciousness guides activity, but it is in activity that it is formed. Consciousness can be studied indirectly through the child’s activities.

The principle of an individual and personal approach means that the general laws of mental development manifest themselves in each child in a unique and unique way.

The main methods in child psychology are observation, experiment, conversation, and analysis of activity products. Let's give them a brief description.

Observation is a systematic and purposeful recording of psychological facts in the natural conditions of everyday life. Thus, while studying the culture of communication between a preschooler and his peers, the researcher observes him in games, on a walk, while eating, etc. When observing, certain conditions must be met.

1. Before any observation, the goal is formulated: what mental manifestation will be studied, for example, the formation of cultural and hygienic skills.

2. Depending on the purpose of the study, an object is selected (a child of the appropriate gender and age) and the situations in which observation will be carried out: for example, in routine processes - when eating, washing, dressing and undressing.

3. When observing, it is necessary to maintain the natural living conditions of preschool children. To do this, you first need to get to know a group of children, adapt to their environment in 2-3 days, so as not to be a stranger to them. Then children behave relaxed and natural.

5. It must be remembered that social stereotypes can affect the objectivity of recording and processing data. If a positive attitude has been formed towards the child, then the researcher may not notice negative mental manifestations, and if he records them, he will most likely explain them as accidental. Conversely, with a negative attitude, the researcher may not notice positive sides, but concentrate your attention on negative mental facts and, when interpreting data, explain them as natural and constant. Therefore, to obtain additional information about the child, it is important to talk with parents and educators after observation has been carried out and initial processing of the received material has been done.

6. Observation provides objective data if it is carried out consistently and systematically, i.e. The child is observed at least 2-3 times in the same types of activities. This is due to the fact that the observed facts are not separated from many incidental phenomena. It is important to identify the essential in what is observed, to separate the random from the natural.

7. It is necessary to develop and master methods for recording data in advance. It is necessary to make a “photographic” recording of all psychological facts in the protocol, without distorting or changing them.

Such a recording records verbatim all the child’s statements in direct (not indirect!) speech without correcting errors; intonation and voice strength are also indicated. The protocol notes the statements of adults and peers in contact with the child. In addition to speech directed to the child, the protocol reflects the actions and emotions of those around him, causing his reactions. Thus, during observation, the complete situation in which the subject is included is recorded. Psychological manifestations are divided into the following groups: speech, emotional reactions, behavior and activity.

Familiarity with sample protocols will help you master the methods of recording data (this applies not only to the observation method, but to all methods). We present the original protocols obtained by students while performing Practicum tasks in laboratory classes and psychological practice. The protocols should be analyzed: what is recorded (what mental manifestation) and how it is recorded. Only after this can you start writing your own protocol.

Protocol N1. Observation of labor activity

Sveta V. (6 years 1 month) and Lena P. (6 years 4 months) wash toys in the washroom.

Sveta (addressing Lena). Don't splash it on the floor!

Lena doesn’t pay attention, she rinses the bear under the tap.

Teacher (enters the washroom). Well done, Lena! Carefully rinse the soap off the toys.

Lena smiles and turns to the teacher. Sveta looks at Lena’s work, takes the already washed toy and rinses it again. Looks at the teacher.

Teacher (addressing Lena). Do not throw toys into the basin, but place them carefully, otherwise you will break the saucers. They are fragile.

Sveta (addressing the teacher). She always throws toys.

Protocol No. 2. Observation of gaming activities

Teacher (addressing the children). Play store.

Only three girls accepted the teacher’s offer: Olya D. (6 years 5 months), Anya Y. (6 years 7 months) and Lena O. (6 years 5 months). They approached the play corner.

Olya (addressing the girls). I'll be the salesman.

Lena. I'm a cashier.

Anya (protesting indignantly). I'll be the cashier!

Lena. You don't know the numbers! How will you write a check?

Olya (intervenes in the dispute). Lena, you will be gassir. And you. (points to Anya) - buyer.

Anya approaches the counter and takes a box of chocolates.

Olya (protesting, irritably and loudly). Wait! The store is closed for now! (Sorts through boxes on the counter, shouts.) Come in, the store is open!

Anya (comes to the counter). Sell ​​a pack of pasta.

Olya. Check, please, three rubles!

Anya takes the check from the cashier and gives it to Olya.

Olya. Here's your pasta. Buy something else.

Anya. I won't be a buyer anymore. Let's change.

Features of research in child psychology

Lena. And I won't play with you. (Leaves.)

Olya (shouting). Come to the store! The store is open!

Children do not respond to the call.

Olya (addressing Anya). I'll go draw. (Leaves.)

Protocol No. 3. Observation of household activities

Arthur Sh. (5 years 7 months) sits down at the table and turns around. He takes a fork and picks it in his mouth. He pricks a piece of food and puts it in his mouth. Serezha K. (5 years 5 months), the duty officer, approaches.

Seryozha. Eat quickly/

Arthur. Now!

He begins to eat, scratching his head with a fork. Laughs. Grimaces with a neighbor. He turns away and looks out the window.

Educator. Arthur, eat!

Arthur makes a grimace and puts noodles in his mouth. Laughs. The attendant comes up and takes the plate from Arthur.

Arthur. Why are you pestering me?

He stuffs his mouth with noodles and sits. He looks at the papers under the table.

Educator. Arthur! Let's eat! We are leaving!

Arthur begins to chew vigorously.

Educator. Arthur, hurry up!

Arthur eats and watches the children play. The teacher comes and stands next to Arthur. Arthur leans over the plate. The teacher moves away from the table and turns away. Arthur stops chewing and starts grimacing. Plays with hair. He pushes the plate away. He takes a cup and a bun. He takes a bite of a bun and watches the children play. He washes the bun down with tea. He gets up from the table with his mouth full. He quickly puts the cup on the tray and runs to the playing children.

The observation method has the following positive features:

Not knowing that he is the object of research, the child behaves freely, naturally, the manifestations of his psyche are not distorted;

The researcher can see the child’s personality as a whole, each fact is perceived as part of it;

Observation is not limited by age: it is conducted over all types of activities and behavior of a child of any age.

At the same time, observation has a number of disadvantages:

The observed facts are merged with many associated phenomena;

The researcher takes a wait-and-see approach, unable to interfere with the children’s activities. A psychic phenomenon may not manifest itself unless a corresponding situation accidentally arises;

A researcher may miss psychological facts if he is unaware of their existence;

When observing and processing data, objectivity may be compromised. Observation can be biased and subjective, when the researcher attributes to the child thoughts and feelings that are unusual for him;

Observation cannot quickly collect great material for two reasons: firstly, one child needs to be observed repeatedly, and secondly, the researcher cannot cause the phenomenon of interest to him, but must wait for it to appear;

In the process of repeated observation, it is impossible to obtain absolutely identical psychological facts, and therefore to verify the initially obtained data;

Without the use of special recording means, it is difficult to accurately and correctly record observed facts;

When recording facts, the researcher records them in a descriptive form, which significantly complicates their processing and interpretation. This method limits the use of mathematical data processing. Therefore, identifying patterns and psychological mechanisms based only on observational data is often difficult.

Unlike observation, an experiment involves the study of mental characteristics in specially created conditions. The ascertaining experiment reveals the current level of the psychological phenomenon being studied. And one type of ascertaining experiment, natural, is carried out in a child’s usual environment, where familiar activities are organized: playing, looking at pictures, drawing, etc. Organization of an experiment requires compliance with a number of conditions:

1. An experiment, like all research methods, requires preliminary goal setting and selection of an object, for example, studying self-esteem in older preschoolers in visual arts.

2. It is necessary to carefully develop a methodology for conducting an experiment, prepare material for research, for example, cards with images of objects for memorization, a fairy tale for retelling. The material must be manufactured in strict accordance with the recommendations contained in the methodology.

3. The conditions in which the research will be conducted should be prepared in advance. The experiment is always carried out individually in a separate room, unless the methodology provides for its group conduct. The room should be familiar to the child and not contain objects that could distract him. So, you cannot conduct an experiment in a methodological room, a fairy tale room, or a gym. A bedroom or dressing room is more suitable for this purpose.

4. It is necessary to compile and memorize the instructions and description of the experiment procedure in advance. Moreover, you need to remember that the instructions must be understandable to children.

5. Before conducting an experiment, it is necessary to select a subject and establish friendly, trusting relationships with him. The researcher must put the child at ease, which is facilitated by a relaxed, calm conversation, a smile, and encouraging gestures. You cannot emphasize the unusualness or exclusivity of the situation or take the position of an inspector. It is unacceptable to motivate the proposed activity in the following way (if such motivation is not provided for by the research procedure): “I want to see if you can remember well,” or “I’ll see if you can talk well, like other children,” or “I’ll see if you can.” Should I take you to school? It is advisable to give the experimental procedure the character of ordinary friendly communication by offering the child, for example: “I have new pictures and I want to show them to you,” “I want to play with you,” “Let’s look at a new book,” etc. Let the child get comfortable in the room and get used to the situation. Moreover, the materials of the methodology cannot be used to establish contact. Often children refuse to carry out the activities offered to them. You should not force them. It is possible that a trusting relationship has not yet emerged or that the child is interested in some other activity. In this case, the study must be postponed and meet with the child again.

6. It is necessary to react with restraint and evenness to the child’s successes and failures during the experiment, unless otherwise provided by the research methodology. So, you should not focus the child’s attention on mistakes. You need to praise with restraint and not for the result, but for the effort. This is due to the fact that an adult’s assessment can affect the attitude towards the task, and therefore its result. It is better if the child has no idea about the mistakes he has made.

7. The pace of the study must correspond to the individual psychological characteristics of the child. Slow children should not be rushed. It is necessary to notice the baby’s fatigue and signs of boredom in time. In this case, it is advisable to interrupt the experiment and resume it another time.

8. The experiment conducted with a child should not be very long. As a rule, it is limited to 15-20 minutes, unless another time is provided for by the research methodology. Moreover, the younger the child, the shorter the study should be. When choosing the time for conducting the experiment, it is necessary to take into account the individual psychological characteristics of the children and the kindergarten regime. If a preschooler is tired, agitated, or weakened after a somatic illness, the experiment should be postponed. You should not conduct research before eating, after or during a walk, physical education or music classes. The second half of the day or the first half, before morning exercises, is more suitable for the experiment.

9. You need to seat your child next to you, and not across the table. The room where the experiment is carried out. Should be well lit. It is necessary to exclude any extraneous irritants: sharp sounds, smells, new objects. So, you should not sit your child facing the window so that he is not distracted.

10. An experiment always involves a standard procedure, so you cannot make any changes to it, for example, changing the instructions. It is necessary to ensure that the child understands and accepts the instructions. It can be repeated 2-3 times without changes, but it cannot be explained if this is not provided for by the research methodology. All children must be presented with tasks in a strictly uniform manner, with the same intonation and strength of voice, without emphasizing any words, except in specially specified cases.

11. The experiment is usually carried out by an experimenter and a protocolist. It is important that the latter is out of the field of view of the subject, but can see and hear him well. In the protocol, he records the child’s behavior, speech and emotional reactions in accordance with the criteria provided by the research methodology. We especially emphasize that the baby’s speech is recorded preserving all its features, without correcting grammatical and other errors.

Note that the experimental protocol is also a “photographic” record of psychological facts and the progress of the study. Moreover, the actions and speech of the experimenter are recorded, in particular his main and additional questions, repetition of instructions, etc. In addition, the child’s statements in direct speech, even those not related to the experiment procedure, as well as the child’s refusal to complete the task verbatim are recorded in the protocol.

Let us give as an example an experimental protocol* aimed at studying the stability of a preschooler’s attention in visual activities.

Experimenter. Draw whatever you want.

Subject Kolya V. (5 years 7 months) takes a sheet of paper, a blue pencil and begins to draw a tree. The experimenter places a toy kitten on a chair nearby.

Kolya (raises his head, puts down his pencil, takes a toy, speaks affectionately, spellbound). Oh, what a soft, fluffy Pussy. (Addressing the experimenter.) I have the same one at home. (Puts the pussy back on the table, takes a blue pencil and continues to draw a tree. Explains.) I have a winter forest. Trees without leaves. I love him more.

The experimenter takes out the ship and begins to move it around the table in front of the child.

Kolya (raises his head). Oh, what are you doing? I have the same. And if you put it in the sand, it will get stuck. (Continues to draw trees. Turns to the experimenter.) Well, is it working out?

The experimenter nods his head. Kolya continues to draw the tree. A teacher from another group comes in and stops near the child. Kolya continues to draw.

Educator. What are you drawing?

Kolya (Does not react, continues to draw the tree). The smallest branch is at the top. There is a road in the distance. (Raises his head and looks at the toy kitten.) Pussy. So pretty. The tongue was made of plastic. What eyes! (He lowers his head, takes a yellow pencil, and begins to draw mushrooms.) And here I have mushrooms. (Puts down the pencil, takes the ship, plays with it for 2 minutes 45 seconds. Looks at the experimenter, puts the ship on the table, takes a brown pencil, colors the road.) This is the road. Oh, how tired I am of drawing! (Indignantly.) Draw and draw! (Addressing the experimenter.) How tired! (Puts down the pencil, takes the ship and plays with it. Turning to the experimenter.) I pretended to draw.

The functions of the protocolist, therefore, are to fully and accurately record psychological facts, the functions of the experimenter are to conduct research.

The experiment has a number of advantages that make it, along with observation, one of the leading methods of child psychology:

The experiment makes it possible to identify the patterns and mechanisms of the psychological fact being studied, which becomes possible due to varying the conditions of its conduct;

The researcher does not wait for the subject to experience the mental phenomenon he is studying. He himself causes it by creating conditions;

The experiment can be repeated, i.e. once again evoke the mental phenomenon being studied, and therefore check and clarify the initially obtained data;

The experiment allows you to quickly collect a large amount of factual material;

An experiment is a more objective method than observation, since its methodology contains clear criteria for recording and processing data;

The method of recording data has been significantly simplified, since the phenomenon being studied is separated from a number of life circumstances;

Compared to observation, the analysis of an experimental protocol is much simpler, because it is built in accordance with a given sequence methodology. Analysis of facts can be expressed in numerical terms and subjected to quantitative processing.

The disadvantages of the experiment include the following:

During this process, naturalness in the child’s mental manifestations may disappear;

A holistic picture of the child’s psyche is not created;

An experiment requires longer and more careful preparation than observation. The reliability of the data obtained depends on the experimenter’s ability to set a goal, select material, accurately use instructions, monitor the time and sequence of task completion, the peculiarities of the subject’s reaction, as well as the ability to get into contact with him, knowledge of methods for statistical processing of the obtained facts, etc. P.

The conversation method is used independently or combined with experiment and observation. For example, when studying a child’s gaming preferences, a researcher first observes his games, and then conducts a conversation about favorite games, toys, roles, and play partners, first with the baby, and then with parents and educators. The effectiveness of the conversation depends on compliance with the following requirements:

1. Preparing and conducting a conversation includes setting a goal, choosing material for it, for example, fairy tales, pictures, poems. So, to talk with a child about his awareness of the norm of behavior “one must share with others,” they choose E. Blaginina’s poem “Gift” and make up questions: What toy did the girl have? Was it a pity or not for her to give the frog to her friend? Why did she give away the frog? Did she do it right or wrong? What would you do if your friend liked your favorite toy? Why?

Questions for conversation should be clear, concise, specific, not too general, and should not prompt the child to answer. You should avoid using words with double interpretations that have an unclear meaning.

2. The researcher memorizes the questions and asks them to all subjects in a strictly defined order, seeking detailed answers. It is possible to use clarifying questions if the need arises during the conversation.

3. The conversation is always conducted individually in a separate, carefully selected room, just like an experiment. It should not exceed 10-15 minutes so that the baby does not get overtired and lose interest in it.

4. Before conducting a conversation, it is necessary to select a subject and establish a trusting relationship with him. To do this, you can first talk about a topic that interests him and only then proceed to pre-written questions. The conversation should be conducted casually, tactfully, unobtrusively and in no case be in the nature of questioning. It is very important that the researcher shows the child that he is interested in talking with him and listens to his answers.

5. Methods for recording data are preliminarily developed. It is possible to use technical means (tape recorder). Here, as in an experiment, the functions of the researcher and the protocolist can be separated. The child’s answers, his behavior, and emotional manifestations are recorded in detail in the protocol.

Here is the protocol of a conversation with Tanya Z. (6 years 4 months), in which gaming preferences were studied.

Experimenter: Tanya, what games do you like to play?

Tanya is silent, looking away.

E. Do you have any favorite toys?

Tanya. Fold from cubes.

E. What toys do you have?

Tanya. A dog with a squeaker... a fox... a bear.

E. Which one is your favorite?

Tanya (is silent for a long time, speaks very quietly). Dog.

E. What is her name?

Tanya is silent and looks away.

E. She doesn't have a nickname?

Tanya. No.

E. Where does she live with you?

Tanya (uncertain). On the shelf.

E. How do you play with these toys?

Tanya is silent.

E. What games do you play with them?

Tanya (silence for a long time, frowns, shrugs). Don't know.

E. Do you like to play alone or with other children and adults?

Tanya (silent for a long time). With guests.

E. What are the names of your guests? Who are they?

Tanya. Nastya and Pasha. Pasha is a brother, Nastya is his sister.

E. Who is your favorite band to play with?

Tanya (silent for a long time, speaking quietly). With Marina.

E. Who are you most often in games? Tanya is silent for a long time.

E. For example, in the game of “family”?

Tanya. Daughter.

E. Who would you like to be in games?

Tanya is silent for a long time.

We emphasize that in the protocol, in addition to the content of the beioed, the nature of its course is recorded: how confidently, willingly, and enthusiastically the child answers each question, how interested he is in its content.

The advantages of the conversation are:

The ability to simultaneously explore many aspects of the child’s psyche;

The ability to quickly collect a fairly large amount of material about both one child and a group of children;

The opportunity to better understand the baby’s psyche by varying conditions, i.e. using a variety of materials;

Possibility of re-conducting to clarify age-related changes. Thus, they will find out whether the preschooler’s attitude towards moral standards has changed, how much more fully and accurately he has become aware of the rules of behavior.

The conversation method also has disadvantages. These include:

Manifestations of subjectivity, since the selection of material, drawing up questions, getting into contact with the child, recording and interpreting answers depend on the skills of the researcher;

Age restrictions in the use of conversation are due to the fact that the child cannot always give an account of his experiences, feelings, explain his preferences and actions, since he is only mastering speech as a means of communication.

An important place in the study of the psyche of a preschooler is occupied by the method of analyzing the products of activity, since at no other age is a child’s activity so diverse. The products of visual and constructive activities (drawings, applications, three-dimensional images, designs), musical activities (performance and creativity in song, dance, playing musical instruments), stories and fairy tales, retelling of famous literary works are analyzed. This method is often included as a component in other methods, for example, in an experiment. Thus, the influence of motives on the course of visual activity is studied. Depending on the nature of the motive, the child creates drawings, which are then assessed according to various indicators.

Source: G. A. Uruntaeva, Yu. A. Afonkina "Workshop on child psychology." - M.: VLADOS, 1995

Preparationresearch. Select pictures (photos) depicting children and adults who have a clearly expressed emotional state of both basic emotions (joy, fear, anger, grief) and their shades, plot pictures depicting the positive and negative actions of children and adults.

Carrying outresearch. 2 series are conducted individually with children aged 3-7 years.

First episode. The child is shown sequentially pictures of children and adults and asked: “Who is shown in the picture? What is he doing? How is he feeling? How did you figure this out? (Describe the picture."

Second episode. The child is shown sequential pictures and asked questions: “What are children (adults) doing? How do they do it (friendly, quarrel, do not pay attention to each other, etc.)? How did you guess? Which of them is good and which is bad? How did you guess?"

Treatmentdata. Count the number of correct answers in different age groups separately for each series and for each picture. It is determined whether children can understand the emotional states of adults and peers, what signs they rely on, and who they understand better: an adult or a peer. The dependence of these indicators on the age of the children is determined.

“Finish the story” technique

(G.A. Uruntaeva, Yu.A. Afonkina)

Target - explore children's understanding of elder preschool age moral standards (generosity - greed, hard work - laziness, truthfulness - deceit, attention to people - indifference).

Determine children’s ability to relate these norms to real life situations, resolve problematic situations on the basis of moral norms, and give a basic moral assessment.

Test instructions

In an individual conversation with the child, he is invited to continue each of the proposed stories and answer questions. The child is told: “I will tell you stories, and you finish them.” After this, four stories are read to the child in turn.

All the child’s answers are recorded in the protocol.

Test material

Story 1. The children built the city. Olya stood nearby and watched others play. The teacher approached the children and said: “We are going to have dinner now. It’s time to put the cubes in the box. Ask Olya to help you.” Then Olya answered...

Questions: What did Olya answer? Why? What did Olya do? Why?

Story 2. For Katya's birthday, her mother gave her a beautiful doll. Katya began to play with her. Then she came up to her younger sister Vera said: “I also want to play with this doll.” Then Katya answered...

Questions: What did Katya answer? Why? What did Katya do? Why?

Story 3. Lyuba and Sasha were drawing. Lyuba drew with a red pencil, and Sasha with a green pencil. Suddenly Lyubin's pencil broke. “Sasha,” said Lyuba, “can I finish the picture with your pencil?” Sasha replied...

Questions: What did Sasha answer? Why? How did Sasha do? Why?

History 4. Petya and Vova played together and broke a beautiful, expensive toy. Dad came and asked: “Who broke the toy?” Then Petya answered...

Questions: What did Petya answer? Why? What did Petya do? Why?

Sample protocol

FULL NAME. child ________________________________________________

Processing test results

0 points – cannot evaluate children’s actions.

1 point – assesses children’s behavior as positive or negative (right or wrong, good or bad), but does not motivate the assessment and does not formulate a moral standard.

2 points – names a moral standard, correctly assesses the behavior of children, but does not motivate his assessment.

3 points – names a moral standard, correctly assesses the behavior of children and motivates his assessment.

Processing test results

Tatiana Kokorina

A modified technique by G. A. Uruntaeva and Yu. A. Afonkina, aimed at studying color perception.

Study conditions: individually with children senior preschool age; consists of 4 series, each series includes 3 sub-series (main, additional colors and shades of some colors); the interval between episodes is one day.

Let us present a description of this technique.

Purpose of the technique: identification of formation color perception in older preschoolers

First episode: choice colors according to a visual example.

Procedure: boxes colored in basic additional colors are placed in front of the child colors and shades of some colors, we are given a set of circles of the same colors and shades(5 pieces each colors) .

Instructions: put the circles into boxes according to their color, no need to name the color.

Second series: accommodation colors according to a visual example.

Procedure: the child is given a set of circles (5 pieces of each colors, a sample card and a blank card.

Instructions: Place the circles on a blank card in the same way as on the example.

Third episode: choice colors when calling him an adult.

Procedure colors.

Instructions: I'll call you color, and you find a circle of the same one and show it to me.

Episode four: independent naming colors.

Procedure: the child is given 18 different mugs colors.

Instructions: name it colors of each mug. If a child names circles of loved ones colors are the same, then he is asked to say whether they are the same blossom.

Criteria for evaluation:

Selection and placement colors according to a visual example;

Choice colors with independent naming and naming by an adult.

For each correct answer the child receives 1 point, for an error or refusal of the task 0 points. The maximum number of points for all tasks is 72, for one task 18. We have determined the levels of formation color perception according to the number of dialed points: 0-15 points – low level, 16-17 points – average, 18 points – high.

Taking the selected criteria as a basis, we hypothetically identified and described the following levels:

I level (high): places colors according to a visual example, groups objects according to blossom, finds color by calling him an adult, independently calls him color. Completes tasks independently and correctly – 18 points.

Level II (average) blossom, places colors according to a visual example, after a little help from the teacher, experiences slight difficulties in finding colors when naming it as an adult, finds it difficult to name it colors by yourself, based on "objectification" titles: like a tomato, red colors. Completes assignments with little help from the teacher - 16-17 points.

Level III (short): begins to group items by blossom, places colors using a visual example with the help of a teacher, has difficulty finding colors by calling him an adult, does not call him colors. Completes tasks with the help of a teacher or refuses to complete them – 0-15 points.

We believe that this technique will allow us to identify in detail the features of the formation of the visual color perception in preschoolers with intact and impaired vision.

Literature: Uruntaeva G. A. Workshop on children's psychology: Benefit for students of pedagogical institutes, students of pedagogical schools and colleges, kindergarten teachers / G. A. Uruntaeva, Yu. A. Afonkina; edited by G. A. Uruntaeva, – M.: Education: Vlados, 1995. – 291 p.