yulia baboshina
Collection of diagnostic methods cognitive development preschool children

Section 1 Diagnostic methods for studying the cognitive motivation of a preschooler.

1.1 Methodology"Magic House"

1.2 Methodology"Questioner" (Method M. B. Shumakova.)

Target: Studying cognitive activity of a preschool child the ability to ask questions.

Diagnostic indicators cognitive need, cognitive interest.

Age range: senior preschool age.

A source of information: children

Form and conditions: individual

Instruction: Preparation and conduct of the study. Pick two pictures. One should be close to children in content (these can be playing children, winter entertainment, etc. etc., on the other, objects unfamiliar to him should be depicted.

Invite the child to play the game "Questioner". Tell him that he can ask about anything he wants to know about the objects in the pictures. Record names, gender, age and questions from each child.

Data processing and interpretation. The received materials are processed according to the following criteria:

– breadth of coverage items shown in the pictures;

- the number of questions asked by one child;

- type of questions.

1st type. Establishing questions are questions aimed at highlighting and identifying the object of study ( "Who is this?", "What are the books on?").

2nd type. Definitive questions - related to the selection of all kinds of features and properties of objects, the definition of temporal and spatial characteristics ( "Does the camel like bread?", "What is the hat made of?", "Is the water cold?").

3rd type. Causal questions - related to knowledge the relationship of objects, identifying the causes, patterns, essence of phenomena ( "Why is the boy gloomy?", “Why does a girl need a bag?”, "And why are they cold?").

4th type. Hypothesis questions expressing assumptions ( "The boy doesn't go to school because he didn't do his homework?", Is the girl crying because she got lost?).

10 points - the child asked 4 or more questions of all types; 8-9 points the child asked 3-4 questions of all types; 4 - 7 points the child asks from 2 to 3 questions; 2 - 3 points the child asks 1 question; 0 - 1 point the child could not ask a single question.

Convert points to level:

10 points - very high level; 8 - 9 points - high level; 4 - 7 points - average level; 2 - 3 points - low level; 0 - 1 point - very low level.

Make a judgment about the level cognitive individual children about the ability to ask questions. Children who do not know how to ask questions are given special attention in the future.

game "Questioner" can be used for learning children the ability to ask questions.

1.3 Methodology"Selection of plot-thematic pictures"(N.V. Prophet).

Target: Revealing the orientation of interests children.

Diagnostic indicators: curiosity, interests, cognitive need, cognitive interest.

Age range: senior preschool age.

A source of information: children

Form and conditions: individual

Instruction: A set of 28 plot-thematic pictures - 7 series on four different plots related to 4 types activities: game, educational, creative, labor. For boys and girls, separate sets with characters of the corresponding gender are being prepared.

Progress: You are prompted to select multiple cards (at least 7) from those laid out on the table. After choosing, the child is asked why he chose these pictures.

Data processing: The assessment of the orientation of interests is carried out on the basis of 2 parameters: preferred activities; rationale for the choice.

If a child makes 4 or more choices on one topic, it is considered that the motives of this activity dominate in him.

Section 2 Diagnostic methods for studying the cognitive actions of preschoolers.

2.1 Methodology"What items are hidden in the drawings?" (Nemov R. S.)

Target: Diagnostics of cognitive abilities.

Diagnostic indicators: cognitive actions.

Age range:

A source of information: children

Form and conditions: individual

Instruction: The child is explained that he will be shown several contour drawings, in which, as it were, "hidden" many items known to him. Next, the child is presented with rice. (Appendix No. 1) and are asked to sequentially name the outlines of all items, "hidden" in three parts: 1, 2 and 3.

The task execution time is limited to one minute. If during this time the child has not been able to complete the task, then it is interrupted. If the child completed the task in less than 1 minute, then the time spent on the task is recorded.

Note. If conductive sees psychodiagnostics that the child begins to rush and prematurely, without finding all items, moves from one drawing to another, then he should stop the child and ask him to look in the previous drawing. You can move on to the next picture only when all the items in the previous picture are found. The total number of all items, "hidden" in figures 1, 2 and 3 is 14.

Data processing:

10 points - the child named all 14 items, the outlines of which are available in all three figures, spending less than 20 seconds on it.

8 - 9 points - the child named all 14 items, spending on their search from 21 to 30 seconds.

6 - 7 points - the child found and named all the objects in 31 to 40 seconds.

4 - 5 points - the child solved the problem of finding all items for a time of 41 to 50 seconds.

2 - 3 points - the child coped with the task of finding all items in time from 51 to 60 sec.

0 - 1 point - for more than 60 seconds, the child could not solve the problem of finding and naming all 14 items, "hidden" in three parts of the picture.

Conclusion about the level development:

10 points - very high level, 8 - 9 points - high level, 4 - 7 points - average level, 2 - 3 points - low level, 0 - 1 point - very low level.

2.2. Methodology"Learn the words" (Nemov R. S.)

Target: Diagnosis of perception in preschoolers.

Diagnostic indicators: cognitive actions.

Age range:

A source of information: children

Form and conditions: individual

Instruction: With this methods the dynamics of the learning process is determined. The child receives a task for several attempts to memorize and accurately reproduce a series of 12 words: tree, doll, fork, flower, phone, glass, bird, coat, light bulb, painting, man, book.

The sequence is memorized in the following way. After each next listening to it, the child tries to reproduce the entire series. The experimenter notes the number of words that the child remembered and named correctly during this attempt, and again reads out the same row. And so six times in a row, until the results of reproducing a series of six attempts are obtained.

The results of memorizing a series of words are presented on a graph, where the child's successive attempts to reproduce the series are indicated horizontally, and the number of words correctly reproduced by him in each attempt is indicated vertically.

Evaluation of results

10 points - the child remembered and accurately reproduced all 12 words in 6 or fewer attempts. 8-9 points - the child remembered and accurately reproduced 10-11 words in 6 attempts. 6-7 points - the child remembered and accurately reproduced 8-9 words in 6 attempts. 4-5 points - the child remembered and accurately reproduced 6-7 words in 6 attempts. 2-3 points - the child remembered and accurately reproduced 4-5 words in 6 attempts. 0-1 point - the child remembered and accurately reproduced no more than 3 words in 6 attempts.

Conclusions about the level development: 10 points - very high; 8-9 points - high; 4-7 points - medium; 2-3 points - low; 0-1 point - very low.

2.3 Methodology"What's wrong here?"

Target: this the technique is intended for children to study the processes of figurative-logical thinking, mental operations of analysis and generalization in a child.

Diagnostic indicators: .

Age range: 45 years

A source of information: children

Form and conditions: individual

Instruction: V methodology The children are presented with a series of pictures showing different items:

“In each of these pictures, one of the four depicted in it items is superfluous. Look carefully at the pictures and determine which item and why is superfluous.

You have 3 minutes to solve the problem.

Evaluation of results

10 points - the child solved the task assigned to him in less than 1 minute, naming the extra objects in all the pictures and correctly explaining why they are superfluous.

8-9 points - the child correctly solved the problem in time from 1 min. up to 1.5 min.

6-7 points - the child coped with the task in 1.5 to 2.0 minutes

4-5 points - the child solved the problem in 2.0 to 2.5 minutes.

2-3 points - the child solved the problem in 2.5 minutes to 3 minutes.

0-1 point - the child did not cope with the task in 3 minutes.

Conclusions about the level development

10 points - very high. 8-9 points - high. 4-7 points - average. 2-3 points - low. 0-1 point - very low.

2.4 Methodology"Cut Pictures" (S. Zabramnaya)

Target: reveal level development visual action thinking.

Diagnostic indicators: diagnostics of cognitive actions.

Age range: 34 years

A source of information: children

Form and conditions: individual

Instruction: the child is offered a series of pictures divided into several parts. The child is asked to make pictures.

Evaluation of results:

3 points: the child coped with the task on his own, completed it without errors.

2 points: the child completed the task with minor errors, with a little help from the teacher.

1 point: the child experienced significant difficulties in completing the task, he needed the help of a teacher.

2.5 Methodology"Triangles-2" (E. Dodonova)

Target: level detection development arbitrary attention, arbitrary memory.

Diagnostic indicators: cognitive action

Age range: 5 – 6 years

A source of information: children

Form and conditions: individual, group

Description: the child is offered to draw a certain number of triangles in a row, some of them must be shaded with the color indicated by the adult. It is strictly forbidden to repeat the task. If the child does not remember, let him do it his own way.

Equipment: a box with colored pencils, a sheet of paper, a protocol for fixing the results.

Instruction: “Now we will play. Be careful. I will explain the task only once. Draw ten triangles in a row. Shade with a red pencil the third, seventh and ninth triangles.

Fixed parameters: The number of errors in the job execution.

Regulations: high level - task completed correctly; middle level - draws the specified number of figures in a row, but strokes not in the order required by the instructions; low level - the number of shapes and the order of hatching do not match the instructions.

Section 3 Diagnostic methods study of imagination and creativity preschoolers.

3.1 Methodology"Make up a story" (Nemov R. S.)

Target

Diagnostic indicators

Age range: 5 - 6 years.

A source of information: children

Form and conditions: individual

3.2 Methodology"Nonsense" (Nemov R. S.)

Target: With this methods elementary figurative representations of the child about the world around and about the logical connections and relationships that exist between some objects of this peace: animals, their way of life, nature. With the help of the same methods the child's ability to reason logically and grammatically correctly express his thoughts is determined.

Diagnostic indicators: Awareness

Age range: 34 years.

A source of information: children

Form and conditions: individual

Instruction: First, the child is shown a picture. (Appendix No.). It has some rather ridiculous situations with animals. While looking at the picture, the child receives instructions about the following content:

“Look carefully at this picture and tell me if everyone here is in their place and drawn correctly. If something seems wrong to you, out of place or incorrectly drawn, then point it out and explain why it is not so. Then you will have to say how it really should be.

Note. Both parts of the instruction are executed sequentially. At first, the child simply names all the absurdities and points them out in the picture, and then explains how it really should be. The exposure time of the picture and the execution of the task is limited to three minutes. During this time, the child should notice as many ridiculous situations as possible and explain what is wrong, why it is wrong and how it really should be.

Evaluation of results:

10 points - such an assessment is given to the child if in the allotted time of 3 minutes. He noticed all seven absurdities in the picture, managed to satisfactorily explain what was wrong, and, moreover, say how it really should be.

8 - 9 points - the child noticed and noted all the available absurdities, but from one to three of them he was not able to fully explain or say how it should really be.

6 - 7 points - the child noticed and noted all the existing absurdities, but three - four of them did not have time to fully explain and say how it should really be.

4 - 5 points - the child noticed all the existing absurdities, but 5 - 7 of them did not have time to fully explain and say how it should really be in the allotted time.

2 - 3 points - in the allotted time, the child did not have time to notice 1 - 4 of the 7 available absurdities, and the matter did not come to an explanation.

0 - 1 point - in the allotted time, the child managed to detect less than 4 out of 7 available absurdities.

Comment. A child can get 4 or more points in this task only if, in the allotted time, he completely completed the first part of the task, determined by the instructions, i.e., he discovered all 7 absurdities in the picture, but did not have time either to name them, or explain how it really should be.

Conclusion about the level development:

10 points - very high, 8 - 9 points - high, 4 - 7 points - medium, 2 - 3 points - low, 0 - 1 point - very low.

3.3 Methodology"Draw Something" (Nemov R. S.)

Target: Determine the level of imagination of the subject.

Diagnostic indicators: Imagination, creative activity

Age range: 5 – 6 years

A source of information: children

Form and conditions: individual

Instruction: The child is given a sheet of paper, a set of felt-tip pens and is invited to come up with and draw something unusual. You have 4 minutes to complete the task. Next, the quality of the drawing is evaluated according to the criteria below, and on the basis of such an assessment, a conclusion is made about the features of the child's imagination.

The assessment of the child's drawing is made in points according to the following criteria:

10 points - in the allotted time, the child came up with and drew something original, unusual, obviously testifying about an extraordinary fantasy, about a rich imagination. The drawing makes a great impression on the viewer, its images and details are carefully worked out.

8-9 points - the child came up with and drew something quite original, imaginative, emotional and colorful, although the image is not completely new. The details of the painting are well done.

5-7 points - the child came up with and drew something that is generally not new, but carries obvious elements of creative fantasy and makes a certain emotional impression on the viewer. The details and images of the drawing are worked out medium.

3-4 points - the child drew something very simple, unoriginal, and the fantasy is poorly visible in the drawing and the details are not very well worked out.

0-2 points - in the allotted time, the child did not manage to come up with anything and drew only separate strokes and lines.

Conclusions about the level development:

10 points - very high, 8-9 points - high, 5-7 points - average.

3-4 points - low, 0-2 points - very low.

3.4 Diagnostic projective technique"Wish Tree"

(B.C. Yurkevich).

Target: Studying cognitive activity of children(pictures and verbal situations are used).

Diagnostic indicators: Imagination, creative activity

Age range: 5 – 6 years

A source of information: children

Form and conditions: individual

4.1 Methodology"Seasons". (Nemov R. S.)

Target: Awareness of self and the world.

Diagnostic indicator: the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects in the surrounding world.

Age range: 34 years.

A source of information: children.

Form and conditions: individual.

Instruction: This the technique is intended for children from 3 to 4 years. The child is shown a drawing and asked, after carefully looking at this drawing, to say what season is depicted on each part of this drawing. The time allotted for this task is 2 minutes. - the child will have to not only name the corresponding season, but also justify his opinion about it, that is, explain why he thinks so, indicate those signs that, in his opinion, testify to that this part of the figure shows exactly this, and not some other time of the year.

Evaluation of results:

10 points - in the allotted time, the child correctly named and connected all the pictures with the seasons, indicating at least two signs on each of them, testifying to that the picture shows the exact time of the year (at least 8 signs in all pictures).

8-9 points - the child correctly named and connected all the pictures with the right seasons, indicating 5-7 signs confirming his opinion in all the pictures taken together.

6-7 points - the child correctly identified the seasons in all the pictures, but indicated only 3-4 signs confirming his opinion.

4-5 points - the child correctly identified the time of year only in one or two pictures out of four and indicated only 1-2 signs to support his opinion.

0-3 points - the child could not correctly identify any season and did not name exactly a single sign (a different number of points, from 0 to 3, is set depending on whether the child tried or did not try to do this).

Conclusions about the level development: 10 points - very high, 8-9 points - high, 6-7 points - average, 4-5 points - low, 0-3 points - very low.

4.2 Technique conversation"Tell about yourself" (A. M. Shchetinina)

Target: the study of the level and nature of the assessment, the formation of the image of "I", the degree of awareness of one's characteristics.

Diagnostic indicators: the formation of primary ideas about oneself.

Age range: 5 - 6 years.

Form and conditions: individual.

4.3 Methodology"Name the words". (Nemov R. S.)

Target: Methodology determines the stock of words that are in the active memory of the child.

Diagnostic indicator: the formation of primary ideas about the objects of the surrounding world, about the properties and relationships of the objects of the surrounding world.

Age range: 5 - 6 years.

A source of information: children.

Form and conditions: individual.

4.4 Methodology"Who eats what?" (4-5 years)

Target: reveal level development visual-figurative thinking, to reveal the stock and accuracy of representations.

Diagnostic indicators: Imagination, creative activity

Age range: 4-5 years

A source of information: children

Form and conditions: individual.

Instruction: pictures are placed in front of the child, which depict animals and the food they eat.

The child must name the animal and say what this animal eats, select the appropriate pictures.

Evaluation of results:

3 points: such an assessment is given if the child completed the task without errors. He independently named all the animals and the food they eat.

2 points: such an assessment is given to the child if the child has completed the task, the help of the educator is insignificant.

1 point: the child lays out the cards at random.

4.5 Methodology"Pick a Pair"(5-6 years old)

Target: to reveal the stock and accuracy of representations, to reveal the ability to establish connections between objects.

Diagnostic indicators: Imagination, creative activity

Age range: 5 – 6 years

A source of information: children

Form and conditions: individual.

Instruction: the child is attached two rows of pictures with the image items. Ask the child to choose the appropriate items in the right row for the items depicted in the left row, explain your choice.

Evaluation of results:

3 points: such an assessment is given to the child if the child completed the task without errors, was able to justify his choice.

2 points: such an assessment is given to the child if the child completed the task, making 1-2 mistakes, in 1-2 cases he could not explain his choice

1 point: the child completed the task with the help of the teacher.

DIAGNOSTIC METHODS

Methodology "Studying the motives of behavior in a situation of choice"

The technique is aimed at identifying the predominance of a personal or social orientation in a child.

Study preparation

The study consists of two series. Before the first series, you need to pick up a few toys that are interesting for an older preschooler, and think over an activity that is of little interest to the child, but necessary for other people (for example, arrange strips of paper of different widths in boxes).

For the second series, it is necessary to prepare chalk, draw on paper two circles with a diameter of at least 50 cm with a distance of 20 cm between them; above the first circle draw one person, above the second - three.

Conducting research

First episode. The subjects are put in a conflict situation - they must make a choice: to do an unattractive business or play with interesting toys. The experiment is carried out individually, with each child separately.

Second series. The same children, united in two groups, take part (taking into account the wishes of the children). A competition is held for the accuracy of hitting the ball on the target. The instruction is given: “Each member of the team can throw the ball 5 times. If he throws the ball into the left circle (over which one person is drawn), then the points go in his favor, if in the right circle - in favor of the team; if the ball does not hit the target, you can, if you wish, deduct points from either personal or team points. Before each throw, the experimenter asks the child in which circle he will throw the ball.

Data processing

It is calculated how many children in the first and second series showed personal motivation, how many social ones. The results are summarized in a table. It is determined how stable these types of motivation are, to what extent social motivation depends on the nature of the experimental situation. This takes into account that in the first series the child makes a choice individually, and in the second - in the presence of peers.

conclusions

If the child makes a choice in favor of an unattractive business or throws the ball into the "command" circle, it means that he already has a predominance of the social orientation of motivation. Otherwise, we should talk about the predominance of the personal orientation of motivation.

Methodology "Determining the dominance of a child's cognitive or play motive"

Conducting research

The child is invited into a room where ordinary, not very attractive toys are displayed on the tables, and they are offered to examine them for a minute. Then the experimenter calls him to him and offers to listen to a fairy tale. The child is read an interesting (for his age) fairy tale that he had not heard before. At the most interesting place, the reading is interrupted, and the experimenter asks the subject what he wants more at the moment: play with the toys on the table or listen to the story to the end,

text material

WHY HARES WEAR WHITE COATS IN WINTER

Frost and a hare met somehow in the forest. Frost boasted:

I am the strongest in the forest. I will defeat anyone, freeze them, turn them into an icicle.

Don't brag, Moroz Vasilievich, you won't win! - says the hare.

No, I will win!

No, you won't win! - the hare stands on its own.

They argued, argued, and Frost decided to freeze the hare. And says:

Come on, hare, bet that I will defeat you.

Come on, - agreed the hare. (Here the reading is interrupted.) Then Frost began to freeze the hare. Cold-cold let loose,

swirled by an icy wind. And the hare started running at full speed and jumping. It's not cold while running. And then he rides in the snow and sings:

The prince is warm

The prince is hot!

Warms, burns - The sun is bright!

Frost began to get tired, thinking: “What a strong hare!” And he himself is even more fierce, he let in such a cold that the bark on the trees bursts, the stumps crack. And the hare doesn’t care about anything - either running up the mountain, then somersaulting down the mountain, or rushing through the meadow.

Frost has completely lost his strength, and the hare does not even think of freezing. Frost retreated from the hare:

Do you, oblique, freeze - dexterity and agility you hurt!

Frost gave the hare a white coat. Since then, all hares wear white fur coats in winter.

conclusions

Children with a pronounced cognitive interest usually prefer to listen to a fairy tale. Children with a weak cognitive need prefer to play. But their game, as a rule, is manipulative in nature: they will take one thing, then another.

Methodology for determining the self-esteem of a preschooler (V.G. Shchur)

The theoretical and practical significance of the study of self-consciousness, including various aspects of self-relationship and awareness of one's place in the system of social relations, is so great that it predetermined the need to use this technique to diagnose a child's self-esteem.

The child is offered six vertical segments of the same length. Instead of segments, you can use a ladder of five steps, where the top step is a positive assessment, and the bottom one is negative. They are asked to mark with a cross on each segment their place “among all people” according to the levels of “health”, “mind”, “character”, “happiness”, “beauty”, “kindness”, respectively. It is believed that the marked values ​​characterize general satisfaction - "happiness" and private self-esteem - "health", "mind", "character", "beauty", "kindness".

For a preschooler, inflated self-esteem from various positions at all levels is favorable (the smartest, the most beautiful ...). Low self-esteem characterizes the presence of intrapersonal and interpersonal conflicts in a child.

After completing this task, the child marks with a symbol (a circle, an asterisk, a cross of a different color, etc.) his place in levels from the position of mom, dad, educators, children. If other significant people (according to the child) evaluate him in the same way as he assessed himself or give a higher assessment, the child is psychologically protected, emotionally well-being.

You can add or change the names of the levels (for example: big - small...).

The methodology is used to compare its results with the assessment of a given child by the family and kindergarten teachers.

Express diagnostics of cognitive processes

Express diagnostics is a set of seven tasks for children aged three to seven years. Using game material and special psychological techniques, the psychologist characterizes the child's intellectual capabilities (perception, attention, memory, thinking, speech, mathematical skills, development of fine motor skills of the hand). All tasks are selected in such a way as to determine the success of a preschooler in learning in a short period of time (15 minutes), make a cross-sectional study of cognitive processes, and identify weak links of intelligence. Symbols help to quickly record the child's progress in completing tasks, as well as quantify the results:

task completed in full + (3 points);

1-2 errors in the task ± (2 points);

3 or more errors ± (1 point);

does not understand the task, does not perform - (0 points).

Exercise 1."INTRODUCTION CONVERSATION"

A. What is your name? Who do you live with? What are their names?

B. How old are you? When's your birthday? (Day, month, season.)

B. Perhaps you know everything about yourself? Where is your nose? Can you reach your left ear with your right hand? And the left hand to the right eye?

Evaluating the results of answers to the questions of group "A", the contact of the child is taken into account; group "B" - reflects the peculiarity of the perception of temporary concepts; group "B" - spatial concepts (left - right).

Task 2."CUBE-INSERTS" (You can use pyramids, nesting dolls, "buckets".)

A. Do you like to play? And play pranks? Can I fool around? (An adult scatters the inserts on the floor.)

B. Help me, please, to lift the cubes. Give me the biggest cube. The smallest. And now the big red one... the little yellow one, and so on.

B. Let's count how many cubes there are? (From 1 to 9.) D. Can you count backwards? (From 9 to 1.) E. Which cubes are more? (4 large cubes, 5 small ones.) E. Try to collect and put the cubes together.

A - the contact of the child, the power of social prohibitions.

B- perception of size, color, according to one sign and according to two signs.

B - the skill of direct counting.

G - the skill of counting back.

D - the formation of the concept of number.

E - the formation of thinking ("trial and error" - visual-effective thinking; internal representations - visual-figurative thinking); hand activity (left, right).

Task 3."WONDERFUL WINDOWS"

12 rectangular color cards are used (primary colors and their shades), 5 cards of various shapes (circle, oval, rectangle, square, triangle).

A. A magician built a palace with "wonderful windows." To find your window, you need to know the colors and shapes. Let's look at these windows and name the color and shape. (Cards are laid out on the table and the child calls each "window".).

B. Now choose your "window" that you like best in color, shape,

Evaluating the results, we analyze:

A - the perception of color, shape.

B - emotional preferences

Task 4."SEEDS"

Cards depicting fruits, vegetables, berries (flowers) are used (from 3 to 9 cards).

For children of younger preschool age, 3 cards are offered, for middle - 6 cards, for older - 9 cards.

A. The seed seller divided the bags into three groups. But a strong wind blew and the seed bags got mixed up. Help the seller arrange the bags. (The child lays out the bags and calls "seeds".)

B. One bag was taken from the seller by the buyer. (The table is closed with a screen or the child closes his eyes, and the adult removes one card.) What did you buy from the seller? What was missing? Where was this bag?

Evaluating the results, we analyze:

A - the child's ability to classify using logical operations (analysis, synthesis).

B - development of visual attention and memory.

Task 5."PARROT" (verbal technique)

A. In one hot country there lived a magic parrot who could repeat all sounds. Try to repeat incomprehensible sounds after me, as the parrot did:

zu-pa-ki-cha (the child repeats);ro-tsa-mu-de-ni-zu-pa-kiT le (the child repeats). "pa~ki-chz-

B. The parrot learned not only to repeat sounds, but also to memorize words. Try to remember as many words as possible (Adult names 10 words: table, soap, person, fork, book, coat, ax, chair, notebook, milk).

B. When the parrot learned to memorize words, he wanted to suggest the right words to his friends I now 6v ^ say the beginning of the sentence, and you will finish it For example: lemon is sour, and sugar is sweet. end. On the-

It's bright during the day, but at night...

You walk with your feet, and you throw ...

Girls grow up and become women, and boys ...

A bird has feathers, and a fish...

Evaluating the results, we analyze:

A - short-term auditory memory (echo memory), auditory attention, phonemic hearing (good result - more than five syllables).

B- volume of auditory memory (verbal memory), auditory attention (good result - more than five words).

B - the child's ability to analogy.

Before presenting specific methods of psychodiagnostics of cognitive processes: perception, attention, imagination, memory, thinking and speech - in preschoolers, let us consider the concept of a "standardized set of psychodiagnostic methods", which has already been encountered and will be repeatedly mentioned in the text.

A standardized set of psychodiagnostic methods for children of a certain age is understood as the minimum set of methods included in it, which is necessary and sufficient in order to comprehensively, in all essential qualities and properties, evaluate the psychology of children of a given age, determine the level of psychological development of the child as a whole and for individual qualities and properties. The word "standardization", included in the name of the complex, means the possibility of obtaining using all these methods

1 Psychodiagnostic methods for children under three years of age are not considered here for two main reasons. Firstly, there are relatively few such methods, and it is difficult to compile a complex of them that would cover all aspects of the child's psychology and at the same time meet the above requirements. Secondly, many of these private methods are detailed in the framework of special manuals (for example, in the book: Uruntaeva G.A., Afonki-na YL. Workshop on child psychology. M: Enlightenment, Vlados, 1995).

of similar and comparable indicators that allow determining the level of development of individual cognitive processes in a given child, comparing the degree of development of different cognitive processes in a given child, and monitoring the development of a child from year to year. In addition, standardization involves the use of a single rating scale for all methods.

Most of the methods described in this section (this applies not only to the diagnosis of preschool children, but also children of any age, as well as adults) allow obtaining indicators of psychological development expressed on a standardized ten-point scale. At the same time, indicators ranging from 8 to 10 points, in most cases, indicate that the child has pronounced abilities or inclinations for their development. Indicators ranging from 0 to 3 points - that the child has a serious lag in psychological development from most other children. Indicators that are within the range of 4-7 points indicate that this child is within the normal range in terms of the level of development of the corresponding psychological quality, i.e. little different from most other children of his age.

Where it was difficult to establish a standard rating system (this mainly concerns methods that involve a detailed qualitative characteristic of the psychological property being studied), other, non-standard assessment methods have been proposed. These cases are specifically discussed and appropriately argued in the text.

For each of the methods presented in the complex, after its detailed description, preceded by a brief instruction 1, a method for evaluating the results obtained, a procedure and conditions for making conclusions about the level of development of the child based on the data obtained are given. The text of the entire standardized set of techniques ends with the presentation Individual card psi-

1 All methods are presented and described in such a way that, using the text of the book, it is possible to carry out practical psychodiagnostics, evaluate the results, draw the necessary conclusions, conclusions and practical recommendations.

Part I Psychological diagnostics

psychological development of the child, which includes all the indicators obtained by private psychodiagnostic methods during a comprehensive examination of the child. For several years, it is possible to enter data on this card regarding repeated and subsequent psychodiagnostic examinations of the same child, and thus monitor how the child develops psychologically from year to year or month to month.

Indicators - points and a characteristic based on them of the level of psychological development of the child, used in the described methods, as absolute, i.e. directly reflecting the level of development achieved, relate to children of five to six years of age. If the child is so old, then according to the indicators obtained by him, one can directly draw a conclusion about the level of his psychological development. The same indicators are applicable to children of an earlier age, but in this case they can only be relative, i.e. be considered in comparison with the level of development of children of five or six years of age.

Let us explain what has been said with an example. Suppose that a child of five or six years of age as a result of his psychodiagnostics according to the method of assessing perception called "What is missing in these pictures?" received 10 points. His level of psychological development should be, accordingly, assessed as very high. If, according to this method, the same child receives 2-3 points, it follows from this that his level of psychological development is low. However, if by the same method 2-3 points receives a child of three or four years of age, then it will no longer be possible to simply say about him that his level of development is low. It will be so only in relation to children of five or six years of age, and in relation to peers it may turn out to be average. The same can be said about high scores. 6-7 points for a child of five or six years of age, they can indeed mean an average mark, but the same points received by a child of three or four years of age may indicate a high level of psychological development of this child in relation to the bulk of peers. Therefore, whenever non-children of five or six years of age are subjected to psychodiagnostics, in a verbal conclusion regarding

Chapter 3. Methods of psychodiagnostics of preschool children

Depending on the level of their development, the phrase should be contained: "... in comparison with children of five or six years of age." For example: "In terms of memory development, this child is in the middle range compared to children of five or six years of age." The need to make such a reservation disappears only if, when using this technique, the appropriate age norms are established. Then instead of the words "in relation to children of five or six years of age" it is necessary to say: "compared to the norm."

The relative form of assessment at the first stages of the application of psychodiagnostic methods is not only inevitable, but also very useful, since it allows one to compare indicators of the level of psychological development of children of different ages.

In the proposed complex of psychodiagnostic methods, in addition, for many psychological properties there is not one, but several methods that evaluate these properties from different angles. This was done not only to obtain reliable results, but also because of the versatility of the diagnosed psychological phenomena themselves. Each of the proposed methods evaluates the corresponding property from a specific point of view, and as a result, we have the opportunity to obtain a comprehensive, versatile assessment of all the psychological characteristics of the child. The corresponding properties, the methods proposed for them, and the indicators obtained are presented in the Chart of the individual psychological development of the child (see Table 4).

Before presenting specific methods of psychodiagnostics of cognitive processes: perception, attention, imagination, memory, thinking and speech - in preschoolers, let us consider the concept of a "standardized set of psychodiagnostic methods", which has already been encountered and will be repeatedly mentioned in the text.

A standardized set of psychodiagnostic methods for children of a certain age is understood as the minimum set of methods included in it, which is necessary and sufficient in order to comprehensively, in all essential qualities and properties, evaluate the psychology of children of a given age, determine the level of psychological development of the child as a whole and for individual qualities and properties. The word "standardization", included in the name of the complex, means the possibility of obtaining using all these methods

1 Psychodiagnostic methods for children under three years of age are not considered here for two main reasons. Firstly, there are relatively few such methods, and it is difficult to compile a complex of them that would cover all aspects of the child's psychology and at the same time meet the above requirements. Secondly, many of these private methods are detailed in the framework of special manuals (for example, in the book: Uruntaeva G.A., Afonki-na YL. Workshop on child psychology. M: Enlightenment, Vlados, 1995).

of similar and comparable indicators that allow determining the level of development of individual cognitive processes in a given child, comparing the degree of development of different cognitive processes in a given child, and monitoring the development of a child from year to year. In addition, standardization involves the use of a single rating scale for all methods.

Most of the methods described in this section (this applies not only to the diagnosis of preschool children, but also children of any age, as well as adults) allow obtaining indicators of psychological development expressed on a standardized ten-point scale. At the same time, indicators ranging from 8 to 10 points, in most cases, indicate that the child has pronounced abilities or inclinations for their development. Indicators ranging from 0 to 3 points - that the child has a serious lag in psychological development from most other children. Indicators that are within the range of 4-7 points indicate that this child is within the normal range in terms of the level of development of the corresponding psychological quality, i.e. little different from most other children of his age.

Where it was difficult to establish a standard rating system (this mainly concerns methods that involve a detailed qualitative characteristic of the psychological property being studied), other, non-standard assessment methods have been proposed. These cases are specifically discussed and appropriately argued in the text.

For each of the methods presented in the complex, after its detailed description, preceded by a brief instruction 1, a method for evaluating the results obtained, a procedure and conditions for making conclusions about the level of development of the child based on the data obtained are given. The text of the entire standardized set of techniques ends with the presentation Individual card psi-

1 All methods are presented and described in such a way that, using the text of the book, it is possible to carry out practical psychodiagnostics, evaluate the results, draw the necessary conclusions, conclusions and practical recommendations.

Part I. Psychological diagnostics

psychological development of the child, which includes all the indicators obtained by private psychodiagnostic methods during a comprehensive examination of the child. For several years, it is possible to enter data on this card regarding repeated and subsequent psychodiagnostic examinations of the same child, and thus monitor how the child develops psychologically from year to year or month to month.

Indicators - points and a characteristic based on them of the level of psychological development of the child, used in the described methods, as absolute, i.e. directly reflecting the level of development achieved, relate to children of five to six years of age. If the child is so old, then according to the indicators obtained by him, one can directly draw a conclusion about the level of his psychological development. The same indicators are applicable to children of an earlier age, but in this case they can only be relative, i.e. be considered in comparison with the level of development of children of five or six years of age.

Let us explain what has been said with an example. Suppose that a child of five or six years of age as a result of his psychodiagnostics according to the method of assessing perception called "What is missing in these pictures?" received 10 points. His level of psychological development should be, accordingly, assessed as very high. If, according to this method, the same child receives 2-3 points, it follows from this that his level of psychological development is low. However, if by the same method 2-3 points receives a child of three or four years of age, then it will no longer be possible to simply say about him that his level of development is low. It will be so only in relation to children of five or six years of age, and in relation to peers it may turn out to be average. The same can be said about high scores. 6-7 points for a child of five or six years of age, they can indeed mean an average mark, but the same points received by a child of three or four years of age may indicate a high level of psychological development of this child in relation to the bulk of peers. Therefore, whenever non-children of five or six years of age are subjected to psychodiagnostics, in a verbal conclusion regarding

Chapter 3. Methods of psychodiagnostics of preschool children

Depending on the level of their development, the phrase should be contained: "... in comparison with children of five or six years of age." For example: "In terms of memory development, this child is in the middle range compared to children of five or six years of age." The need to make such a reservation disappears only if, when using this technique, the appropriate age norms are established. Then instead of the words "in relation to children of five or six years of age" it is necessary to say: "compared to the norm."

The relative form of assessment at the first stages of the application of psychodiagnostic methods is not only inevitable, but also very useful, since it allows one to compare indicators of the level of psychological development of children of different ages.

In the proposed complex of psychodiagnostic methods, in addition, for many psychological properties there is not one, but several methods that evaluate these properties from different angles. This was done not only to obtain reliable results, but also because of the versatility of the diagnosed psychological phenomena themselves. Each of the proposed methods evaluates the corresponding property from a specific point of view, and as a result, we have the opportunity to obtain a comprehensive, versatile assessment of all the psychological characteristics of the child. The corresponding properties, the methods proposed for them, and the indicators obtained are presented in the Chart of the individual psychological development of the child (see Table 4).

The general diagnostics of the development of mental processes includes the diagnostics of memory, thinking, the diagnostics of attention, perception and imagination. Such a diagnosis is simply necessary in the senior preschool age. If you do not take into account the individual characteristics and age characteristics of preschoolers, then the development of the cognitive sphere is unlikely to be effective. And this will contribute to the successful intellectual and emotional-volitional formation of the personality of future schoolchildren.

Before entering school, the level of formation of the mental processes of preschoolers should be investigated.

Attention diagnostics

Attention diagnostics is carried out no longer than 15 minutes. During this time, the preschooler may get tired, and attention will be distracted. In this case, no objective results can be obtained.

There are different groups of methods for studying various processes, including those aimed at the main properties of attention.

One of them is the diagnosis of attention using the technique "Correction test". On the form with the letters shown, it is necessary to mark or cross out similar letters as the letters in the first row. For everything about everything, only 5 minutes are given.

How more letters crossed out correctly, the greater the amount of attention the child has. The concentration of attention is indicated by the least number of errors in the performance of the task.

The attention span of 400 characters or more is considered the norm. However, a good level of concentration is indicated by an allowable number of errors of 10 or less. These norms are only for children of the age we are considering, i.e. in older preschoolers 6-7 years old.

Memory diagnostics

For 30 seconds, children are invited to look at the pictures, trying to remember 12 of them. Pictures are presented in the form of a table.

When the table is removed, the children are asked to draw or list the pictures on the table.

The more correctly named pictures, the higher the level of memory development in the child. For older preschoolers, the norm is 10, or at least 6 correctly named or drawn pictures.

Diagnostics of thinking

There are many techniques for diagnosing processes such as thinking. Some are used quite often. Others have been developed quite recently and have not yet received their recognition. I like the technique called "Seasons". The essence of this technique is that in 2 minutes the child can guess what season is shown in the picture. After that, he must justify his answer, explain why he thinks so.

Score responses as follows:

• 10 points are awarded for the correct answers to all the pictures, if the child was able to prove that this particular season is shown in the picture. At least 8 signs of confirmation on all pictures, 2 signs for each picture.
• For the correct definition of the season and the justification of 5-7 signs, the child receives 8-9 points.
  the correct definition and justification of 3-4 signs give the child only 6-7 points.
• Confirmation of one's opinion on 1-2 signs indicate 4-5 points.
• The child shows the lowest level of development of thinking at 0-3 points for an attempt to determine the season and justify the signs. But the attempts were unsuccessful.

Diagnostics of the development of perception

In a special section on the mental aspects of the personality, we will dwell in detail on the various methods of each relative type. Here we will briefly touch on one of the methods aimed at diagnosing visual image recognition.

The technique is considered one of the easiest. Children are presented with five cards with different images. The teacher chooses pictures at his discretion.

Pictures are painted in black and chromatic colors.

There are two sets in total. The second set contains exactly the same five pictures. But among them there are superfluous. There are several of them too.

First, the children are shown cards from the first set. Preschoolers must select similar pictures from their set.

Then only the main first set of pictures is used. Children are asked to name the shape and color of the figurine.

You can ask a question about the location of the figurine. And so an adult can identify the main aspects of the child's perception: shape, color, spatial arrangement.

Having correctly completed all the tasks for both sets, the child will show a sufficient level of visual perception. If it was difficult for the child to give answers to the questions posed by adults, then corrective work can begin.

Diagnosis of the development of imagination

To diagnose imagination in children, you can use technique "Plate", the essence of which is based on experimentation.

For research, you need to select a wooden plank. It should consist of four small square-shaped particles. All parts are connected by loops.

This board is unfolded in front of the children and offered to play with it. An adult shows that such a plank can be bent and folded.

When the children check all the ways of playing with the board, the adult begins to ask questions about what the children get, what the figure obtained from the board looks like.

So you can play for a long time until the children get tired.

Each child's answer is worth one point.

The use of these methods for diagnosing mental processes is empirical in nature. In the practice of a preschool institution, methods such as observation are often used. As a result of observations, one can also obtain general information about the level of development of a particular mental process.