Venger Alexander Leonidovich psychological drawing tests. Diagnostics of the child's thinking. method "the most unlike. Evaluation of the results of the survey

A.L. Wenger

Psychological drawing tests

Illustrated guide

Foreword

Chapter 1. GENERAL CHARACTERISTICS OF DRAWING TESTS AND THE TECHNIQUE OF THEIR CARRYING OUT

Method evaluation

Conducting drawing tests

CHAPTER 2. DRAWING OF A MAN

Age patterns

cognitive problems

Emotional Features

Sphere of communication

Sphere of social relations

Sexual sphere

Signs of a possible mental pathology

CHAPTER 3. DRAWING OF A NON-EXISTENT ANIMAL

Typology of non-existent animals

Emotional Features

Sphere of communication

Aggressiveness

Reaction to emotional stress

Signs of possible mental pathology

Comprehensive analysis of the drawing of non-existent animals

CHAPTER 4. FAMILY DRAWING

Hierarchical relationships

family roles

Intra-family contacts

Conflict relations in the family

Aggression in family relationships

Conclusion

Applications

Annex I. Summary list of test indicators

Annex II. Glossary of terms

Literature

FOREWORD

Among the diagnostic tools used in world psychological practice, drawing methods are in the first place. In recent years, a fairly large number of domestic and translated works have appeared in our country, which describe drawing tests. A significant proportion of them are publications of rather theoretical interest: containing the rationale for the method, general approaches to interpretation, and individual examples illustrating these approaches. In other works, the significance of various features found in test patterns is indicated. For example, such evaluation criteria are given as: "The eyes are bulging - rudeness, callousness ... Eyebrows are rare, short - contempt, sophistication."

However, the indicators taken into account when interpreting drawing tests are not unambiguous. So, bulging eyes can appear in the picture not only as a result of rudeness, callousness, but also as a symptom of the presence of fears or as a manifestation of a suspicious attitude towards others. Very often the same sign can be interpreted by two, three or four different ways depending on what other characteristics it is combined with.

How to learn to choose the correct interpretation in each case? What to do if there are signs in the drawing that contradict one another? Which one to trust? And the most important question: how, on the basis of separate disparate indicators, is compiled holistic psychological portrait subject? The portrait that allows you to outline psycho-correctional tasks, give recommendations, build a reasonable forecast.

In order to successfully carry out psychological diagnostics, it is not enough to know the value of certain test indicators. It is also necessary to master the general logic of analysis, which makes it possible to consider these indicators in their interrelations. Otherwise, instead of a complete picture, we will get an unsystematic set of psychological characteristics. Therefore, I felt it necessary to offer the reader this book. It provides a list of such indicators (more than three hundred) with an indication of the various possible options for their interpretation.

The main content is a detailed psychological analysis of more than 160 drawings made by children of different ages and adult clients. Materials were selected for analysis, in which the features characteristic of test drawings are most clearly manifested (the selection was made from several thousand drawings collected over 30 years of consultative and psycho-corrective work).

The art of interpreting drawing tests requires familiarity with a large number of different options for completing tasks. It comes with experience. Of course, no book - including this one - can replace it, but it can become a kind of "simulator" on which a preliminary development of diagnostic skills is carried out. By analyzing the drawings together with the author, you will gradually learn to identify significant features, correlate them with each other, and draw conclusions.

The genre of this book is practical guide- prompted me to abandon detailed justifications and literary references when presenting the material. The main emphasis is on demonstrating the very process of interpreting drawings. When describing the criteria on which it is based, both literature data and the author's clinical experience were used.

I want to express my deep gratitude to the psychologist of the Russian Medical Academy of Postgraduate Education Elena Ivanovna Morozova, who encouraged me to write this book and provided invaluable assistance at all stages of the work. The illustrations include drawings kindly provided by Elena Ivanovna from her collection. I am also grateful to my numerous co-authors: children and adults, whose drawings are printed in the book.

Chapter 1. GENERAL CHARACTERISTICS OF DRAWING TESTS AND TECHNIQUES

Method evaluation

Numerous studies of children's drawings have shown that in the development of drawing there are clear age stages that replace each other in a certain sequence. With disorders in mental development, there is a delay in the transition of the child from stage to stage, a kind of stop in the early stages. This regularity makes it possible to evaluate mental development with drawing tests.

Application of drawing tests to identify personality traits of a person is based on the principle of projection, i.e., on taking out one’s experiences, ideas, aspirations, etc. By drawing this or that object, a person involuntarily, and sometimes consciously, conveys his attitude towards him. It is unlikely that he will forget to draw what seems to him the most important and significant; but what he considers secondary will be given much less attention. If a particular topic excites him, then when it is depicted, signs of anxiety will appear. A drawing is always some kind of message encrypted in images. The task of the psychologist is to decipher it, to understand what the subject is saying to him.

For the diagnostic use of drawings, it is very important that they reflect, first of all, not the conscious attitudes of a person, but his unconscious impulses and experiences. That is why drawing tests are so difficult to “fake”, presenting yourself in them as different from what you really are.

Like other projective tests, drawing techniques are very informative, that is, they allow you to identify many psychological characteristics of a person. At the same time, they are easy to carry out, take a little time and do not require any special materials, except for a pencil and paper.

An additional advantage of drawing methods is their naturalness, proximity to ordinary types of human activity. Almost every person has one or another drawing experience. This occupation is closest to children, therefore, when examining children, drawing methods are used especially often. It is easy for a child to understand the test instructions; a high level of speech development is not needed to perform the techniques. At the same time, drawings are a convenient occasion to start a clinical conversation at ease.

Unlike most other tests, drawing techniques can be performed repeatedly and as often as desired without losing their diagnostic value. They are applicable to clients of all ages - from preschool to adult inclusive. This allows them to be used to control the dynamics of the state and to monitor the course of mental development over a long period.

A.L. Wenger Psychological drawing tests Illustrated guide

A. L. Wenger

Foreword

Chapter 1. GENERAL CHARACTERISTICS OF DRAWING TESTS AND THE TECHNIQUE OF THEIR CARRYING OUT

Method evaluation

Conducting drawing tests

CHAPTER 2. DRAWING OF A MAN

Age patterns

cognitive problems

Emotional Features

Sphere of communication

Sphere of social relations

Sexual sphere

Signs of a possible mental pathology

CHAPTER 3. DRAWING OF A NON-EXISTENT ANIMAL

Typology of non-existent animals

Emotional Features

Sphere of communication

Aggressiveness

Reaction to emotional stress

Signs of possible mental pathology

Comprehensive analysis of the drawing of non-existent animals

CHAPTER 4. FAMILY DRAWING

Hierarchical relationships

family roles

Intra-family contacts

Conflict relations in the family

Aggression in family relationships

Conclusion

Applications

Annex I. Summary list of test indicators

Annex II. Glossary of terms

Literature

FOREWORD

Among the diagnostic tools used in world psychological practice, drawing methods are in the first place. In recent years, a fairly large number of domestic and translated works have appeared in our country, which describe drawing tests. A significant proportion of them are publications of rather theoretical interest: containing the rationale for the method, general approaches to interpretation, and individual examples illustrating these approaches. In other works, the significance of various features found in test patterns is indicated. For example, such evaluation criteria are given as: "The eyes are bulging - rudeness, callousness ... Eyebrows are rare, short - contempt, sophistication."

However, the indicators taken into account when interpreting drawing tests are not unambiguous. So, bulging eyes can appear in the picture not only as a result of rudeness, callousness, but also as a symptom of the presence of fears or as a manifestation of a suspicious attitude towards others. Very often the same feature can be interpreted in two, three or four different ways, depending on what other features it is combined with.

How to learn to choose the correct interpretation in each case? What to do if there are signs in the drawing that contradict one another? Which one to trust? And the most important question: how, on the basis of separate disparate indicators, is compiled holistic psychological portrait subject? The portrait that allows you to outline psycho-correctional tasks, give recommendations, build a reasonable forecast.

To successfully conduct psychological diagnostics, it is not enough to know the value of certain test indicators. It is also necessary to master the general logic of analysis, which makes it possible to consider these indicators in their interrelations. Otherwise, instead of a complete picture, we will get an unsystematic set of psychological characteristics. Therefore, I felt it necessary to offer the reader this book. It provides a list of such indicators (more than three hundred) with an indication of the various possible options for their interpretation.

The main content is a detailed psychological analysis of more than 160 drawings made by children of different ages and adult clients. Materials were selected for analysis, in which the features characteristic of test drawings are most clearly manifested (the selection was made from several thousand drawings collected over 30 years of consultative and psycho-corrective work).

The art of interpreting drawing tests requires familiarity with a large number of different options for completing tasks. It comes with experience. Of course, no book - including this one - can replace it, but it can become a kind of "simulator" on which a preliminary development of diagnostic skills is carried out. By analyzing the drawings together with the author, you will gradually learn to identify significant features, correlate them with each other, and draw conclusions.

The genre of this book - a practical guide - prompted me to abandon the detailed justifications and literary references in the presentation of the material. The main emphasis is on demonstrating the very process of interpreting drawings. When describing the criteria on which it is based, both literature data and the author's clinical experience were used.

I want to express my deep gratitude to the psychologist of the Russian Medical Academy of Postgraduate Education Elena Ivanovna Morozova, who encouraged me to write this book and provided invaluable assistance at all stages of the work. The illustrations include drawings kindly provided by Elena Ivanovna from her collection. I am also grateful to my numerous co-authors: children and adults, whose drawings are printed in the book.

Chapter 1. GENERAL CHARACTERISTICS OF DRAWING TESTS AND TECHNIQUES

Method evaluation

Numerous studies of children's drawings have shown that in the development of drawing there are clear age stages that replace each other in a certain sequence. With disorders in mental development, there is a delay in the transition of the child from stage to stage, a kind of stop in the early stages. This pattern makes it possible to evaluate mental development with the help of drawing tests.

The use of drawing tests to identify the personality traits of a person is based on the principle of projection, i.e., on taking out one’s experiences, ideas, aspirations, etc. When drawing this or that object, a person involuntarily, and sometimes consciously conveys his attitude towards him. It is unlikely that he will forget to draw what seems to him the most important and significant; but what he considers secondary will be given much less attention. If a particular topic excites him, then when it is depicted, signs of anxiety will appear. A drawing is always some kind of message encrypted in images. The task of the psychologist is to decipher it, to understand what the subject is saying to him.

For the diagnostic use of drawings, it is very important that they reflect, first of all, not the conscious attitudes of a person, but his unconscious impulses and experiences. That is why drawing tests are so difficult to “fake”, presenting yourself in them as different from what you really are.

Like other projective tests, drawing techniques are very informative, that is, they allow you to identify many psychological characteristics of a person. At the same time, they are easy to carry out, take a little time and do not require any special materials, except for a pencil and paper.

An additional advantage of drawing methods is their naturalness, proximity to ordinary types of human activity. Almost every person has one or another drawing experience. This occupation is closest to children, therefore, when examining children, drawing methods are used especially often. It is easy for a child to understand the test instructions; a high level of speech development is not needed to perform the techniques. At the same time, drawings are a convenient occasion to start a clinical conversation at ease.

Unlike most other tests, drawing techniques can be performed repeatedly and as often as desired without losing their diagnostic value. They are applicable to clients of all ages - from preschool to adult inclusive. This allows them to be used to control the dynamics of the state and to monitor the course of mental development over a long period.

In recent years, the psychotherapeutic significance of drawing, as well as artistic activity in general, has been increasingly emphasized. Thus, thanks to the use of drawing techniques, the line between a psychological examination and a psychotherapeutic session is blurred. All this made drawing techniques the most common tool in the work of a practical psychologist.

It is not possible to establish the author who was the first to suggest using drawings to identify the psychological characteristics of a person. Attempts to implement this idea have been made by many researchers in different countries, but before F. Goodenough, who created the first standardized drawing technique in the late 20s - the “Draw a person” test, no one had developed sufficiently unambiguous and reasonable criteria for evaluating drawings.

Subsequently, the diagnostic interpretation of certain indicators of task performance was reviewed and significantly modified. Many new criteria for evaluating a drawing have been discovered. Along with the interpretations developed earlier, an approach began to develop, based on more general ideas about the forms of human self-expression in artistic activity, in particular in drawing.

From the 1950s to the present, many different drawing tests have been developed. Both new and previously created methods are constantly being improved. Original versions of the procedure for conducting tests, additions and amendments to the principles for interpreting the results are proposed.

Of the works carried out in this direction by domestic researchers, it is necessary to highlight the original and extremely informative test “Non-existent animal” created by M.Z. Dukarevich. In recent years, it has been gaining more and more recognition both in our country and abroad.

Of course, drawing methods are not without drawbacks. The main one is the relatively low reliability...

Conducting drawing tests

As already mentioned, there are many different recommendations for conducting drawing tests. Sometimes they contradict each other. You can usually find both advantages and disadvantages in each of the proposed options. For example, when using colored pencils in the “Drawing of a Person” test, recommended by some authors, the ability to assess the attitude of the subject to the depicted character increases, but the reliability of assessing psychomotor tone and some other psychological characteristics decreases.

The book offers the most commonly used drawing tests. In some cases, less common test options are also given. It is assumed that the testing procedure must comply with the recommendations given, otherwise the interpretation of the results may be different. This applies not only to the instructions given to the subject, but also to the materials used, for example, many features of pen drawings should be interpreted differently than features of pencil drawings.

Only drawings made in a situation of psychological examination in compliance with the standard procedure are subject to interpretation on the basis of the proposed criteria. Drawings made in other situations should not be evaluated as tests. Their study can be very useful and informative, but it is carried out by other methods, based on other criteria 1 .

Even if the standard testing procedure is followed, the results can be highly skewed if there is a close personal relationship between the subject and the tester. This manifests itself, for example, when you try to check your own child.

Each test is performed on a separate sheet of unlined paper. It is advisable to use an A4 sheet (21 x 30 cm), but a smaller format is also acceptable. For the "Drawing of a Man" test, the sheet is placed vertically in front of the subject, for other tests - horizontally. If in the future the subject turns it, then he is not prevented from doing so.

All tests, except for the Beautiful Drawing test, are performed with a simple pencil. The pencil should not be too hard: preferably M or 2M. A harder pencil does not allow you to accurately assess the pressure force, since even with strong pressure it leaves a thin line. A softer pencil quickly dulls and smears heavily, leaving dirty spots on the drawing.

It is convenient to use a pencil with an elastic band. If the pencil is without an elastic band, then it is given separately, but you should not specifically draw the attention of the subject to it. Some authors do not recommend giving the subject an elastic band so that all trial actions can be seen while drawing. However, our experience shows that for many subjects, especially those with an increased level of anxiety, the absence of an elastic band causes serious difficulties, and sometimes they refuse to draw. A convenient way out is to use a hard rubber band; while the erased lines remain noticeable, which usually does not bother the subject too much.

The "Beautiful Drawing" test is performed with colored pencils. It requires a set containing all the primary colors of the spectrum and black. It is desirable that each color be represented by two or three shades. The most convenient set of eighteen colored pencils. In addition, the subject is given a simple pencil (the same as for other tests). The use of felt-tip pens instead of pencils reduces the information content of the test, since the drawing made with a felt-tip pen does not reflect the pressure when drawing.

Before drawing, the instructions for each test must be reproduced verbatim, without modifications or additions. At the end of the drawing, they express approval, regardless of the result achieved. Then it is useful to discuss the resulting pattern with the subject. Some questions that are recommended for discussion are given in the description of the methods. Unlike the initial instruction, the subsequent conversation should not be formalized, it is carried out in a free form. It is possible to modify the proposed questions and introduce additional ones.

The drawing process is reflected in the protocol. On each sheet with drawings and on each sheet of the protocol, the name and surname of the subject (or his code) and the date of the examination are written. The first sheet indicates age, family composition, reasons for contacting, anamnestic data.

The protocol notes:

The pace of tasks, pauses and breaks in work;

The sequence in which different parts of the image were made;

Questions and statements of the subject;

DRAWING OF A MAN

This test is one of the most used diagnostic methods. It can be carried out from the age of three. Conclusions about the level of mental development based on test results are most reliable in relation to preschool and primary school age. As a personality test, the technique is successfully interpreted, starting from the senior preschool age, and has no age restrictions from above.

Conducting testing. A sheet of paper is placed vertically in front of the subject. Instruction: “Draw a person - everything, entirely. Try to draw as best as you can - the way you can" (hereinafter, an appeal to an adult is given; when referring to a child, they use the singular, not the plural. For young children, it is advisable to change the instructions: "Draw uncle. Try to draw better."

If the subject asks clarifying questions (“Man or woman?”, “Boy or girl?”, “Can I draw a princess?”, “Can I have him wear a hat?”, Etc.), then he is told: “ Draw the way you want." If the question contradicts the instructions, then it is partially repeated. So, to the question: “Can I draw only a face?”, The answer follows: “No, draw the whole person, entirely.” If the subject says: “I will draw a robot,” then they answer: “No, please draw a person.”

If the subject, while drawing, violates the instructions (for example, depicts only a face or a robot instead of a person), but does not ask any questions, then the inspector refrains from comments and does not remind the instructions until the end of the drawing. At the end of the work, the task is repeated: “And now, nevertheless, draw a person - everything, entirely. Try to draw as best you can - the way you know how, ”(that is, the instruction is reproduced in full). You need to ask to make a second drawing even if the original one turned out to be schematic (“stick man”) or stereotyped caricature.

It happens that the subject refuses to complete the task, claiming that he cannot draw. Then you need to encourage him, say that you (the examiner) are interested in any drawings, that a not very good drawing is better than none, etc.

After finishing the work, it is useful to discuss the drawing, find out what kind of person is drawn - what age he is, gender (if it is not clear from the drawing), what character he has, what he does, what he likes and dislikes, what awaits him in the future what he dreams about, etc. If a teenager or an adult is examined, then you can ask him to write a short story about the character depicted.

At the end of the conversation, they offer another task in accordance with the procedure developed by Mahover. The subject is given a blank sheet of paper with the instruction: "Now draw a person of the opposite sex." If you do not understand the instructions, you need to explain what is meant by a person whose gender is opposite to that drawn earlier. This activity is useful for adults and teenagers. When examining preschoolers and younger schoolchildren, it usually does not provide significant additional information, although in some cases, when it is necessary to identify the child's attitude to the sexual sphere, it can also be recommended for a small child.

To assess mental development, the drawing of a woman in a skirt is not informative enough (it is not clear whether the articulation of the legs with the body is adequately conveyed). Therefore, if a woman in a skirt is originally depicted, an additional task must be given: “Now draw a man (uncle).”

The drawing of a person of the opposite sex is discussed in the same way as the first.

NON-EXISTENT ANIMAL

This is one of the most informative drawing techniques 2 . It is recommended to use it starting from senior preschool age (from five to six years).

Conducting testing. A sheet of paper is placed horizontally in front of the subject. Instruction: “I want to see how developed your imagination, fantasy (how you know how to fantasize, imagine). Invent and draw an animal that doesn't really exist, never existed, and which no one has invented before you - neither in fairy tales, nor in computer games, nor in cartoons.

If the subject says that he doesn’t know how to draw, can’t, can’t think of anything, etc., then you need to encourage him, explain that you don’t need to know anything for this task. Since it is required to draw an animal that does not really exist, it does not matter how it turns out. If the subject thinks for a long time without starting to draw, then he should be advised to start drawing as it turns out, and then invent as he draws.

When the subject finishes drawing, he is asked to come up with a name for the animal. It is recorded in the protocol. If coming up with a name causes very great difficulties, then this part of the task is omitted. If necessary, find out which part of the body (or which organ) corresponds to certain details of the image.

It happens that instead of a non-existent animal, they depict the usual, well-known, which is reflected in its name (hare, donkey, etc.). In this case, you need to ask to make another drawing, this time drawing an animal that does not actually exist. The instruction is completely repeated. If the repeated drawing is an image of a real animal, then this work is stopped. If the type of the drawn animal is quite common (for example, a hare is clearly depicted), but it is named unusually (for example, it is said that it is a “magic hare”), then the task is considered successfully completed and it is not necessary to repeat it.

Having found out the name of the animal, the inspector says: “Now tell us about him, about his way of life. How does it live? The story is written, if possible, verbatim. When examining a teenager or an adult, you can invite him to write a story about the lifestyle of a fictional animal on his own.

If the story does not contain sufficient information about the animal, then at the end of the work additional questions are asked:

What does it eat?

Where does he live?

What does he usually do?

What does he like to do the most?

And what do you dislike the most?

Does it live alone or with someone?

Does he have friends? Who are they?

Does he have enemies? Who? Why are they his enemies?

What is it afraid of, or is it not afraid of anything?

What size is it?

Then the subject is asked to imagine that this animal has met a magician who is ready to fulfill any of his three wishes, and is asked what these wishes could be. All answers are recorded in the protocol.

A conversation about a fictional animal can be varied by the inspector depending on the characteristics of the subject and on the objectives of the survey. The following list of questions is not mandatory, but indicative.

ADDITIONAL TASKS TO THE "NON-EXISTENT ANIMAL" TEST

The tasks developed by us “Angry animal”, “Happy animal”, “Unhappy animal” allow us to reveal: hidden aggressive or depressive tendencies, reaction to a threat (“Angry animal”), the values ​​and aspirations of the subject (“Happy animal”), the nature of existing fears , conscious and unconscious representations of the subject about his most acute problems (“Unfortunate animal”). The tasks "Angry animal" and "Unhappy animal" well reveal the degree of resistance of the subject to various kinds of stress.

Conducting testing. For each additional task, a separate blank sheet of paper is given, which is placed horizontally in front of the subject. Instructions for the task "Evil Animal": "Now invent and draw another non-existent animal. This time, not any, but the most evil and terrible that you can think of. At the end of the drawing, they ask the question: “What is the manifestation of the fact that this animal is the most evil and terrible?”. Other questions about his lifestyle may also be asked.

Instructions for the task "Happy Animal": "Now draw the happiest non-existent animal that you can think of." Instructions for the task "Unfortunate animal": "Draw the most unfortunate non-existent animal that you can think of." Upon completion of the drawing, they find out why the drawn animal is the happiest (unhappy), what exactly makes it happy (unhappy).

FAMILY DRAWING

This test is offered to identify the features of family relationships in the perception of the child 1 .

The method is used mainly in the examination of children from the age of four, but can also be successfully applied to clarify the attitude to the family sphere in an adult.

Conducting testing. A sheet of paper is placed horizontally in front of the subject. Instruction: "Draw your whole family on this sheet." If the subject asks questions: “Who should I draw?”, “And grandmother to draw?”, “Can I draw my friend?”, “Mine - does this mean my own or my parents, in which I was brought up?” (the last question is sometimes asked by adults who have their own family), then the inspector replies: “I don’t know who is in your family. You know it better than me."

In contrast, in response to the question whether to draw yourself, you should make it clear that this is desirable, for example, you can say with a semi-interrogative intonation: “Are you a member of your family?”.

Upon completion of the drawing, they find out which family member each of the drawn characters depicts. In this case, the examiner should not express his own assumptions. So, pointing to one of the characters, one should not ask: “Who is this, dad?”. Questions should sound neutral: “Who is this? And this? There may be additional questions like: “Where is all this happening?”, “What are you doing?” or “What does each of those you draw do?” etc. The conversation is conducted in a free form.

DYNAMIC FAMILY PICTURE

The technique is available to children, starting from senior preschool age, from about five years old.

Conducting testing. IN the task for the “Drawing a Family” test introduces an additional instruction: “You need to draw a family so that each member of the family does something, is busy with something.”

In comparison with the “Family Drawing” test, the “Dynamic Family Drawing” test allows you to get more complete information about how the subject perceives the distribution of roles in the family, what, from his point of view, is the main function of each of its members. Teenagers on this assignment often make very expressive drawings.

At the same time, the diagnostic orientation of the additional variant is more obvious than that of the original test, and with a certain attitude, the subject can deliberately distort the results. As experience shows, the functional setting of the subject often leads to the fact that it is difficult to assess the emotional relationships between family members from the drawing.

When examining adults, this test often turns out to be more informative than the "Family Drawing" and "Dynamic Family Drawing" tests. Like the Family Drawing test, it is available to children from the age of four.

Conducting testing. A sheet of paper is placed horizontally in front of the subject. Instruction: "Draw a family of animals so that all family members are different animals." It can be explained that we are talking about a fairy-tale family, since in fact animal families consist of the same animals.

The subject is not told that the image of his own family is supposed to be depicted. On the contrary, according to the instructions, some kind of abstract family should be drawn. However, the subject's associations are still determined by his sense of self in his family.

The subject may say that he does not know how to draw animals. Then they explain to him that this is not scary, and if it is not clear who he drew, he will say who it is, and the inspector will write it down. After finishing the drawing, the inspector finds out what kind of animals they are and who they are in the family (who is which family member). The answers are recorded in the protocol. When asking questions, you can not pronounce the words “mother”, “dad”, “child”, “grandmother”, etc. You must use the neutral phrase “family member”.

Discuss the drawing in the same way as in the "Family Drawing" test.

If the subject "closes" from the examiner, then the "Animal Family" test often turns out to be more revealing than the "Family Drawing" and "Dynamic Family Drawing" tests, since its focus is less obvious. It can be used in place of or in combination with the Drawing Family Test to provide additional data.

There are cases when in the "Family Drawing" test the subject reproduces real family relationships, and in the "Family of Animals" test - idealized (such as he would like to see them). There is also an inverse relationship: in order to make a favorable impression, the subject depicts an idealized picture in the "Family Drawing" test, and in the "Family of Animals" test, due to its greater neutrality, a direct projection of real family relations. A meaningful analysis of the figures allows you to establish which option takes place in each case.

BEAUTIFUL DRAWING

The test is aimed at identifying the emotional characteristics of a person. The color scheme used by the subject, to a much greater extent than the black and white drawing, characterizes his emotional state. The test is available for children from the age of three.

Conducting testing. A sheet of paper is placed horizontally in front of the subject. Instruction: "Draw with colored pencils some beautiful drawing - whatever you want." During drawing, the sequence of using different colors by the subject should be noted in the protocol.

This test makes it possible to characterize the emotional state of the subject more definitely than according to a free drawing, in which there is a reproduction of previous negative experiences that do not reflect this situation. If negative experiences are manifested in a “beautiful” drawing, where they contradict the instructions, then we can assume that they are relevant for the subject at the moment.

When diagnosing cognitive development for children 4.5-7 years old, one of the most adequate is the "Most Unlikely" test developed by L.A. Wenger. This test is comprehensive and allows you to study not only the thinking, but also the perception of children.

stimulus material

8 geometric shapes different shapes, colors and sizes, of which: 2 blue circles (large and small), 2 red circles (large and small), 2 blue squares (large and small) and 2 red squares (large and small). In the application, the figures, respectively, are black and unpainted.

Instruction

Look at these figurines. How do they differ from each other? Now choose one of these figures that would not be similar to the one I chose (an adult takes one of the figures and lays it out in front of the child), remember that the figure you have chosen should not resemble mine in shape, color, or size (for children 4.5-5.5 years old). Look at these figurines. I lay out one of them in front of you, and you have to find another one that is nothing like the one I chose (for children 5.5-7 years old).

Conducting a test

At the beginning of work, all eight figures are laid out on the table in one row. During the conversation, children can take them in their hands, lay them out in shape, color or size. Then they are again randomly laid out in one row, from which the adult takes out one figure, puts it on the table in front of the child and asks to put the most dissimilar of the remaining figures next to it. In the event that a child of 4-5 years old finds it difficult to distinguish all three differences (parameters) of these figures, he can be helped by prompting: "Pay attention to the size (or color) of the figures." If children find the wrong figure, they need to be helped by suggesting how this figure is similar to the chosen adult. If, for example, you chose a small blue square, and the child chose a large blue circle, you can say to the child: "Well done, reallyyoursthe figure is large, and mine is small, it is a circle, and mine is a square. ButNotAnd. I asked them not to be similar, but you have them the same color.Let's put this figurine in its place, and you will find another, the most dissimilarchew."Thus, you not only point out the mistake made by theosand whom, but also emphasize once again what parameters must be considered when choosing the desired shape. Such an explanation for the error can be given bychildrenany age. Assistance can be provided twice, but if the child does notcoped with the task even after your explanations, testing is interrupted. If the child has chosen the figure correctly, the task is repeated again. once, to make sure that the correct choice was not accidental. At the end of the Test, the child is asked to explain why he chose this particular figure.

Analysis of results

When evaluating the activities of children 4.5-5.5 years old, it can be considered correctanswer,based on taking into account two of the three parameters.

It is also normal that children, when asked about the difference between figures, can say that the difference is that some of them are blue and others are red, some are large and others are small, some are round and others are square (instead of in order to say: they differ in shape, color and size, which is the norm for children 6-7 years old).

Children of 6-7 years old should isolate these parameters “in their minds”, without your request and discussion, which begins only if they choose the wrong figure, since normally, from the age of 5.5, children should be guided by all three parameters when choosing a dissimilar figure. In case of a mistake, they need the same help as younger children.

Of great importance at any age is the child's reaction to help, since learning (that is, the ability to solve a problem immediately after an adult's explanation) depends on abilities. Capable, albeit poorly trained children can, with the help of an adult, completely solve the problem even at 4.5-5 years old, while children with limited ability need repeated repetition in order to choose the right figure even at 6-7 years old. It must be remembered that in this case, training serves not only as a diagnosis, but also as a correction. cognitive abilities children.

Target: Identification of the level of formation of the internal position of the student.

Material: Verbal situations, questions for children to choose one answer.

Instruction: Listen, now we will play the game "Two Schools" with you.

I will tell you about the first and second schools, and you will choose the one in which you would like to study.

verbal situations:

1. If there were two schools: one with lessons in Russian, mathematics, reading, drawing, singing, physical education, and the second with lessons in drawing, physical education, singing. Which of these schools would you like to study at?

2. If there were two schools: in one lesson and breaks, and in the other only breaks. Which of these schools would you like to study at?

3. If there were two schools: in the first one, the teacher puts “5” and “4” for good answers, and in the second, they give sweets and toys for good answers. Which of these schools would you like to study at?

4. If there were two schools: in one you can get up only with the permission of the teacher or raise your hand if you need to ask something, and in the other school you can do whatever you want in the classroom. Which of these schools would you like to study at?

5. If there were two schools: in one they give homework, and in the other they don't. Which of these schools would you like to study at?

6. If a teacher in your class fell ill and the director offered to replace her with your mother or another teacher. Who would you choose?

7. If mom told you: “I agreed with the teacher, she will come to our house and study with you at home, but you don’t need to go to school.” What would you choose?

8. If mom said: “You are still small, it will be difficult for you to get up early in the morning to go to school and do your homework. stay in kindergarten and go to school next year. Would you agree with this proposal?

9. If a neighbor boy (girl) asked (a): “What do you like most about school?”. What would you answer?

Evaluation of results:

For the correct answer - 1 point;

Wrong - 0 points.

The internal position is considered formed if the child scores 5 or more points.

3) technique - " Study of learning motivation in older preschoolers».

This technique has been developed M.R. Ginzburg. Its description is given according to the book "The development of learning motives in children 6-7 years old." Ed. D.B. Elkonina, A.L. Wenger. - M., 1998.

The methodology is based on the principle of "personalization" of motives. Children are offered a short story in which each of the studied motives acts as a personal position of one of the characters. The technique is carried out individually with each child. After reading each paragraph, a schematic drawing corresponding to the content is laid out in front of the child, which serves as an external support for motivation.

Target: Reveal the predominance of a certain motive when entering school.

Instruction: Now I will read the story to you.

Boys (girls) talked about school. The first boy said: “I go to school because my mother makes me. If it wasn’t for my mom, I wouldn’t go to school.”

A card with drawing No. 1 is laid out on the table in front of the child, a female figure with a pointing gesture: in front of her is the figure of a child with a briefcase in her hands. (External motive.)

The second boy (girl) said: “I go to school because I like doing homework. Even if there was no school, I would still study.”

A card with drawing No. 2 is laid out: the figure of a child sitting at a desk. (Teaching motive.)

The third boy said, "I go to school because it's fun and there are a lot of kids to play with."

A card with drawing No. 3 is laid out: figures of two children playing ball. (Game motive.)

The fourth boy said: “I go to school because I want to be big. When I'm at school, I feel like an adult, but before school I was a little girl."

A card with drawing No. 4 is laid out: two figures depicted with their backs to each other: the one that is higher has a briefcase in their hands, the one that is lower has a toy car. (Positional motive.)

The fifth boy (girl) said: “I go to school because I need to study. You can’t do anything without learning, but if you learn, you can become whatever you want.”

A card with drawing No. 5 is laid out: a figure with briefcases in his hands is heading towards the building. (Social motive.)

The sixth boy said, "I go to school because I get A's there."

A card with drawing No. 6 is laid out: a figure of a child holding an open notebook in his hands. (Mark)

After reading the story, ask questions:

What do you think, which one of them is right? Why? – Choice I.

Which one would you like to play with? Why? – Choice II.

Which one would you like to study with? Why? – Choice III.

Children make three choices in sequence.

Study Data Processing: The answers (selection of a certain picture) are entered into a general table and then evaluated by the experimenter.

I choice - external motive- 0 b.;

II choice - educational motive- 5 B.;

III choice - game motif- 1 b.;

IV choice - positional motif- 3 b.;

V choice - social motive- 4 b.;

VI choice - mark- 2 b.

The control choice adds the number of points of the corresponding choice to the total.

Learning motivation is diagnosed by the highest score (dominant). However, the child may be guided by other motives. The absence of preferences indicates the lack of formation of the motivation for learning, i.e. different approaches in all situations.