Obviously, the success of early detection, and, consequently, early correction of developmental deviations in children, is largely determined by the availability of adequate methods for this purpose, their quality and reliability. Until the beginning of the 1990s, in domestic practice, only methods developed by well-known domestic specialists (E.L. Fruht et al.) were used to control the psychomotor development of children in the first year of life.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Bibliography

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

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

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

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

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

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

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

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

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

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

The tasks of this diagnostic:

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

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

First year of life:

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

Second and third years of life:

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

A specially prepared test material is used for conducting MFDR.

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

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

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

The evaluation result is expressed in months.

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

Table 2.4.

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

The end of the table. 2.4

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

Table 2.5

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

(age in weeks)

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

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

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

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

Rice. 2.10.

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

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

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

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

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

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

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

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

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

Development of general movements (walking)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Development of hand movements

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Perception of relationships

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Speech development

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Speech understanding

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

social development

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Independence

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Elena Hiltunen, Montessori teacher. The text of the lecture was published in the Montessori Club magazine, No. 5, 2009

Montessori pedagogy is sometimes called "environmental", emphasizing that Maria Montessori attached paramount importance to the child's interaction with the objects of human culture that make up his environment. A specially prepared environment meant for her a set of cultural objects strictly verified with the help of psychological and pedagogical analysis and giving the child the opportunity to freely act with them. Perhaps, if we read the texts of M. Montessori and imagine how she created the image of such an environment for the children of her Orphanage, we will also understand the fundamental foundations of our own work in this direction.

Montessori writes in the book "Children's House. The Method of Scientific Pedagogy”, which had a huge impact on her ideas about what subjects are really necessary for the development of children at a particular age, the work of Jean Itard. Itard for the first time almost a century before M. Montessori applied the principle of didacticization of tools (tools) of psychological diagnostics for regular exercises with them by a savage from Iveron. He found that ordinary toys did not make any impression on his student.

Here is what J. Itard writes: “I provided Victor with a variety of children's toys, and tried to teach him how to use them. But to my chagrin, he noticed that they often piss him off, and he hides them in different places, although he does not break them. I broke them only sometimes when I was angry. This attitude towards toys, which any adult today considers an integral part of the children's subculture, tells us that we may be mistaken in still filling preschool children's groups and our home children's rooms with teddy bears and doll utensils. Toys and substitute objects, apparently, do not have such an obvious developmental effect on the development of the child as objects of everyday human life.

At the same time, Jean Itard observed how frequently repeated exercises with diagnostic materials affected his pupil. For example, he put silver cups in his room, turned them over in front of Victor's eyes and offered to find a nut under one of them. It was a routine test that determined the child's ideas about connections in the world around him. “Over time, I replaced edible products with simple items. His interest in this game did not fade, he learned to quickly find a hidden object. (Jean Itard. "Report on the first successes of Victor from Iveron. 1801"). Just below, Itard describes the exercises of his student with the selection of pictures for the corresponding objects, as well as the imposition of letters cut out of metal on their prints on cardboard. Practicing with this material, Victor showed the wonders of his abilities.

All these descriptions of Itard served for Maria Montessori as the most important principle in the organization of the prepared environment and the main method of her pedagogy, which is still revolutionizing the generally accepted views on the upbringing of children. She was told that the didactic materials she had placed on the shelves instead of toys were nothing new—just normal sensitivity-measuring items. She answered: “My method is that I make an experiment with some didactic material and wait for the immediate, spontaneous reaction of the child. This method, indeed, in all respects is similar to the methods of experimental psychology .... But there is a huge difference between those devices and my didactic material. Aesthesiometers make it possible to measure; my materials, on the contrary, are adapted to exercise the child in his own development. To achieve this pedagogical goal, it is necessary not to tire, but to occupy the child. That is why it is so difficult to choose the right didactic material.”

So, it becomes clear to us the main basis on which a prepared subject environment is created in any children's group working on the principles of Maria Montessori's pedagogy - we take psychological tools for diagnosing children of a particular age, and didactize it, turn it into developing didactic material. Then we carry out an experiment, offering it for the free work of children, and from all the proposed items we select only those items that give a positive trend in children's development. It is from these items, in the end, that the best version of a specially prepared environment for children of one age or another will be formed.

In this case, we are interested in a prepared environment for babies from 1 to 3 years old. The fact is that Maria Montessori, as you know, did not leave a clear description of the situation of such a children's group. There are only separate fragments of records of her views on this matter. The most accurate research in this direction was and is being conducted by American scientists and practitioners. But no one forbids us to get involved in such work. It also seems that any recommendations coming from the lips of people who are authoritative in our education can and should be subjected to serious experimental verification and scientific analysis of recorded observations before they are transferred to educational practice and replicated.

What psychological diagnostics that exists today can we start from in order to most accurately select the standard minimum of items that will fill the specially prepared environment of the “Together with Mom” group for children from 1 to 3 years old? In Europe, such a diagnosis is considered the Munich Functional Diagnostics, developed by German specialists under the guidance of Professor Theodor Helbrugge. In the Children's Center, which this scientist has been leading for many years, the method of working with children developed by M. Montessori is widely used. Munich functional diagnostics is a rather voluminous work, but we are now only interested in a small part of it, which refers to children from 1 to 3 years old. In addition, in this case, we are only interested in those diagnostic parameters that can be determined using some kind of psychological instrumentation, and not direct observation of the behavior of children.

Munich functional diagnostics covers 6 meaningful areas of development of babies: movement, grasping, perception of relationships, which combines the development of visual and auditory orienting reactions; understanding of speech and active speech, independence and socialization. We are interested in the reaction of the child to the interaction with certain objects that we install in the space of the study room. Diagnostic results show a normal reaction in 50 to 90% of children. By incorporating diagnostic items into the environment of the toddler room and didacticizing them, we expect this percentage to increase significantly.

Development of general movements (walking)

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

Climbs one step up (height 12-18 cm). 10.5 m. - 1 g. 1.5 m.
He climbs three steps with a side step and holds with both hands. 1 g. 3.5 m. - 1 g. 8 m.
Goes down three steps with a side step and holds with both hands. 1 g. 4.5 m. - 1 g. 9 m.
Descends three steps with a side step and is held with one hand. 1 year 6 months - 1 year 11 months
He climbs two steps with an adult step, held with one hand. 2 y. 1 m. – 2 y. 8 m.
Descends three steps with an adult step, held with one hand. 2 years 5 months - 3 years 1 month
Descends at an adult step three steps down without holding on. 2 years 11 months – 3 years 9 months

Walks and carries the ball with both hands. 1 year 1 m. - 1 year 5 m.
Hits the ball in a standing position without holding on. 1 year 5 min. 1 year 10 min.
Catches a ball with a diameter of 15-20 cm from a distance of 2 m. 2 g. 7 m. - 3 g. 4 m.
Climbing on and off the couch. 1 year 2 m. - 1 year 6 m.
Climbing onto and off a chair with an armrest 1 g 3 m - 1 g 7.5 m.

Jumps over the tape (width 10 cm) without hitting it. 2 years 3 months - 2 years 11 months

Jumps over a sheet of paper 20 cm wide without hitting it. 2 years 9 months - 3 years 7 months
Rides a tricycle and presses the pedals. 2 years 4 months - 3 years

Separately, in the Munich functional diagnostics, the independent actions of the baby associated with the development of hand movements are highlighted. As you know, during infancy, the so-called myelination of nerve fibers occurs - the process of formation of a layer of a special substance, myelin, around the nerve trunks, which provides a more accurate transmission of an impulse, for example, to a child’s hand, which immediately performs a response. This most important process significantly affects the development of the child's thinking.

All diagnostic actions included in the Munich Functional Diagnostics require the participation of special tools, that is, a set of items that help the child perform one or another action. Some of them are objects of everyday life (for example, a pencil and paper), but others must be specially prepared to observe the child's actions with them. These are the items that can be didactized and placed on separate shelves or tables in a room specially prepared for children.

Development of hand movements

Throws two balls into the jar. 11 m. 1 g. 2.5 m.
Draws dots or short strokes on paper. 1 g 1 g 3.5 m

Turns the rotating bottle cap in different directions. 1 g 0.5 m 1 g 4 m
He puts two rings on the pyramid. 1 y 1 m 1 y 5 m
Draws strokes in all directions. 1 g 1.5 m 1 g 5.5 m
The child holds a cube in each hand and takes the third one with both hands without dropping the first two (the length of the edge is 3 cm). 1 y. 2 m. 1 y. 6 m.
Inserts two pegs into holes with a diameter of 20 mm. 1 g 2.5 m 1 g 4 m
Inserts a nylon cord with a tip into the hole of the ball (diameter 27 mm, internal 7 mm). 1 g 3.5 m 1 g 8 m
Draws strokes with rounded ends in all directions. 1 year 4 months 1 year 9 months

Puts two matches in a box, turning them at the same time 90 "so that the ends do not protrude. 1 g. 5 m. 1 g. 10 m.

Holds two cubes in each hand for two seconds, edge length 3 cm. 1 g. 6 m. 1 g. 11 m.
Draws a flat spiral, with one intersection. 1 g 7.5 m 2 g 1 m
Screws or unscrews the cap of the vial with the insertion of the cap while holding the vial. 1 year 9 months 2 years 3 months

Turns the handle of the music box. 1 y. 10 m. 2 y. 4 m.

Strings a ball-bead on the cord. 1 yr 11 min 2 yr 6 min

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

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

Builds a tower of eight identical cubes (edge ​​3 cm), in three attempts. 2 y. 2 m. 2 y. 10 m.
Makes two cuts of a paper strip 2 cm wide with scissors (an adult holds the paper). 2 years 4 months 3 years

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

Simulates writing movements. 2 y. 6 m. 3 y. 3 m.
Forms a roller from plasticine (from a ball). 2 y. 7 m. 3 y. 4 m.
Selects a horizontal line when drawing. 2 y. 8 m. 3 y. 6 m.
Draws a closed circle. 2 y. 9 m. 3 y. 7 m.

Perception of relationships

Pointing at something with a finger. 11.5 m. 1 g. 4 m.
Inserts the smallest cup into the middle one (out of three). 1 year 1 year 5 m.
Places a large circle on a template board (diameter 10 cm). 1 year 1 m. 1 year 6 m.
Finds an item under one of the two cups. 1 y. 2 m. 1 y. 7 m.

Turns the bottle over to retrieve an item. 1 y. 3 m. 1 y. 8 m.
Inserts all three cups one into one. 1 year 5 min. 1 year 11 min.

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

Places the large and small circle on template boards (diameter 10 and 6 cm). 1 y. 7 m. 2 y. 1 m.
Places a square, a triangle and a large circle on the template boards. 1 year 9 months 2 years 3 months

Builds a row of five cubes (edge ​​length 3 cm). 1 y. 10 m. 2 y. 4 m.
Inserts 3 of 4 shapes into the template box. 1 yr 11 min 2 yr 5 min
Sorts circles by size (12 circles of three different sizes - 5.5 cm, 8 cm, 11 cm). 2 years 2 years 7 months
Sorts three of the four cubes by color. 2 y. 1 m. 2 y. 8 m.

Places three of the four circles on the correct pattern on the template board. 2 y. 2 m. 2 y. 9 m.
Builds a "bridge" of three cubes according to the model. 2 y. 4 m. 2 y. 11 m.
Folds a square of four cubes. 2 y. 6 m. 3 y. 2 m.

We have considered only the first part of the possible substantive content of the specially prepared environment for the children's group "Together with Mom", working on the principles of Montessori's pedagogy. The Munich functional diagnostics, which we have taken as the basis of our constructions, includes several more extremely important sections. This is the understanding of speech, and its development, and the social behavior of the child, and the degree of his independence from the adult.

*) In case of prematurity in a child, the number of weeks by which the child was born earlier should be subtracted from the chronological (passport) age of life. For example, if a 4 month old baby was born 4 weeks early, the chronological age is 3 months (4 months minus 4 weeks.

Rice. 16. Typical developmental profile of an infant with mental retardation. Note the uniform delay in gross motor development, fine motor development (grasping), perception and speech development, and a less pronounced delay in social development.

DIAGNOSIS OF "AGE OF Crawling".

In the medical literature, there is no single point of view regarding such concepts as Kriechen (*crawling), Robben (*crawling, in a plastunsky way, in a seal way, on a stomach), Krabbeln (*crawling in a crab way).

Based on German usage, we mean by Kriechen (*crawling) a way of moving forward in which the torso is on the floor and all four limbs are involved in the movement. In the "Munich Functional Diagnostics of Development" the concept of Kriechen is used only to refer to the reflex crawling movements of the newborn and infant in the first months of life. In plastunsky crawling (Robben), the trunk remains in contact with the floor, but the lower limbs do not take a decisive part in moving forward (children under the 9th month). The word Krabbeln denotes moving forward on hands and knees, that is, on all fours (see the 11th and 12th months).

Newborn

a) turns the head from the middle position to the side;
b) the limbs are fully bent;
c) reflex crawling movements (Kriechen)

Performance: undressed newborn is placed on the stomach, paying special attention to the symmetry of the trunk and limbs, as well as the position of the head in the midline. Guided by the writings Prechtl and Beintem, a newborn and a small infant are examined in a quiet, if possible evenly heated room with a temperature of ~ 27-30 ° C. However, an examination table with a heating lamp is also sufficient. A non-rigid mattress (foam rubber) about 2 cm thick is suitable as a bedding. The best time for examination is 1-2 hours after the last feeding.

The optimal condition and behavior of a newborn or infant: he is awake, he has brisk movements. Crying during examination of a newborn often affects function in the prone position in a stimulating manner. You can not evaluate the child if he is sleeping.

(footnote)* In German, the words Kriechen, Robben, Krabbeln are translated as "crawling", while they have tint meanings that have no equivalent in Russian, therefore, if necessary, in this (IX) section, the German word will be given in brackets. In all phrases like "crawling age", "crawling period", etc., the word "crawling", "crawling" corresponds to the German word Krabbeln, both in the previous translation and in the following one.

Grade:

a) A healthy newborn turns his head to the side (with a one-way light source) and can lift it in this position for a moment. If the jerk is strong enough, the head may be held unsteadily on the midline for about one second;

b) limbs fully flexed, i.e. the arms are strongly bent, the hands are clenched into a fist, the knees are pulled up under the stomach, the feet are bent;

c) if the newborn does not remain at rest, then reflex crawling movements are visible (Kriechen). The experimenter can cause them by lightly pressing the thumb on the foot (Bauer reaction), which leads to extension of the affected limb and to the movement of the trunk forward; the head is turned to the side and raised. If the feet are pressed alternately, then the newborn is pushed off on the sliding mat with movements similar to crawling. They must have the same strength on both sides.

End of 1st month

Holds head high for at least 3 seconds

Performance: external conditions and condition as in a newborn.

Grade: in the first weeks of life, the head is constantly raised from the side position. It rises unsteadily above the midline for several seconds, while the angle between the face and the bedding is ~ 20-30 degrees. (90% of the infants in our selective experiment held their heads for 1-2 seconds at 3 weeks of age).

End of 2nd month

a) raises head at least 45°;

b) hold the head like this for at least 10 seconds.

Performance: like a newborn.

Grade: the head rises already and from the middle position and is held for more than 10 seconds. However, it still swings in both directions. The face and mat form a 45" angle, corresponding to a chin-to-mat distance of ~5 cm (90% of our infants could do this at 6 weeks). due to decreasing flexion.The predominant head position to one side, often observed in the first weeks of life, should now disappear.

End of 3rd month

a) raises head 45-90°;

b) hold the head like this for at least 1 min;

c) rests on both forearms;

d) the hips are predominantly extended (moderately extended).

Performance: like a newborn.

Grade:

a) and b) the head can now be confidently held for at least 1 min, the face forms an angle of up to 90° with the mat;

c) traction and extension of the cervicothoracic spine allows the infant to extend the shoulders up to 90° in relation to the mat and lean on the forearms;

d) the pelvis lies almost flat on the bedding, i.e. the angle between the trunk and thighs exceeds 150°. (90% of our babies could hold their head for 1 minute while resting on their forearms at 12 weeks).

End of 4th month

Confident support on the forearms.

Performance: like a newborn.

Grade: the shoulders are more extended forward, so that the angle between them and the forearms is more than 90 °. Due to the easier abduction of the shoulders, the distance between the forearms became greater. The palms are half open. The head is held vertically with respect to the bedding for more than one minute.

End of 5th month

He ceases to lean on his forearms, raising his arms during repeated extensor movements of the raised legs ("swimming").

Performance: like a newborn.

Grade: Stretching the torso already captures the lumbar spine. The bulk of the body still falls on the stomach. The child increasingly refuses to rely on the forearms, preferring to swing on the stomach: while the head, chest and arms are raised up, and the legs make pushing symmetrical extensor movements. Shoulders in retraction position , arms are bent and palms slightly open. Such a motor complex in some children can be observed only for a short period of time (2-3 weeks). If the experimenter or mother offers the infant a beautiful toy from the front (approximately at eye level) and moves it in an oblique line up and back, then this often leads to a passive roll over on the back. This occurs as a result of the loss of balance that has arisen due to the rotation of the head. Active rotation from the abdomen to the back will develop only by the 7th month.

End of 6th month

a) rests on outstretched arms on the floor - palms fully open;

b) when the bedding is lifted laterally, the arm and leg on the superior side are abducted (balance response).

Performance:

a) like a newborn;

b) the mat is slowly lifted from the side to an angle of 45 degrees parallel to the longitudinal axis of the child. In the starting position, the forearms (hands, palms) should be supported (or supported), and the legs should be slightly extended.

At an older age, the behavior of the child is especially important, since the examination may fail if the child is tired, hungry or frightened. The mother of the child in many cases should take an active part in the examinations.

Grade:

a) outstretched arms rest with open palms on the mat, the body is extended to the lumbar spine. The weight of the body falls on the arms and lower parts of the pelvis, the head in relation to the bedding is at an angle of 45-90°; elbows do not touch the mat;

b) when the litter is raised laterally, the arm and leg on the superior side are retracted with an opposite search for support (balance reaction). This ability should be equally expressed on both sides. 90% of the children in our selective experiment were able to lean on their hands at the 23rd week, and keep their balance at the 26th.

End of 7th month

a) holds one hand over the mat for at least 3 seconds;

b) the presence of readiness to jump to maintain body weight.

Performance:

a) offer the child an attractive toy at eye height at arm's length to the right or left of the midline;

b) when checking the readiness to jump, the child, who is held by the sides, is lifted up and suddenly lowered to the mat.

The optimal condition during the examination: the child is awake, he is active and interested in toys. This ability cannot be assessed if the child is sleeping or crying.

Grade:

a) when grasping the proposed toy with one hand, the other forearm takes on the function of support. For this ability to be assessed positively, the free arm must be held at shoulder height for at least 3 seconds (90% of the selective experiment performed this test at week 27);

b) when ready to jump, both arms should be extended, palms on the floor or fully open, head held straight (synonym: skydiver reaction). The skills described should be equally pronounced on both sides.

End of 8th month

transitional phase. 7th - 9th months.

Grade: in the 8th month, attempts to move forward develop quite intensively. Often they can still be very individual and do not fit into the typical pattern of crawling on the bellies (Robben) or crawling on all fours (Krabbeln). The predominant movement is still in place, such as stretching the whole body. At the same time, the arms and legs (knees) hold the body for several seconds. In addition, the baby can rotate around its own axis of the body - a vertical line passing through the navel.

End of 9th month

Creeps like a plastunsky (like a seal: Robben)

Performance: the baby is placed on one end of the mat for examination, the mother, being on the other end, calls him, showing him his favorite toy.

Grade: dragging forward with bent arms and elbows. The rest of the body is pulled up on the mat. The legs are most often slightly extended, however, sometimes they can participate in the process of crawling, making barely pronounced alternating movements. Such crawling is first performed mainly sideways (“movements without a definite direction”, circular movements), and then forward (90% of the children in our sample experiment could crawl forward at 39 weeks). The crawling period is usually short and lasts longer, more than two months, mainly in children with cerebral or muscular disorders.

End of 10th month

a) swings on hands and knees;

b) crawling (Krabbeln) uncoordinated;

c) sits down from a prone position, bending the hips and turning the torso.

Performance: the child is prompted by the mother to crawl on all fours, like crawling in the 9th month.

Grade:

a) from the “support on hands” position, the baby pushes back, so that the center of gravity moves from the pelvis to the lower leg. When lifting the pelvis through moderate straightening of the knee and hip joints, the body rests on the hands and knees (stand "on all fours"). In this position, swaying forward - backward in the longitudinal direction is observed. Due to the unstable position, the baby loses balance in a side collision with something;

b) incipient crawling on hands and knees not yet coordinated, not yet "cross-coordinated" (see 11th month);

c) from a position lying on his stomach or from a position on all fours, the child spontaneously or holding on to furniture (for example, on the playpen posts) sits down, this is observed on both sides (in a selective experiment, 90% of the children swayed on all fours without falling, on the 40th week and independently sat down from a prone position at 42 weeks).

End of 11th month

Crawls (Krabbeln) on all fours with cross coordination

Performance: as in the 9th month.

Grade: crawling on all fours must be coordinated, i.e. the child moves in cross coordination in the rhythm of the left leg - right hand, right leg - left hand, etc. With increasing balance, forward movement becomes faster and freer (90% of children in a selective experiment performed at 46 weeks).

End of 12th month

Confident crawling on all fours

Performance: as in the 9th month. The urge to crawl at this age, as a rule, is no longer required.

Grade: a one-year-old child willingly crawls on all fours, confidently maintaining balance. The criteria for assessing crawling at 11 and 12 months are the same. There may also be a so-called "bear walk" - moving forward on the arms and legs. It can be seen when it is necessary to overcome small obstacles, for example, a door threshold.

After a few weeks, the more mature phase of crawling becomes visible as plantar flexion appears. The back of the foot and lower leg touch the litter. Long-term preservation of the leg in a state of posterior flexion, as well as a clear lifting of the leg from the mat, should be interpreted as pathological, as a characteristic sign of the still remaining primitive posture stereotype due to SNR (symmetric cervical tonic reflex). This assessment should be recorded in the Notes section of the survey form.

Basis for assessment

Evaluation of a child's motor development is of crucial importance for the pediatrician, since it serves to identify not only developmental delays, but also pathological motor skills.

A common reason for a delay in the appearance of crawling skills is insufficient motivation to move (the baby is in a cradle or in a basket, older babies in a stroller, in a rocking cradle or bed on wheels, etc.). Even more common is the mother's preferred positioning of the child on the back, which undoubtedly has a negative effect on the development of crawling, and especially if the child is overweight.

A delay in the development of isolated movements in crawling can be observed on its own, but it can also become an expression of a general developmental delay, for example, in deprivation syndrome. Sometimes too long being in a wheelchair with the curtain drawn can lead to a delay in overall psychomotor development, at least in early infancy, due to insufficient psychosocial and visual stimulation. In such cases, usually mild deprivation, proper counseling of the mother leads to a rapid improvement in the development of the child.

Another cause of delay in the development of crawling is a cerebral movement disorder. For this reason, a thorough examination of the motor sphere (kinesiology examination) should be carried out with every developmental delay. Long-term preservation of primitive pathological motor stereotypes, impaired muscle tone and other neurological symptoms are signals that cause concern among doctors.

If a neurological examination does not reveal pathological abnormalities, then mental developmental disorders should be taken into account. In this case, we are talking about a particular aspect of the general lag in psychomotor development.

In addition, a delay in the development of crawling may occur as a result of a violation of the physiological functions of the sense organs, for example, in the event of loss or decrease in visual acuity, so that, depending on the circumstances, an ophthalmological examination should be carried out.

Therapeutic implications

The results of the survey serve as the basis for therapeutic conclusions. In mild cases of motor deprivation, detailed advice from a doctor is most often sufficient. Only in exceptional cases, sedentary infants and infants with a large body weight require treatment with the use of special therapeutic exercises. It is certainly necessary if a cerebral disorder is suspected. In this case, it is necessary to involve a specialist in physical therapy after a thorough neuropediatric examination, as well as in relation to children with intellectual disabilities, prompt application of early therapy is indicated. In the motor area, physical therapy also lives up to expectations.

DIAGNOSTICS "AGE OF SEAT".

The ability to sit freely is preceded by a long, over several months, gradual ontogenetically programmed development, which must be traced from the moment the child is born.

The distribution of such development over months is in principle always somewhat arbitrary, however, for a practical assessment of the age at which a child begins to sit, simple parameters should be systematized in an ordered series. This is important to establish whether the development of the sitting skill is pathological or slow and whether other diagnostic or therapeutic measures should be initiated in this case.

To determine the age of sitting, the development of the ability to rise from a supine position is assessed. Head control, hip flexion, and head rotation are essential prerequisites for normal sitting. Therefore, these functions are constantly checked when determining the seating age in the implementation situations described below. The ultimate goal of seat development is not just the ability to sit freely; it ends only after the indicators of prolonged sitting are fulfilled (see 10th month).

Survey Rules

During the examination, the infant should be awake and should be as active and alert as possible. The crying and displeasure of the child harm the assessment, drowsiness and sleep make the examination impossible.

Newborn

a) lateral head position without side preference;

b) alternately dangles its legs without favoring a side;

c) repeatedly raises the head tilted forward for 1 second while traction by the hands to a sitting position

Implementation and evaluation

a) in the supine position, the head is generally not yet in the middle position. The newborn turns it alternately to the right or left side. Deformation of the skull in the parietal or occipital region as a result of cephalohematoma, as well as muscular torticollis, can lead to a preference for one side or to a fixed position of the head on one side. As a result of opisthotonus, the asymmetrical position of the head becomes even more pronounced;

b) dangling legs: if we keep the head of the newborn in the middle position, then his legs will alternately extend with the same force without favoring any one side. Particular attention should be paid to the position of the lower extremities.

Throughout infancy, the following rule applies to leg movements: with normal leg motor development, the hips are abducted and in external rotation, while the feet are slightly bent backwards or subject to plantar flexion. In case of violation of the movements of the lower extremities according to the spastic type, adduction and internal rotation of the hips predominate, the lower leg is tonically straightened and the foot is subjected to extreme plantar flexion;

c) if the newborn, which the mother holds in her arms, is slowly pulled up to a sitting position, then his head leans back. In the sitting position, it sluggishly falls forward, but repeatedly rises mainly through the side for 1 second. At the same time, the person conducting the examination should hold the child by the allotted shoulders and avoid supporting the head with the shoulders. In the sitting position, the entire spine of the newborn is arched back. In our selective experiment, 100% of the examined newborns aged 4 to 7 days fulfilled the above-described norms.

End of 1st month

In the supine position, holds the head for at least 10 seconds in the middle position.

Performance: like a newborn

Grade: the head no longer turns constantly from the middle position to the side, but may stay in the middle more often and for a longer time.

End of 2nd month

In a sitting position, keep the head straight for at least 5 seconds.

Performance: the examiner holds the infant in a sitting position by slightly retracted shoulders.

Grade: at the end of the second month, a healthy baby, as a result of the labyrinthic installation reflex, should keep his head straight, even if he is still strongly balancing, for at least 5 seconds. The labyrinthic positioning reflex affects the control of the position of the head in space, regardless of the position of the body - it is always set as vertically as possible ("top of the head").

End of 3rd month

a) keeps the head upright in a sitting position for more than 1/2 minute;

b) the head does not tilt back when raised to a horizontal unstable (hanging) position.

Performance:

a) The awake child tries with almost every change in the position of the body according to the above rule to set the head vertically. Strengthening the strength of the occipital muscles allows him to keep his head straight for a longer time. But the shaking (hanging) of the head is still clearly observed. In the sitting position, the cervical spine is already almost straight, the caudal two-thirds of the spine is still round and bent. (In our sample experiment, 90% of infants were able to sit upright for half a minute at 13 weeks).

b) If the experimenter slowly raises the child up to an unstable (hanging) position, then the head no longer immediately drops down, but remains at the same level with the spine for at least 2 seconds, i.e. is like a continuation of the spine).

End of 4th month

When attempting traction by the arms (slow pulling up to 45°), the child raises his head and slightly bent legs.

Performance: the attempt at traction has long been known as the "pull up to a sitting position". The experimenter puts his thumbs from the elbow side into the hands of the infant turned towards him and clasps the distal ends of the forearms with the rest of his fingers. Since the grasping reflex should be used during traction, the back of the hand should not be touched. (Irritation of the back of the hand by the experimenter may counteract the grasping reflex (see p. 130)). The child should be pulled up very slowly to a maximum angle of 45° from the bedding with the head position at an average level. (Vojta).

Grade: the head rises with the body, at least at the beginning of the traction, but after a few seconds it may fall back. The lower limbs are slightly bent in all joints (the hips are abducted) and reflexively raised above the bedding by several centimeters. The arms can be in a position from slightly extended to slightly bent.

End of 5th month

a) when attempting traction, raises the head along with the spine (the head as a continuation of the spine);

b) keeps the head straight in the sitting position and with the lateral inclination of the torso.

Performance:

a) traction attempt as in the 4th month;

b) in a sitting position: the experimenter holds the infant by slightly retracted shoulders and gently tilts the upper part of his body to the right and left sides to an angle of 45 degrees to the bedding. The reaction is especially good to observe from the back of the child.

Grade:

a) when attempting traction, the head is held at least level with the spine, as an extension of the spine;

b) in the sitting position, the head is placed vertically, i.e. when the body is tilted, the head is held vertically. Information about a clear asymmetry in head position should be recorded in the "notes" of the examination form.

Lateral support of the arms at this age, as a rule, is not yet observed. If the experimenter wants to fix this reaction, then the child should be lightly held from above by the shoulders (in our selective experiment, 90% of infants at the 18th week could hold their head straight with a lateral tilt and at the 19th week raise it with traction).

End of 6th month

a) slightly flexes both arms when attempting traction;

b) good head control in a sitting position with the torso tilted in all directions.

Performance:

a) attempt at trakya, as in the 4th month;

b) in the sitting position, the experimenter holds the child by the shoulders and tilts the child's upper body forward, backward and to both sides up to an angle of 45° to the vertical line.

Grade:

a) the child experiences obvious joy from the new position of the body: if you put your thumbs in his hands, then he immediately grabs them and tries to pull himself up. He adducts the shoulders (upper arm) and flexes the forearms at least at the beginning of the traction attempt (in our sample experiment, 90% of children do this at 26 weeks). Most babies can already tilt their head forward enough that their chin touches their chest;

b) in the sitting position, the head is held straight with the torso tilted in all directions. This so-called "good head control" indicates the achievement of a decisive phase in the functional area of ​​sitting (in our experiment, 90% of the children - at the 23rd week).

End of 7th month

a) actively rolls over from back to stomach;

b) lying on his back plays with his legs (hand-foot coordination).

Performance:

a) The experimenter observes the child lying on his back. Turning the body onto the stomach is stimulated with the help of a toy;

b) If the child does not spontaneously touch the legs, the experimenter may touch the shins or knees several times with the child's hand.

Grade:

a) active rolling from back to stomach, which began at the 5-6th month, fully develops at the 7th month (90% of children - at the 29th week). Without helical movement from the shoulder girdle to the pelvis, active rolling cannot be judged as normal. The process of movement can begin both cranially and caudally. In the first weeks after mastering this skill, the child usually rolls over to one side only. With normal development, this asymmetry should disappear no later than 6 weeks, counting from the first active rotation of the body;

b) the child grabs the feet or knees of the raised legs, moves them and plays with them for at least 3 seconds. Many children bring their feet to their mouths. Hand-foot coordination involves strong flexion of the hip joint. It simultaneously characterizes a step in the development of the body schema. In our sample experiment, it was found that 76% of the examined six-month-old babies have hand-foot coordination, 90% cannot be indicated in this case for technical reasons, that is, related to the examination process.

At the 7th month, children, if they are pulled up, can “sit” for several seconds with support on their hands. The body should not be tilted forward more than 45 ° from the bedding, nor should it tip over to one side. We believe that for examination and functional diagnostics of development, this predominantly passive and uncertain position is of little importance.

End of 8th month

a) pulls himself up to a sitting position, holding on to the fingers offered, using his own strength;

b) sits alone for at least 5 seconds with support from the front.

Performance:

the experimenter holds the thumbs or index fingers transversely at a distance of 25 cm from the child's chest ("crossbar of fingers", "horizontal bar"). If the child lacks them spontaneously, they can be put into his hands, as in an attempt at traction. The experimenter should not, however, pull the child up any further, but should only hold the fingers in front of him in their original position. The forearms no longer wrap around.

Grade:

a) the child stretches out his hands in the direction of the offered fingers, grabs them and pulls his body up like a pull-up on his hands to sit upright (in a selective experiment, 90% of children - at 32 weeks). The head is kept on the line of continuation of the trunk, the hips are slightly bent (the angle of the trunk - the thigh is more than 120 °), and the legs are slightly subject to external rotation and are slightly extended without crossing;

b) the child can sit for at least 5 seconds without the help of the experimenter, while maintaining balance, leaning forward on one or both hands (in a selective experiment, 90% of children - at the 32nd week). If the shoulders are in retraction, there may be no support.

At this age, a typical body position can still be observed - the so-called "lying position of the figure of a garden gnome." The child, already confidently turning as he likes, often remains lying on one side of the body, leaning on the arm below. The other hand is free to manipulate. The overhead leg is used for flexible balancing. The longer the training, the more confident the child maintains balance. Thanks to the support on the lower arm, the torso approaches the natural sitting position. Therefore, the child's stay in the "lying position of the figure of a garden gnome" is a preliminary training for a direct transition to sitting from a prone position.

End of 9th month

At least 1 min sits freely.

Performance: the experimenter puts the child on a firm, even base on which the legs can lie (but not on a chair!).

Grade:

The child sits at least 1 minute freely with the head held straight. The back is extended to the caudal third, the legs are abducted and more or less bent. This solves the problem of developing lifting to a sitting position from a supine position (in a selective experiment, 90% of children - at the 39th week).

Mild, still observable physiological lumbar kyphosis, as well as strained concentration when sitting (Piper) indicate that the newly acquired function is not yet perfect. Unstable balance is leveled by the ability to quickly support the arms in all directions (Milani-Comporetti and Ghidoni).

End of 10th month

a) sits down independently from a prone position, holding on to furniture;

b) long sitting: sits loosely with a straight back and slightly extended legs.

Performance:

a) the child must pull himself up to sit down from a supine position, holding on to suitable furniture (chair leg, playpen railing post, wall handle, etc.); if this does not happen spontaneously, then the child should be encouraged to the desired action with an attractive toy.

b) as in the 9th month.

Grade

a) the child can sit up without the help of an adult. To do this, he needs both hands, and he must make a pronounced effort;

b) Prolonged sitting: back straight, entire spine straight, legs moderately abducted in a slightly bent to slightly extended position, feet moderately bent backwards and in a position of slight external rotation. The body is at right angles to the base on which the child sits, and the child can turn in the sitting position to either side without losing balance. In this stable position, he can play for a long time. If a child wants to get an object that is out of direct reach, he most often gets on all fours and crawls towards it. From a prone or all fours position, he manages to sit down with less effort than pulling himself up from a supine position.

When the child performs all movements to change the position of the body, attention should be paid to his joy from the process of changing the position of the body, as well as to the rotational elasticity of the spine in the area between the shoulder girdle and the pelvis.

(In our sample experiment, 90% of babies sat up from a supine position at 43 weeks; could sit for extended periods at 43 weeks and transitioned from sitting to prone or all fours at 40 weeks) .

The data presented on the appearance of various partial functions of sitting and their training mainly at the 10th month emphasize the importance of a particularly careful assessment of the age of sitting precisely in this age period.

End of 11th and 12th month
Confident balance when sitting for a long time

Execution: e The experimenter slowly raises first one and then both of the child's legs to a long sitting position up to an angle of 45° with respect to the bedding.

Grade: the child bends the torso, stretches the arms forward and balances confidently on the narrowed ischial base without falling. If he is tilted to the side or too quickly back, then he immediately leans with his outstretched arm in the appropriate direction (in our selective experiment, 90% of children - at 47 weeks). With this skill, the development of sitting in the 1st year of life reaches its highest point.