Diagnostics

"Features of the moral and emotional development of children senior preschool age.

Children of older preschool age develop moral judgments and assessments, an understanding of the social meaning of a moral norm. There is a personal and moral self-regulation. Moral norms of behavior acquire stability.

Most children develop a certain moral position, which they adhere to more or less consistently. Children are able to explain their actions using moral categories. They learn social forms of expressing feelings, begin to understand the experiences of others, show care, responsiveness, mutual assistance, sympathy, and also adequately respond to the successes and failures of others. Feelings and emotions become conscious, generalized, reasonable, arbitrary.

Diagnostics of moral and emotional development.

To track the effectiveness of work on moral and emotional development children, we propose to use methods that allow us to fix the level of development of moral consciousness, moral feelings, moral behavior, emotional balance at the beginning and in end work.

Methodology "Finish the story" (G. A. Uruntaeva, Yu. A, Afonkina)

Target. The study of children's awareness of such moral qualities as kindness-anger, generosity-greed, industriousness-laziness, truthfulness-deceit.

Holding. The study is carried out individually. The child is told the following: "I I'll tell stories and you finish them."

1. The girl spilled toys from the basket onto the road. A boy was standing next to him. He walked up to the girl and said...

What did he say? Why did he say so? How did he do? Why do you think so?

2. Mom gave Katya a birthday present beautiful doll. Katya started to play. Came up to her younger sister Vera said: “I also want to play with this doll.”

Katya answered...

3. Children built the city. Olya did not want to take part in the game, she stood nearby and watched others play. The teacher approached the children: “It's time for dinner.

The cubes must be placed in a box. Ask Olya to help you." Olga answered...

4. Petya and Vova were playing together and broke a beautiful expensive toy. Dad came and asked: “Who broke the toy?”. Peter answered...

Processing of results.

1 point - the child cannot evaluate the actions of children.

2 points - the child can assess the behavior of children as positive or negative (correct or incorrect, good or bad), but the assessment does not motivate and does not formulate a moral standard.

3 points - the child names the moral norm, correctly assesses the behavior of children, but does not motivate his assessment.

4 points - the child names the norm, correctly assesses the behavior of children and motivates his assessment.

Methodology - "Subject pictures"

(G. L. Uruntaeva, YL. Afonkina)

Target. The study of the emotional attitude to the same moral qualities that are indicated in the previous method.

Material. Pictures depicting situations that are subject to moral assessment (for example, a scene on a bus: a boy is sitting and reading a book, and a girl has given way to an elderly woman).

Holding. The study is carried out individually. The child is shown pictures: “Lay out the pictures so that on one side there are those on which good deeds are drawn, and on the other side bad deeds ...

Explain why you arranged the pictures the way you did.

Treatment results:

1 score - the child incorrectly lays out the pictures (in one pile there are pictures depicting both positive and negative actions), emotional reactions are inadequate to moral standards.

2 points- the child correctly lays out the pictures, but cannot justify his actions.

3 points- correctly lays out the pictures, justifies his actions, naming the moral norm.

Methodology - "Color the picture" (GL. Uruntaeva, YL. Afonkina)

Target. The study of the nature of help (sympathy) to another person. Material.

Three sheets of black and white drawings, colored pencils.

Holding. The child is offered:

1) paint over the drawing yourself;

2) help a child who cannot color;

3) finish the drawing of a child who is doing well. Child in need of assistance is not in the room: adult

explains that he went for pencils. If the child decides to help, then he can color his own picture.

Processing of results. The decision to help another can be interpreted both as an indicator of sympathy and as a desire for joint activity.

Methodology - "Observation"

Drawing up a map of observation of the emotional and moral development of children at various regime moments is carried out within one to two weeks (see table).

Criteria for evaluation

Emotions (social)

Understands the experiences of others, shows care, mutual assistance, sympathy, adequately responds to the failures of others; motivates his decision with a moral norm (+)

Responds adequately to the failures of others, but does not show care, sympathy, mutual assistance Indifferently or inadequately reacts to the failures of others, does not show care, sympathy, compassion (-).

The arbitrariness of emotions

In uncomfortable situations, patient, calm, balanced, able to restrain emotions (+).

In uncomfortable situations, not always patient, restrained In uncomfortable situations, not restrained, can be aggressive, quick-tempered (-)

Moral development (moral judgment, awareness of the moral norm)

Able to correctly assess the development of their behavior,

motivating (moral assessment of the moral norm;

judgments, owns moral judgments, reasonably explains his act (n) of the norm)

Names the norm, correctly assesses the behavior of children,

does not motivate his assessment

Evaluates the behavior of children as positive or negative, but the assessment does not motivate moral

does not formulate the norm (-)

the child's behavior is stable, positively directed,

he is polite, tactful (+)

Moral self-regulation

Does not always listen to the comments and demands of an adult, can break the rules, is not always polite and tactful The child's behavior is unstable, situational, he often shows negative behavior, tactless, impolite (-)

Data processing. Children who received large quantity pluses (75-100%) are characterized by well-developed morality and emotionality.

In children who scored 50-75% of the "+" signs, emotional and moral development is sufficient, but attention should be paid to some of its features. Children who scored less than 50% of pluses are children with underdeveloped moral qualities and possible emotional distress.

Material from the site nsportal.ru

Motor development: lag, norm, lead.

The time of allocation of the leading hand, the presence of retraining.

Adaptation to kindergarten.

The main character traits (calm - excited, mobile - slow, balanced - capricious, etc.).

The main features of behavior (capriciousness, tearfulness, anxiety, disinhibition, difficulty switching).

Speech history

The time of appearance of cooing and babbling.

Features of cooing and babbling (activity, variety of sound complexes, characteristics of voice reactions).

The time of the appearance of the first words.

Time of appearance of extended phrasal speech. What difficulties were observed in the transition to phrasal speech.

The presence and severity of iterations.

Speech defects (dyslalia, dysarthria, rhinophonia, etc.).

Social environment(where the child was brought up - in the orphanage, kindergarten with daytime or round-the-clock stay, at home with mother, grandmother).

Features of the speech environment: contacts with stuttering persons or persons with other speech pathologies; in the presence of bilingualism - which language prevails in communication.

Features of verbal communication with a child, insufficiency of verbal communication, stimulation of the child's speech development (how much children's literature was read, whether it was age-appropriate; from what age did poems and songs learn; how quickly I remembered, in what volume).

Cultural and living conditions in the family.

Age at which stuttering appeared.

The alleged causes and nature of the occurrence of stuttering (acute, psychogenic, for no apparent reason, etc.).

The presence of a period of mutism.

How stuttering proceeds: is it constantly present in speech or not.

Under what conditions is it easier - worsening speech.

Has the child's behavior changed since the onset of stuttering and how did it manifest itself (the state of appetite, sleep, mood, the appearance of whims, negativism, fears, enuresis, etc.).

The attitude of the child to his speech defect.

What measures were taken to eliminate the speech defect (treatment by a doctor, attending speech therapy classes, staying in special institutions of the health care system or the education system - kindergarten, school).

Duration and effectiveness of treatment and training.

Psychological climate in the family, relationships

Are there frequent conflicts in the family - excessive caressing and, conversely, excessive severity, unevenness in dealing with the child; overload with impressions (visiting the cinema, theater, circus, is it allowed to watch television programs for a long time, etc.).

The attitude of family members to the speech defect of a stutterer (indifference, empathy, constant fixation of the attention of others on stuttering, making increased demands on the speech of a stutterer, etc.).

Personal characteristics of the child

Are there traits of anxiety in the character of a stuttering child?

Are there tearfulness, irritability, capriciousness (i.e. emotional instability) in the child's behavior?

Does the child have traits of timidity, fearfulness.

The level of development of gaming activity.

Whether the child comments on their actions in games or plays silently.

Prefers to play alone or in a team of children.

Does stuttering manifest itself in the game alone, with peers.

How stuttering proceeds (does it get worse with age or is it less common than before).

1. Analysis of expert opinion

The state of intelligence, hearing and vision is analyzed (conclusion of specialists: psychoneurologist, otolaryngologist, ophthalmologist).

The data presented by the educator, psychologist, musical director of the kindergarten are analyzed.

3. Psychological and pedagogical characteristics of a stuttering child

Analyzed general development child, features of activity.

The child's information about himself, understanding of family ties, the range of ideas about the environment, their accuracy.

Characteristics of working capacity and features of mastering knowledge (perseverance, attitude to classes; conscientiously or not performs the tasks of a speech therapist and educator, studies with interest, without interest, does not want to study; whether he copes with the program material for this age group in all sections of the "Education Program in Kindergarten" (are there any difficulties in music and rhythm classes, in classes for the development of speech, the development of elementary mathematical representations, visual activity and design, in what way they manifest themselves).

The nature of the game and labor activity(he is friends in a group, conscientiously fulfills his duties, is on duty reluctantly, lazy, forgets about the duties of a duty officer); favorite games (creatively organizes the game, stereotypically manipulates the object), favorite toys (appropriate use of toys, plays with one toy for a long time, treats toys with care, toys quickly get bored, often breaks them, shows interest only in new ones); accompanies games with speech (is stuttering manifested at the same time), plays silently.

Also noted:

Increased excitability, or, conversely, lethargy, lethargy, fatigue, exhaustion;

Features of the development of the personality and the emotional-volitional sphere (the mood of the child: stable, unstable, easily changes from minor reasons; depressed or good, joyful mood prevails; volitional features: purposefulness, independence, initiative, determination, perseverance, weakness of volitional tension, etc.).

Reaction to comments and approval; factors that contribute to a change in emotional state.

The characterological features of the child (calm, restless; easily comes into contact with everyone, is embarrassed in an unfamiliar environment; conflict: bully, attacks comrades, takes away toys; kind, affectionate; neat, sloppy, etc.).

The state of mental functions:

Features of perception (perception of color, shape, spatial relationships; observation of the child);

Characteristics of attention (stability, switchability, distribution, absent-mindedness, etc.);

Features of memory: speed and volume of memorization, fidelity;

Features of thinking (level of development logical thinking: the ability to highlight the essential in the plot picture, text, when defining concepts; when comparing, when classifying objects; understanding the meaning of riddles, proverbs; comprehension of cause-and-effect relationships, etc.).

4. The state of general motor skills and fine movements of the fingers, mimic and articulatory motility

Examination procedure for general voluntary movements

1. Static coordination

The possibility of holding a given pose is determined:

a) stand alternately on the right, then on the left leg. It is noted: 3 points - posture retention; 2 points - retention during sharp balancing, bent leg touches the floor; 1 point - it is not possible to maintain a pose, convergence from a place;

b) stand on tiptoe. It is noted: 3 points - posture retention; 2 points - convergence, balancing is pronounced; 1 point - lowering onto the foot, frequent convergence.

2. Dynamic coordination

a) the ability to jump alternately on the right, then on the left leg (hands on the hips) is determined. It is noted: 3 points - freely jumps on one leg; 2 points - touches the floor with one foot; general muscle tension; strong hand swings; 1 point - unable to jump on one leg;

b) the ability to jump from a place through a rope, which is located at a distance of 20 cm from the floor, is determined. It is noted: 3 points - the jump is made easily and freely; 2 points - the jump is awkward, it is not possible to push off with both legs; 1 point - the jump fails.

3. Simultaneity of movements

a) the possibility of performing movements with both hands at the same time is determined; on the right and left sides of the matchbox there are 10 matches on each side (at a distance equal to the length of the match); the child is invited to put the matches in the box, taking at the same time with both hands on each side a match and at the same time putting them in the box. It is noted: 3 points - simultaneous movements with both hands are successful, matches are taken and placed at the same time; 2 points - movements are not always simultaneous; 1 point - simultaneous movements fail;

b) the possibility of simultaneous movements of arms and legs is determined; the child is offered a spool of thread; marching, he must unwind a thread from a spool and wind it around his index finger. It is noted: 3 points - marches and winds the thread at the same time; 2 points - movements are not always simultaneous; 1 point - simultaneous movements fail. The general character of movements is also noted: dexterous, awkward; plastic, clumsy.

Examination procedure for fine finger movements

The child is asked to do the following:

1) connect the thumb with all the others in turn, first on the right, then on the left hand;

2) bend each of the fingers alternately on the right and on the left hand;

3) connect the fingers of one hand with the fingers of the other, "fingers greet";

4) fastening and unfastening buttons, tying shoelaces.

The leading hand is noted - 3 points - accurate and precise execution; 2 points - not clear enough; 1 point - poor coordination, awkwardness.

The procedure for examining voluntary facial movements

To examine children from 4 to 6 years old, L. A. Quint's tests are used in the modification of G. Gelntz.1

1. raise eyebrows ("Surprise");

Qualitative analysis methods

At the present stage of development of the science of psychology, there are many methods for a complete and versatile study of personality.

To solve a number of problems, conversation and observation methods are enough. In more complex cases and in mass examinations, it is better to use easily interpretable express methods.

Any pedagogical intervention (be it education or upbringing) must be preceded by diagnostics, therefore any educator must be proficient in pedagogical diagnostics.

The activities of the educator and diagnostic activities are inseparable.

The study of the process of development of each student should be carried out throughout all the years of his education. Diagnostics should cover all students without exception and be carried out through systematic diagnostic sections for each of the developmental parameters.

If it is not possible to conduct this cut in relation to any student at the set time (due to illness or other reasons), this cut should be carried out as soon as possible, but in no case should it be missed. Diagnostics of the level of mastery of educational material and the development of skills should be carried out for each learning topic and also cover all students without exception. Only in this case is it possible to effectively use the results of diagnostic activities.

Methods of psychodiagnostics and features of their use with preschool children

OBSERVATION

Observation is one of the main methods used in pedagogical practice.

It is a method of a long and purposeful description of the mental characteristics that are manifested in the activities and behavior of children.

In order for an observation to be scientific, it must meet the following requirements:

1. Purposefulness - observation is carried out not for the child in general, but for the manifestations of specific personality traits.

2. Planning - before the start of observation, it is necessary to outline certain tasks (what to observe), think over a plan (terms and means), indicators (what to fix), possible miscalculations (errors) and ways to prevent them, expected results.

3. Independence - observation should be an independent, and not an incidental task.

4. Naturalness - observation should be carried out in natural conditions for the child.

5. Systematic - observation should not be carried out occasionally, but systematically, regularly in accordance with the plan. The intervals at which children should be monitored depend on their age. The earlier age we take, the shorter should be the time interval between successive observations.

6. Objectivity - the educator should record not what he "wants to see" in support of his assumption, but objective facts.

7. Recording - data must be recorded during the observation or immediately after it.

Observation is a laborious method. It is almost impossible to exclude the influence of random factors. It is impossible to fix everything, so you can miss the essential and note the insignificant.

This method is passive: the educator observes situations that appear regardless of his plans, he cannot influence the course of events. Observation provides information that is difficult to quantify.

The objectivity of observation can be ensured by using several observers, combining and generalizing their observations.

The survey is widely used in pedagogical practice. This method is based on obtaining information in the process of bilateral or multilateral discussion of the issue of interest to the researcher.

There are several types of survey:

interview (verbal)

conversation (more free form).

Significant difficulties can arise when the method of questioning is used in working with children. These difficulties may be caused by the fact that the child does not always understand the questions addressed to him. For this reason, in psychological research related to the use of questioning children, it is recommended, first of all, to make sure that the child understands the questions addressed to him correctly and only after that to interpret and discuss the answers given by him.

Before starting the survey, it is necessary to allow the child to adjust to the new situation. Parents may be present during the examination, but must sit to the side, behind the child.

If the child is very shy and timid, then you can invite the parents to sit next to you, take the child by the hand so that he calms down. But it is necessary to ensure that parents do not prompt.

The conversation with the child should be informal and confidential.

If the child is experiencing difficulties, then he must be cheered up. You can’t rush him, scold him for bad answers or their absence. Show dissatisfaction.

It is advisable to offer easy questions at the beginning of the survey, then difficult ones, then the most difficult ones (requiring decisions), and finally, simple ones again.

To clarify one characteristic, several questions should be directed that would control the sincerity of the child's answers. This concerns questions regarding the personal qualities of the child and their assessment by him.

A conversation can also be conducted with a group, when the educator asks questions to the whole group and makes sure that the answers include the opinion of all its members, and not just the most active ones. Typically, such a conversation is used for initial acquaintance with the group, a superficial study of various issues, or to obtain information about the social processes in the group.

Communication should begin with topics that are pleasant to the interlocutor, so that he willingly begins to speak.

Questions that may be unpleasant for the interlocutor or cause a feeling of verification should not be concentrated in one place, they should be evenly distributed throughout the conversation.

Questions should take into account the age and individual characteristics of the interlocutor.

The teacher should be attentive and flexible in conversation, prefer indirect questions to direct ones, which can sometimes be unpleasant for the child. If the question is very important, then during the conversation you can ask it again in a different wording.

Do not abuse the time of the conversation. Interviewing a child should not last more than: 5-15 minutes. (depending on age). Decreased interest and attention span.

The undoubted advantages of the conversation include:

The presence of contact with the interlocutor, the ability to take into account his responses, evaluate his behavior, attitude to the content of the conversation, ask additional, clarifying questions.

The conversation can be purely individual in nature, be flexible, maximally adapted to the child.

A particular problem is fixing the conversation. Tape recording made without the consent of the interlocutor is prohibited for ethical and legal reasons. Open recording confuses and depresses the interlocutor in the same way as shorthand.

Fixing answers directly during a conversation becomes an even more serious hindrance. Recordings made immediately after the conversation are fraught with the danger of subjective transformations.

An important factor influencing the receipt of objective information during the examination is the condition of the child.

After the end of the survey, the diagnostician should give a positive assessment of the child's activity. (Well done! Excellent! Good, tried!)

TESTING

Testing is a standardized method used to measure various characteristics. It is often the least time-consuming way to get objective information.

The test as a scientific tool is the result of the work of experts. Tests are created by professional psychologists and educators who specifically deal with these issues. Therefore, the task of the educator is to find published tests and use them if they seem useful to him for solving the diagnostic tasks.

Pedagogy mainly uses performance tests, school readiness tests, intelligence tests, vocational training tests, attention and concentration tests, and social tests.

From the point of view of the form, one can distinguish between tests that involve free answers (the test-taker must formulate the answer himself), and tests that involve choice (the test-taker must choose the correct answer from the options offered to him).

Projective tests are distinguished into a special group. They are based not on a direct, but on an indirect assessment of certain qualities of a person.

Such an assessment is obtained as a result of an analysis of how a person interprets and perceives some polysemantic objects: plot-indefinite pictures, shapeless spots, unfinished sentences, etc. It is assumed that a person “invests” or “projects” himself into the assessment and interpretation of such objects. They turn to projective tests when it comes to the psychodiagnostics of hidden or, as in children, unconscious by them psychological features.

Projective tests are used only by specialists. they require a lot of special theoretical and practical training, experience in their application. Compared to other types of tests, they require significantly more time.

Very difficult interpretation of the results, low probability of their correctness. Reduced objectivity of the study.

For psychodiagnostics of children, tests are usually used similar to adults, but simpler and more adapted.

EXPERIMENT

An experiment is the active intervention of a researcher in the activity of the subject in order to create conditions in which any psychological fact is revealed.

An experiment is a method of psychological research that allows not only to describe a phenomenon, but also to explain it. The researcher deliberately influences what is happening in order to identify patterns and a set of the most favorable conditions.

This method is used mainly in scientific work in the field of pedagogy. It can also be used in the daily activities of the educator to test the effectiveness of new and optimize well-established methods of work.

A laboratory experiment is carried out in artificial, specially created and precisely taken into account conditions. The unnaturalness of the experimental situation leads to tension, stiffness of the subject, his constraint due to unusual conditions. Therefore, it is rarely used to solve pedagogical problems of educational and educational process

A natural experiment is different in that children who are in their natural conditions of play, learning or work activity are not aware of the ongoing psychological research. A natural experiment combines the advantages of observation and laboratory experiment, although it is less accurate, its results are more difficult to quantify. But missing here bad influence emotional tension, deliberate response.

The formative experiment involves the introduction of research results into pedagogical practice, followed by the study of the changes that arise as a result of such innovations.

Ethics is based on the recognition of the right of every person to the inviolability of his psyche, his soul.

BASIC ETHICAL PRINCIPLES IN PSYCHODIAGNOSIS

1. The principle of responsibility: the responsibility of the diagnostician for the preservation of mental and physical health, emotional and somatic comfort, social well-being of the subject at all stages of the psychodiagnostic examination.

2. The principle of competence: psychodiagnostic examination is always carried out by qualified specialists. The psychodiagnostic takes on the solution of those tasks and issues on which he is professionally aware.

3. The principle of confidentiality: non-disclosure of the results without the personal consent of the person in relation to whom the psychodiagnostics was carried out. The exception is cases when psychodiagnostics is carried out for scientific purposes as part of an experimental study, but even in this case it is not recommended to indicate in publications the exact names and surnames of the subjects.

In general, the results of diagnostic activities should not be made public. If you want to influence a particular child, it is best to talk to him or his parents in private. On the parent meetings do not point to specific children: parents themselves must understand what applies to their child.

4. The principle of scientific validity: psychodiagnostic methods must be valid and reliable, that is, give results that can be fully trusted.

5. The principle of non-infliction of harm: the results of psychodiagnostics should in no case be used to the detriment of the person who is being examined. If psychodiagnostics is carried out for the purpose of competitive selection or when hiring a person, then this principle is applied together with the principle of openness of the results for the subject, which requires information about what and how he will be tested, what are the results of his examination.

6. The principle of objectivity: conclusions based on the results of testing should be scientifically substantiated, and in no way depend on the subjective attitudes of those who conduct the testing.

7. The principle of effectiveness: recommendations given on the basis of psychodiagnostics must necessarily be useful for the person to whom they are given.

8. The principle of complex diagnostics - the principle of combining various methodological techniques in the diagnosis of the same mental property, as well as combinations of techniques aimed at related mental properties, to improve the accuracy of the diagnostic conclusion

Since the educator, conducting a psychodiagnostic examination, closely interacts with children and can influence them, he must have certain personal qualities: criticality and flexibility of thinking, sociability, empathy, goodwill, tolerance for other people's opinions, the ability to listen, understand and reassure, tact, free fluency in speech, high general culture.

The main recommendation regarding the behavior of the experimenter is that he be calm, balanced, and his behavior should be sufficiently even, friendly and respectful towards the subjects.

During the psychodiagnostics of minor children, their parents or persons replacing them have the right to know the results of testing the child;

The results of the psychological examination and the recommendations given on the basis of them are provided in a form that is accessible for correct understanding;

In no case should you express yourself in a gray, banal or incorrect way, trying in this way to approach the level of your interlocutor - this is shocking.

LITERATURE

1. Bodalev A. A., Derkach A. A., Laptev L. G. "Fundamentals of social psychological research" M .: Gardariki, 2007.
2. Kazanskaya V. G. "Pedagogical psychology: Textbook" St. Petersburg: St. Petersburg, 2003
3. Nemov R. S. "Psychology" Book 2: Psychology of education-M .: VLADOS, 2003.
4. Nemov R. S. "Psychology" Book 3 Psychodiagnostics-M .: VLADOS, 2003
5. Shevandrin N.I. "Psychodiagnostics, correction and development of personality" M.: Vlados, 2001.
6. Shirokova G. A. "Handbook of a preschool psychologist." Rostov n/a: Phoenix, 2004

Method 6. "Finish the story" (author - G.A. Uruntaeva).

Purpose: to characterize the child's ability to take the position of a participant in interpersonal interaction.

Equipment: pictures depicting situations described in the experimenter's stories.

Procedure: the child is shown pictures illustrating various situations, and the beginning of the story is given, which he is invited to finish. If necessary, the experimenter asks clarifying questions (Appendix 6).

Answers are scored as follows:

• - can't complete the story
• - some stories cannot be completed, some are completed in monosyllables, without argumentation;
• - completes the stories in accordance with the moral norm, but without reasoning;
• - answers argue, but in emotionally significant situations they

are socially unapproved;

He completes all stories in accordance with the moral norm, arguing his answers.

Mainly based on the results of the last two methods, we assessed the level of formation of the possibility of a coherent statement.

Method 7. "The study of self-esteem and moral behavior."

The goal is to determine the level of compliance with the norm of fairness.

Study preparation. Pick up 21 small toys for boys (boats, planes, trucks, etc.), for girls - items of doll wardrobe (dresses, blouses, skirts, etc.) in the same amount.

Conducting research. The experiment is carried out in 2 stages individually with each child (Appendix 7).

stage. The level of compliance with the norm of equity is determined on the basis of three diagnostic series.

First episode. The child is offered to distribute between himself and two other children, fenced off from him by screens, 4 sets of toys (21 in total).

Second series. The child must choose to send to two imaginary partners 1 out of 2 sets packed in boxes, in one of them the toys are pre-divided into 3 equal parts, and in the other the part intended for the test subject is much larger than the other 2.

Third series. The child needs to choose 1 of 3 sets of toys, in one of them the toys are divided equally in advance, in the other one part is somewhat larger than the other 2, in the third - much more than the others.

stage. The child is shown a division option opposite to what he used at the 1st stage of the experiment, for example, if in the first series of the 1st stage he divided the toys equally, then in the first series of the 3rd stage he is offered to take more toys for himself. And so, in each series, the subject is asked to imagine that he is acting in accordance with these opposite options, and to evaluate his "new behavior."

stage. The child is asked to evaluate 2 peers, one of whom shared the same toys equally, and the other kept most of it for himself. Divided toys lie on the table, dolls represent peers.

Data processing. Count the number of children:

• a) adhering to the uniform division in all 3 series (observing the norm);
• b) those who prefer those options when they got more toys than partners (violating the norm);
• c) those who have both variants of distribution - both equally and not equally (unstable).

Uruntaeva Galina Anatolyevna - Doctor of Psychology. Graduated from the Faculty of Psychology of Moscow State University. M.V. Lomonosov. Senior Lecturer, Associate Professor, Professor, Head of the Department of Preschool Pedagogy and Psychology (1992-1995), Head of the Department of Psychology (since 1995).

Engaged in the study of the history of psychology, teaching methods preschool psychology. Author of more than 100 scientific papers, including textbooks "Preschool psychology", "Diagnostics of the psychological characteristics of a preschooler", an reader "Psychology of a preschooler", a monograph "Psychology of studying a preschooler by an educator (history of the problem)".

Developed by GA. Uruntaeva educational and methodological set on preschool psychology for students of pedagogical colleges and schools was awarded a diploma of the 1st degree at the competition of scientific projects in 1997-1998. Northwestern Branch of the Russian Academy of Education.

G.A. Uruntaeva is the editor-in-chief of the regional scientific and practical journal "Science and Education". Active member of the International Academy of Pedagogical and social sciences. Honored Worker of the Higher School of the Russian Federation. Honorary Worker of Higher Professional Education of the Russian Federation. Awarded with a medal. K.D. Ushinsky.

G.A. Uruntaeva paid a lot of attention in her works to the development of the labor activity of preschoolers.

According to Uruntaeva, the first type of activity that a baby masters is household. It arises on the basis of satisfying the biological needs of the baby for food, rest (everyday processes that an adult organizes with the help of the daily routine). During preschool childhood, the child masters the technical side of household activities, i.e. cultural and hygienic skills aimed at maintaining personal hygiene with the help of socially given methods and means. An older preschooler begins to realize the moral norms that determine behavior in everyday life, to observe cultural and hygienic skills on his own initiative, he develops his first household habits. Labor activity is closely connected with everyday life; Thus, one of the types of labor available to a preschooler is household work.

By labor activity, Uruntaeva understands activities aimed at creating socially useful products. Its developed forms are not typical for preschool children, they are formed later. In childhood, some prerequisites for participation in further productive work develop in the following areas: certain ideas about the work and professions of adults are formed, certain labor skills and abilities are formed, motives for performing work assignments are assimilated, the ability to maintain and independently set the goal of activity develops, some personal qualities are formed, ensuring the success of labor activity, such as diligence, perseverance, purposefulness, etc.

Uruntaeva writes that a preschooler often performs assignments together with other children and therefore learns to distribute duties, work harmoniously, and help comrades; gradually he begins to realize the relationship and dependence on each other in joint activities, to understand that the result of his work is included in the common cause. Children learn to plan their work, to divide it into component parts. Performing labor tasks, preschoolers learn various labor operations, acquire labor skills and abilities, for example, the ability to handle tools (scissors, hammer, etc.) and materials. As a result, they begin to understand the meaning of work, its importance and necessity, its significance for other people.

Uruntaeva pays special attention to an individual approach in the development of the labor activity of preschool children.

Uruntaeva writes that the correct organization of labor education of a child from the very early childhood serves as a reliable basis for its further development. In the organization of labor education of children of primary preschool age in the selection of methods and the most effective methods of work, an individual approach is a regularity. And you need to start it with studying the individual characteristics of all the children in the group, in this case - with studying the level of labor skills. It is very important to know these features, because. excessive demands lead to the fact that children get tired, lose confidence in their abilities and, due to overload, a negative attitude towards any labor process arises.

It is necessary to coordinate the requirements for the child from the kindergarten and the family so that they are the same. Compliance with this condition largely ensures success in correct labor education.

For implementation individual approach to children in the process of labor education, the teacher must know well not only the practical skills and abilities of each child, but also his moral qualities.

The study of the individual characteristics of children in labor activity shows, on the one hand, their great diversity both in relation to interest in various types labor, and in the level of development of skills and abilities; on the other hand, in individual manifestations, not only different things are noticed, but also much in common.

Knowing and taking into account the individual characteristics of the children of the whole group makes it possible to better organize teamwork. Thus, the implementation of an individual approach to older preschoolers is largely helped by a certain organization of them in the process of collective labor.

Of great importance for an individual approach to children in the process of labor education is contact with the family, the unity of requirements for the child in kindergarten and at home.

Individual manifestations in labor activity are very characteristic qualities that show not only the child’s attitude to work, his skills and abilities, but also the level of moral education, his “public” face - the willingness to help comrades, to work not only for himself, but also for others. .

An individual approach has a positive impact on the formation of the personality of each child, provided that it is carried out in a certain sequence and system, as a continuous, well-organized process.

Techniques and methods of individual approach are not specific, they are general pedagogical. The creative task of the educator is to select from the general arsenal of means those that are most effective in a particular situation, meet the individual characteristics of the child.

When conducting individual work in the process of various children's activities, the teacher must constantly rely on the team, on the collective connections of children within the group.

Analysis of the results of the study according to the method of Uruntaeva

The practical part was carried out on the basis of a group of 15 children from a kindergarten in Chelyabinsk. A subgroup of 5 people was studied. The age of children is from 3.5 to 4 years.

In general, children are developed both mentally and physical plane: visual, auditory, tactile perception is well developed, children have a large vocabulary, thinking is developed, movements are coordinated in the classroom and in everyday life, children are active, not constrained, they feel confident. Children are very inquisitive and ask a lot of questions. They love to observe natural phenomena; sociable, friendly. In general, the group is disciplined, attentive and friendly towards each other and towards others.

Each child was offered 3 tasks: watering flowers, rubbing leaves, loosening the earth. And if the child coped with the task, then I gave this child a plus (+), if not, then he received a minus (-) from me, but there were children who half completed the task, then they received (+/-).

The table shows the results of the children's work.

The table shows that Naumova Lera coped well with the first task. The second one did not work out, but next time she will definitely try. With the third, she coped with half, her earth spilled out right on the table.

Klimov Sasha did not cope with the first task at all, he does not know how to water flowers, he pours too much water. With the second task I coped with half, not very carefully using a cloth. And he did an excellent job with the third task, he had no problems with loosening the earth.

Rotozey Dasha, like Sasha, could not cope with the first task, but she coped with the second one without prompting, and with the third she had no big difficulties, she needed to loosen the ground more carefully.

Erokhin Vladik surprised everyone, coped with all the tasks remarkably without remarks and without reminders

Yakimova Nastya did not cope with any task, this suggests that the child has not been accustomed to work since childhood.

Thus, it can be concluded that the individual originality of the child manifests itself quite early. Therefore, the importance of taking into account the individual characteristics of the child in the upbringing and education is obvious. Ignoring the personality traits of a child leads to the development of negative traits in preschoolers.

1. Technique "Finish the story"

The methodology is designed to study children's awareness of moral norms. The study is carried out individually.

Instruction. I'll tell you stories and you finish them.

Situation examples

Story I. Children built the city. Olya stood and watched the others play. The teacher approached the children and said: “We will have dinner now. It's time to put the cubes in boxes. Ask Olya to help you." Then Olya answered...

What did Olya say? Why? How did she do? Why?

Story 2. Mom gave Katya a beautiful doll for her birthday. Katya began to play with her. Then her younger sister Vera came up to her and said: “I also want to play with this doll.” Then Kate answered...

What did Katya say? Why? How did Katya do? Why?

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

What did Sasha say? Why? How did Sasha do? Why?

Story 4. Petya and Vova were playing together and broke an expensive beautiful toy. Dad came and asked: “Who broke the toy?” Then Peter answered...

What did Peter say? Why? How did Peter do? Why?

All answers of the child, if possible verbatim, are recorded in the protocol.

Results processing

0 points - the child cannot evaluate the actions of children.

1 point - the child evaluates the behavior of children as positive or negative (correct or incorrect, good or bad), but does not motivate the assessment and does not formulate a moral standard.

2 points - the child names the moral norm, correctly assesses the behavior of children, but does not motivate his assessment.

3 points - the child names the moral norm, correctly assesses the behavior of children and motivates his assessment.

Technique "Subject Pictures"

The technique "Subject Pictures" is designed to study the emotional attitude to moral standards.

The child is presented with pictures depicting positive and negative actions of peers (See Appendix).

Instruction. Lay out the pictures so that on one side there are those on which good deeds are drawn, and on the other, bad deeds. Lay out and explain where you put each picture and why.

The study is carried out individually. The protocol records the child's emotional reactions, as well as his explanations. The child must give a moral assessment of the actions depicted in the picture, which will reveal the attitude of children to moral standards. Particular attention is paid to assessing the adequacy of the child's emotional reactions to moral norms: a positive emotional reaction (smile, approval, etc.) to a moral act and a negative emotional reaction (condemnation, indignation, etc.) to an immoral one.

Results processing

0 points - the child incorrectly lays out the pictures (in one pile there are pictures depicting both positive and negative actions), emotional reactions are inadequate or absent.

1 point - the child correctly lays out the pictures, but cannot justify his actions; emotional reactions are inappropriate.

2 points - correctly laying out the pictures, the child justifies his actions; emotional reactions are adequate, but weakly expressed.

3 points - the child justifies his choice (perhaps he names the moral norm); emotional reactions are adequate, bright, manifested in facial expressions, active gestures, etc.

3.2 Research results and their analysis

We carried out diagnostics of the moral sphere in 15 preschoolers of kindergarten No. 17 in Kolpashevo. The diagnostic results are presented in tables 1, 2.

Table 1

Assessment of children's awareness of moral standards

From the diagram we can see that almost half of the subjects (53%) showed a high awareness of moral norms, most of the subjects (33%) showed an average awareness of moral norms, and only a small percentage of the subjects (7%) showed a low and very low level awareness of moral standards. Thus, we can say that in the group we tested, children have a good level of awareness of moral norms.

table 2

Evaluation of the emotional attitude to moral standards in preschoolers

The chart shows that most of the children tested (47%) have a high emotional attitude to moral standards, the average part of children (33%) have an average emotional attitude to moral standards. A low emotional attitude to moral standards was shown by only 13% of the children and a very low one - by 7% of the children tested.

Thus, we see that the tested children have good indicators of emotional attitude to moral standards.

Conducting observations of the communication of preschoolers in educational and free activities, we came to the conclusion that special work with children by moral education contributes to the improvement of the general moral education of children.

In the future, we plan to conduct a Sociometry test to identify relationships in the group.

Thus, having considered the issue of moral education of preschoolers, we can draw the following conclusions.

Personally oriented education is based on the well-known principles of humanistic pedagogy:

Self-worth of the individual;

Respect for the personality of the child;

Natural conformity of education;

Kindness and affection as the main means of education.

In other words, personality-oriented education is the organization of the educational process based on:

Deep respect for the personality of the child;

Taking into account the peculiarities of his individual development;

Attitudes towards him as a conscious, full and responsible participant in the educational process.

To clarify the influence of moral education on a child, we carried out a diagnosis of the moral sphere of children in kindergarten No. 17 in Kolpashevo after certain classes with them on the development of morality.

As a result, we saw that after the moral education classes, almost half of the subjects showed a high awareness of moral norms, and only a small percentage of the subjects (7%) showed a low and very low level of awareness of moral norms. Although before the special classes on the moral education of children, these indicators were completely different: about 30% of the children showed a low and very low level of awareness of moral norms.

We also examined the assessment of the emotional attitude to moral standards in preschoolers. As a result of the diagnostics, we saw that after classes on moral education, the majority of the tested children (47%) have a high emotional attitude towards moral norms, the average part of children (33%) have an average emotional attitude towards moral norms. A low emotional attitude to moral standards was shown by only 13% of the children and a very low one - by 7% of the children tested.

Thus, we see that after special classes in moral education, the test children have good indicators of their emotional attitude to moral norms. Although before special classes on moral development, this group of children had much lower indicators than after classes. So, about 30% of children had a low and very low emotional attitude to moral standards.

Thus, we see that in each kindergarten there should be special classes or activities aimed at developing moral standards in children. Instilled in childhood, these norms remain with them for the rest of their lives. The upbringing of a moral personality must begin not from the school bench, when in children many concepts and norms are already formed and are difficult to change, but from the kindergarten, when the child's psyche is most receptive to the development of various kinds.

List of used literature

1. Averin V.A. Psychology of children and adolescents. - St. Petersburg, 1994.

2. Agapova I., Davydova M. Patriotic education at school. - M., 2002.

3. Bozhovich L.I. Personality and its formation in childhood. - M., 1968.

4. Vallon A. Mental development of the child. - M., 1968.

5. Wenger L.A. Perception and learning. (Preschool age). - M., 1969.

6. External environment and mental development child / Ed. R.V. Tonkova-Yampolskaya, E. Schmidt-Kolmer, E. Khabinakova. - M., 1984.

7. Developmental and pedagogical psychology / Ed. A.V. Petrovsky. - M., 1973.

8. Vygotsky L.S. Favorites psychological research. - M., 1956.

9. Vygotsky L.S. Development of higher mental functions. - M., 1960.

10. Gavrilova T.P. About the education of moral feelings. - M., 1984.

11. Galperin P.Ya. Development of research on the formation of mental actions // Psychological science in the USSR. T. 1. - M., 1959.

12. Garbuzov V.I. From infancy to adolescence. - L., 1991.

13. Activities and relationships of preschoolers / Ed. T.A. Repina. - M., 1987.

14. Didactic games and exercises for sensory education of preschoolers / Ed. L.A. Wenger. - M., 1973.

15. Dolto F. On the child's side. - St. Petersburg, 1997.

16. Zaporozhets A.V. Development of voluntary movements. - M., 1960.

17. Zenkovsky V.V. Psychology of childhood. - Yekaterinburg, 1995.

18. Study of the development and behavior of children / Ed. L.P. Lippsitt, Ch.K. Spiker. - M., 1966.

19. Kotyrlo V.K. The development of volitional behavior in preschoolers. - Kyiv, 1971.

20. Leontiev A.N. Problems of the development of the psyche. - M., 1972.

21. Piaget J. Psychology of the intellect // Jean Piaget. Selected psychological works. - M., 1979.

22. Poddyakov N.N. and others. Mental education of a preschooler. - M., 1972.

23. General psychology / Ed. A. V. Petrovsky. - M., 1980.

24. The development of communication in preschoolers / Ed. A.V. Zaporozhets and M.I. Lisina. - M., 1974.

25. The development of cognitive and volitional processes in preschoolers / Ed. A.V. Zaporozhets and Ya.3. Neverovich. - M., 1965.

26. sensory parenting in kindergarten / Ed. N.P. Sakulina and N.N. Poddiakova. - M., 1989.

27. Training for the development of the personality of a preschooler: classes, games, exercises. - SPb., 2001.

28. Usova A.P. Education in kindergarten / Ed. A.V. Zaporozhets. - M., 1990.

29. Elkonin D.B. Child psychology. (Child development from birth to seven years). - M., 1980.

See: Bozhovich L.I. Personality and its formation in childhood. - M., 1968. - S. 46 - 48.

See: External environment and mental development of the child / Ed. R.V. Tonkova-Yampolskaya, E. Schmidt-Kolmer, E. Khabinakova. - M., 1984. - S. 124 - 128.

See: Gavrilova T.P. About the education of moral feelings. - M., 1984. - S. 76.

See: Leontiev A.N. Problems of the development of the psyche. M., 1972. S. 56 - 57.

See: Zenkovsky V.V. Psychology of childhood. Ekaterinburg, 1995. S. 38 - 40.

See: Gavrilova T.P. About the education of moral feelings. - M., 1984. - S. 59.

Elkonin D.B. Child psychology. (Child development from birth to seven years). M., 1980. S. 24 - 26.

They significantly improve the effectiveness of health-improving work with children. Thus, it can be concluded that the priority direction for health work based on modern educational programs on physical education in the preschool educational institution will help to improve the health indicators and the level of physical fitness of preschoolers, which confirms our hypothesis. 3.2 Recommendations...

Does it matter role-playing game. SECTION 2 DIDACTIC GAMES AND THEIR IMPACT ON THE ENVIRONMENTAL EDUCATION OF CHILDREN IN THE PROCESS OF ACQUAINTANCE WITH NATURE 2.1 The use of didactic games in the process of acquaintance with nature with children of preschool age Didactic game as an independent play activity based on the awareness of this process. Self-play activities...

Source: G.A.Uruntaeva, Yu.A.Afonkina "Workshop on child psychology". -
M.: VLADOS, 1995, - p. 59 - 61

Study preparation.
1. Come up with 3-5 unfinished situations describing the fulfillment and violation of moral standards, taking into account the age of the child;
2. Prepare 10-12 pictures showing the positive and negative actions of children;
3. E.Blaginina's poem "Gift";
4. A new bright toy.
5. Compose and memorize questions for the conversation.

Conducting research. All series are carried out individually with an interval of 2-3 days or by choice; the same children are involved.

First episode. The child is told: "I will tell you stories, and you finish them." Situation examples.

1. Children built the city. Olya didn't want to play. She stood by and watched the others play. The teacher approached the children and said: "We will have dinner now. It's time to put the cubes in boxes. Ask Olya to help you." Then Olya answered... What did Olya say? Why?

2. Mom gave Katya a beautiful doll for her birthday. Katya began to play with her. Then her younger sister Vera came up to her and said; ".I also want to play with this doll." Then Katya answered... What did Katya answer? Why?

3. Luba and Sasha drew. Lyuba drew with a red pencil, and Sasha with green. Suddenly Lubin's pencil broke. "Sasha," Lyuba said, "can I finish the picture with your pencil?" Sasha answered her ... What did Sasha answer? Why?

Remember that in each case you need to seek motivation from the child for the answer.

Second series. The child is given pictures depicting positive and negative actions of peers and is told: “Lay out the pictures so that on one side there are those on which good deeds are drawn, and on the other bad deeds. Lay out and explain where you put each picture and why.”

The third series includes 2 sub-series.
Sub-series 1 - they read E. Blaginina's poem "Gift" to the child, and then ask questions: "What was the girl's favorite toy? Was it a pity or not for her to give the frog to her friend? Why did she give the toy? Right or wrong did she do it? What would you do, if your friend liked your favorite toy, why?

Data processing. They analyze how children are aware of moral norms and how it depends on the age of preschoolers. Accordingly, the subjects are distributed according to 4 levels of awareness of moral norms:

1. The child names the moral standard, correctly assesses the behavior of children and motivates his assessment.

2. The child names the moral norm, correctly assesses the behavior of children, but does not motivate his assessment.

3. The child evaluates the behavior of children as positive or negative (right or wrong, good or bad), but does not motivate the assessment and does not formulate a moral standard.

4. The child cannot evaluate the actions of children.

In the third series, the real and intended behavior of children are compared and a conclusion is made about how they correspond to each other, how this correspondence depends on age.