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 Department 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 psychological features preschooler", anthologies "Psychology of the preschooler", monographs "Psychology of the study of the preschooler by the 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 preschool children.

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). For 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. The 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 preschoolers.

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 younger children 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, 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.

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 played together and broke a beautiful expensive toy. Dad came and asked: “Who broke the toy?”. Peter replied...

Processing of results.

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

2 points - the child can evaluate 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.

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 emotional attitude to the same moral qualities as 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 sufficient, but it is necessary to pay attention 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 in 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, did it correspond to age; 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 healthcare 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, music director kindergarten.

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 gaming and labor activity (he is friends in the group, conscientiously fulfills his duties, is on duty reluctantly, lazy, forgets about the duties of the duty officer); favorite games (creatively organizes the game, stereotypically manipulates the object), favorite toys (adequacy of using 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 training or education) 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 long-term and purposeful description of 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 more early 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 held 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. Usually 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 age and individual characteristics 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 problems.

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 in 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 psychological characteristics.

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 mainly used 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 the educational process.

A natural experiment is different in that children who are in natural conditions for them to play, study or work 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 used together with the principle of openness of 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: critical and flexible 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

The goal is to study the understanding of moral norms by children of senior preschool age (generosity - greed, diligence - laziness, truthfulness - deceit, attention to people - indifference).

To determine the ability of children to correlate these norms with real life situations, to resolve problem situations on the basis of moral norms, and to give an elementary moral assessment.

Presentation of the task

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

Story one. Lyuba 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 replied, ... What did Sasha answer? Why? How did Sasha do? Why?

Story two. Katya's mother gave a beautiful doll for her birthday. Katya began to play with her. 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? How did Katya do? Why?

Story three. The children built the city. Olya stood nearby 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 a box. Ask Olya to help you." Then Olya answered... What did Olya say? Why? How did Olya do? Why?

Story four. Petya and Vova were playing together and broke a beautiful, expensive toy. Dad came and asked: "Who broke the toy?" Then Petya answered... What did Petya answer? 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 continue the story, or gives a monosyllabic answer, cannot evaluate the actions of children.
• 1 score- The child continues stories in different ways, evaluates the behavior of children as right or wrong, good or bad, but does not motivate the assessment and does not single out moral norms.
• 2 points- The child continues the story from the position of moral standards, names the moral norms, correctly assesses the behavior of children, but does not motivate his assessment.
• 3 points- The child reveals the features of resolution problem situation from the standpoint of a moral norm, names the moral norm, understands its significance for people's relationships and can justify his opinion, correctly assesses the behavior of children and motivates his assessment.

The results of these methods will make it possible to identify what moral norms have been mastered by the children of this group, how he understands the peculiarities of the feelings of other people and involves the allocation of different levels of children's mastery of moral norms and rules, by which it will be possible to judge the features of mastering the children of the group of this content.

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 fairness 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 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).

To check the formation of moral ideas of children of senior preschool age with normal psychophysical development and with a delay mental development, an experimental study was carried out. The study was conducted on the basis of MBDOU No. 124 Miroslavna, Arkhangelsk. The experiment involved 20 pupils. The first group included older preschoolers with mental retardation in the amount of 10 people. For comparative analysis we carried out diagnostics of the features of moral ideas of older preschoolers who do not have developmental deviations (10 people) - the second group.

The purpose of the experiment was to study the peculiarities of the moral ideas of older preschoolers with mental retardation in comparison with normally developing peers.

The objectives of the ascertaining experiment were as follows:

1. To select for the experiment methods aimed at studying the characteristics of the moral ideas of children of senior preschool age;

2. Conduct the selected diagnostic material;

3. To identify the features of the creative imagination of older preschool children with normal mental development in comparison with children of the same age with mental retardation.

The following methods were used to determine the features of the moral ideas of older preschoolers with mental retardation and their peers who do not have mental development disorders.

Methodology "Unfinished stories" G.A. Uruntaeva, modified by L.Yu. Solomina.

Target: determining the level of ideas of preschoolers about moral deeds (it is necessary to help the weak) and motives (it is necessary to share with others).

The Unfinished Stories methodology includes four questions with a score for them.

Instruction: research is carried out individually. The child is told the following: “I will tell stories, and you will finish them.”

1. The girl’s toys spilled out of the basket onto the road. A boy was standing next to him. He approached 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 beautiful doll for her birthday. Katya started to play. Her younger sister Vera came up to her and said: “I also want to play with this doll.” Katya answered... What did she say? Why did she say so? How did she do? Why do you think so?

3. Children built a 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." Olya answered... What did she say? Why did she say so? How did she do? Why do you think so?

4. Petya and Vova were playing together and broke a beautiful expensive toy. Dad came and asked: “Who broke the toy?”. Petya answered... What did he say? Why did he say so? How did he do? Why do you think so?

Results processing:

1 point - the child cannot continue the sentence. Cannot analyze children's behavior as positive or negative. Doesn't answer questions.

2 points - the child can analyze the behavior of children as positive or negative (right or wrong, good or bad), but does not formulate a moral standard.

3 points - the child names the moral norm, correctly analyzes the behavior of children, but finds it difficult to answer all questions.

4 points - the child names the norm, correctly analyzes the behavior of children and answers all the questions posed.

Evaluation standards:

4 - 0 points - low level

4 - 7 points - below average

14 - 16 points - high level.

Methodology "Subject Pictures", G.L. Uruntaeva, YL. Afonkin.

Target: the study of the level of emotional attitude to moral standards.

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).

Instruction: 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 hand, bad deeds ... Explain why you laid out the pictures that way.”

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.

Evaluation standards:

4 - 0 points - low level

4 - 7 points - below average

8 - 13 points - average level

14 - 16 points - high level.

2.2 Description and analysis of the obtained results

For a more visual demonstration of the results for each method, tables are presented that reflect children's awareness of moral standards in the group of children with mental retardation table 1 according to the “Finish the story” method (G.A. Uruntaeva, modification by L.Yu. Solomina), emotional attitude to moral standards children with mental retardation table 2 according to the “Plot pictures” method, children’s awareness of moral standards in the group of children with the norm table 3 according to the “Finish the story” method (G.A. Uruntaeva, modification by L.Yu. Solomina), emotional attitude to the moral standards of children with the norm table 4 according to the method "Subject pictures".

In the study of the development of awareness of moral norms in children of senior preschool age with mental retardation are presented in Table 1.

Table 1. Study of the level of ideas of preschoolers with mental retardation about moral actions and motives

Table 1 shows that children with mental retardation received the final number of points based on the processing of the results:

14-16 points high level - 0%;

8-13 points average level - 40%;

4 - 7 points below the average level - 10%;

4 - 0 points low level - 50%.

Table 2. Study of the level of ideas of preschool children with normal mental development about moral actions and motives

Table 2 shows that the children in the group with the norm received the final number of points based on the processing of the results:

14-16 points the highest level - 50%,

8 -13 points - the average level is 50%;

4 - 7 points below the average level - 0%;

4 - 0 points low level - 0%.

Based on the data obtained using the "Unfinished Stories" method, it can be seen that the levels of ideas of preschoolers with mental retardation about moral deeds are significantly lower than those of normally developing peers. 4 preschoolers with mental retardation have an average level (Nikita, Sasha, Daniel, Milana), these children named the moral norm, correctly analyzed the behavior of children in the proposed situations, but found it difficult to answer all questions, with the designation of the motives for the behavior of children in the proposed situations. Anton has a level below average, which means that the child can analyze the behavior of children as positive or negative (right or wrong, good or bad), but does not formulate a moral standard. The remaining five preschoolers have a low level of ideas about moral actions and motives, these are Nastya, Katya, Olya, Vanya, Eva. These preschoolers could not continue the sentence, could not analyze the behavior of children in the proposed situations as positive or negative.

Children with normal mental development generally have the highest level and the average level of ideas about moral actions and motives. Darina, Fedya, Karina, Timofey, Andrey have a high level, these pupils name the moral norm, based on the proposed situations, correctly analyze the behavior of children, answer all the questions posed. Dima, Saveliy, Sasha P., Zoya, Egor have an average level of ideas about moral actions and motives. Preschoolers named the moral norm, having correctly analyzed the behavior of children, but various difficulties arose in answering all the questions posed.

Rice. 1. Comparative diagram according to the method "Unfinished stories" of children with normal mental development and children with mental retardation.

Table 3. Study of the level of emotional attitude to the moral standards of children with mental retardation

Table 3 shows that children from the group with mental retardation received the final number of points based on the processing of the results:

14-16 points high level - 0%;

8-13 points average level - 30%;

4 - 7 points below the average level - 20%;

0-4 points low level - 50%.

Table 4. Study of the level of emotional attitude

to the moral standards of children with the norm

Table 4 shows that children with normal mental development have the following levels of emotional attitude to moral standards:

14-16 points high level - 70%;

8-13 points average result - 30%;

4 - 7 points below the average level - 0%;

0 - 4 points low level - 0%.

Based on the data obtained using the "Plot pictures" method, it can be seen that the levels of emotional attitude to moral standards in preschoolers with mental retardation are lower than in normally developing peers. Nikita, Sasha, and Vanya have an average level of emotional attitude to moral standards, these boys correctly laid out the pictures, the children justified their actions, adequate emotional reactions were noted, but they were expressed weakly. Daniel and Eva received a level below the average - preschoolers correctly laid out the pictures, but could not justify their actions, emotional reactions were inadequate. Anton, Nastya, Katya, Olya and Milana have a low level of emotional attitude to moral standards, they incorrectly arranged the pictures (pictures depicting both positive and negative actions are in the same pile), emotional reactions are inadequate or absent.

Children with normal mental development generally have the highest level and the average level of emotional attitude to moral standards. Seven preschoolers (Darina, Sasha P., Fedya, Karina, Zoya, Timofey, Andrey) have a high level of emotional attitude to moral standards, these children justified their choice, bright, adequate emotional reactions were noted, they were manifested in facial expressions, active gestures. Three preschoolers with developmental norms received an average level (Dima, Savely, Yegor), the children laid out the pictures correctly, the children justified their actions, but weakly expressed adequate emotional reactions.

Fig.2. Comparative diagram according to the "Plot pictures" method in preschoolers with the norm and with mental retardation.

After analyzing the results of the study, we can conclude that children senior group with mental retardation, in comparison with children without mental retardation, there is a lag in the development of ideas about moral actions and motives, an emotional attitude to moral norms:

Children cannot analyze the behavior of children in the situations presented as positive or negative (right or wrong);

Children do not formulate a moral standard;

They incorrectly lay out the pictures into two piles (one pile contains pictures depicting both positive and negative actions), do not justify their actions;

Emotional reactions are inadequate or poorly expressed.

The identified features hinder the development of moral behavior. This justifies the need to develop a special system of correctional work to develop moral behavior in children with mental retardation.